Organisation of Work Education 7–10

Figure 1 shows the organisation of Work Education 7–10.

Image long description: The 4 core focus areas of Work Education 7–10 are shown in boxes in a row at the top of the diagram. These focus areas are The nature of work; Transitions and lifelong learning; Workplace communication and collaboration; and Workplace rights, responsibilities and safety. These focus areas overarch 7 options that are shown in 2 rows of boxes below the core focus areas. The options are Preparing for the workplace; Workplace environments and culture; Exploring post-school pathways; Enterprise and entrepreneurial behaviours; Managing income from work; Connecting with the community and a School-developed option. A line connects the 4 core focus areas and encircles the options.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of collaborative curriculum planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a student is eligible to undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5 outcomes, or prior stage outcomes if appropriate. This assistance may include a range of adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.

Creating written texts supports learning

The development of the Work Education 7–10 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from Teaching writing: report of the thematic review of writing (NESA 2018).

Creating written texts facilitates learning as it promotes explicitness, encourages the integration of ideas, supports reflection, fosters personal engagement and aids learners to think about the significance and implication of ideas. Each subject has particular and specific writing demands relevant for communicating within and about the discipline. Writing about content enhances understanding across subjects and stages.

The secondary curriculum includes:

systematic development of expectations for creating written texts which align with the English K–10 Syllabus (2022)
explicit writing content to support students to become fluent creators of texts and to deepen their understanding of the subject area
opportunities to practise the process of creating written texts to develop and communicate knowledge, understanding and ideas
a focus on development of word consciousness and precise use of subject-specific terminology.

Creating written texts refers to the act of composing and constructing a text for a particular purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication form(s) should be considered when teaching.

Balance of content

The outcomes describe the knowledge, understanding and skills that students are expected to demonstrate as a result of teaching and learning. Teachers should use the outcomes to determine the scope of learning for the content included in each focus area.

The amount of content associated with a given outcome is not necessarily indicative of the amount of time spent engaging with the respective outcome. Teachers use formative and summative assessment to determine instructional priorities and the time needed for students to demonstrate expected outcomes.

In considering the intended learning, teachers make decisions about the sequence and emphasis to be given to particular groups of content based on the needs and abilities of their students.

Work Education concepts and skills

Students develop knowledge and understanding of Work Education concepts and skills.

Concepts

Career pathways and career development
Entrepreneurship
Financial literacy
Lifelong learning
Technology and innovation
The changing nature of work and workplaces
Wellbeing and work–life balance
Workplace culture and diversity
Workplace rights and responsibilities

Skills

Adapting to and managing change
Communicating and collaborating with others
Digital literacy in work contexts
Locating, evaluating and organising information
Problem-solving, critical analysis and entrepreneurial thinking
Self-reflection, self-awareness, career planning and goal-setting

Work experience opportunities

It is recommended that work experience opportunities be used as a teaching and learning strategy throughout the course.

Work experience opportunities can take many forms, including:

career fairs
career ‘taster’ programs
community-based volunteering
direct involvement in a workplace
mentoring
participation in school-based enterprise projects
using augmented reality (AR) to explore careers and workplaces
using work-related simulations and role-plays
virtual tours of industries and workplaces
visits to and from industry experts, employers, employees and self-employed people
visits to and from community organisations
work shadowing.

Work experience opportunities contribute to students’ understanding of the changing nature and requirements of work, the variances between different occupations and industries, and the skills and personal qualities needed for work and life. It encourages students to identify and practise these skills in a variety of settings. Work experience opportunities enable students to explore and frame possible future work options and career pathways.

Student needs, interests, capabilities, confidence and expertise at their current stage of development are important considerations in determining work experience opportunities in the course. Schools must ensure students are adequately prepared for any work experience opportunities undertaken. Some students with disability may require adjustments and/or additional support to plan and participate in work experience opportunities suited to their needs, interests and abilities.

Student safety must be a priority as work experience opportunities are undertaken. Schools must ensure work experience opportunities are suitable to ensure student safety. Dangerous, high-risk or unsuitable activities are not permitted, including any activities that are specifically prohibited under the school's work experience insurance.

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7–10Work Education 7–10 Syllabus (2025)

Assessment