Secondary Teaching Materials

NSW High School STAGES 3 / 4

UNIT ONE: We choose who we are and what we do.
Suggested time: 4 weeks (90 minutes per week - 3x30 mins or 2x45 mins)
Principal Focus: The perception that' work' is an important source of self identity and the need for individuals to find fulfilment through 'work'

Overview:This topic

Explains the nature of work, both paid and unpaid, as well as other terms associated with work

Identifies the elements of personal identity (ie) roles, rights and obligations associated with roles

Describes the current trends in work in Australia and globally. (ie) the changing pattern of work

Uses sample studies to demonstrate the impact that work and unemployment can have on: gender groups, minority groups in both rural and urban communities.

Assessment: Formative and summative (See HSIE K-6 page 81)

EVALUATION:General comments:




· New Internationalist magazine
· Trade Unions
· Australian Bureau of Statistics
· United Nations
· Sydney Morning Herald

TEACHER'S SIGNATURE: _______________________DATE:

A Student:

1. identifies, gathers and evaluates information

2. analyses, organises and synthesises information

3. selects and uses appropriate written, oral and graphic forms to communicate information

4. analyses the impact of different perspectives on issues

5. applies knowledge, understandings and skills to demonstrate active and informed citizenship

Who am I?

What do I do? -roles of the individual

Reciprocal nature of rights and responsibilities

What is work?
- paid
- unpaid

What is the purpose of work?
To enable people to:
- make money
- meet their needs
- fulfil their wants
- feel productive, (ie) give them a sense of accomplishment
- feel a sense of purpose
- give structure to their day
- feel fulfilled
feel a sense of worth, (ie)self

Design a personal web page,
followed by a self reflection activity.

Role play with a structured scenario.

Mind map

Collage showing images of different types of work.

Categorisation of collage images into:
salary earners
wage earners

Selection of one example from each category.
Prepare and conduct an interviews with people working in the chosen work examples.

Ward C. 'Connexions - Work'
Smith, T. and Spencer, G. 'Discussions - Trade Unions'

New Internationalist
No. 239 January 1993

Students learn to:

value self
appreciate the multi-dimensional aspects of themselves
acknowledge the notion of 'service', and the positive aspects of 'informal work' for the individual and the community
appreciate the value of work
acknowledge people's right to work
recognise the importance of fairness and socially just principles in relation to access to work
accept cultural differences. In particular, appreciation of different values in relation to work and unemployment

- esteem
- feel part of a group, (ie) sense of belonging
- contribute to a sense of community
- express an individual's creativity.

The right to work
- changing patterns of work and the effect on the workforce
- current unemployment rates in Australia
- the changing work ethic

Variations in access to types of work amongst rural/urban based groups in Australia and globally

Group work following completion of interviews.
Establishment of expert groups to discuss the reasons for people working, as discovered through interviews.

Class plenary session.
Collage annotations

Statistical analysis including Australian labour force by age and gender.
Participation rates by age and gender.
Change in both categories over time.
Preparing and interpreting graphs.

Comprehension on historical and structural change in work.

Sample studies.

Guest speakers. Invite guest speakers who represent the

Australian Bureau of Statisics

Ward C. 'Connexions - Work'

Parker et al. 'Commerce Three' Chpt.3

Geodate: Vol. 6 No. 2 May 1993
'The World of Work'

Students develop skills in:

acquiring information
reflecting on prior learning
asking questions
identifying, gathering and processing information
analysing information
organising and synthesising information
communicating information
answering questions
applying information
participating as active and informed citizens

- women
- indigenous groups
- homeless
- over 55's
- new migrants
- people with disabilities
different to talk on their experiences relating to their ability to find work.

Genre writing in response to a media report, including:
- letter to the editor
- radio feature
- TV news bulletin

New Internationalist
No.227 January 1992
No 239 January 1993

World Vision
Institute for Global Communications

One world

People and Planet

Organisation for Economic Cooperation and Development

Business Week Oct. 24 2002. Article: 'Women Work. The System Doesn't'

  Personal conclusions about the 'purpose of work'
Stimulus based written task.
Either formal response, (report), or creative writing in response to the question:
'What do you think is the purpose of work?'
'The Purpose of Work'