In this course, students will examine how the world of work is changing dramatically now and in the future. What will work look like for individuals, what skills will be needed, and how might our youth prepare for productive work in a future where they may have many jobs and even multiple careers over a lifetime? A number of experts see the human-machine interface as being a major focus for future jobs, as translators of technology for users and productive ways we can work with machines rather than compete with them. -100 Jobs of the Future, 2019
This course provides students with the opportunity to DREAM up the possible career opportunities afforded to us in the 4th Industrial Revolution, DESIGN a personalised learning program to gain the skills/knowledge/capabilities needed for these occupations, and DEVELOP a company/service/product that will add value to our future communities.
The Dream Design Develop curriculum has been developed with student agency at the centre. Students must gain knowledge from the following disciplines, but ultimately decide which sub-topics they want to explore within each discipline:
Students will choose to gain knowledge and skills from any three fields of technology, that are highly valued in future occupations: 3D Printing, Laser Cutting, Arduino Programming, Virtual/Augmented Reality, Adobe Illustrator/Photoshop, CAD, or another appropriate coding language.
Students will choose a current piece of news/media text within the context of their focus ‘job of the future’. They analyse language features, stylistic features, and conventions the author used to make meaning and how they influence the reader. They use evidence from their chosen text to support their conclusions.
Students use science inquiry skills to look deeply into aspects of science related to their ‘job of the future’ context. They will demonstrate knowledge and understanding of key scientific concepts within sub-disciplines of their choice. They may undertake a practical task and/or select, analyse, and interpret information related to science inquiry skills in various forms.
History (Year 10’s only)
Students will learn about how an invention (product, system or service) has added value to human society. They will analyse people’s reasons for inventing these things, the actions they took to development these things and how important they were/are to society.
All Year 10 and Year 11 students work towards the objectives outlined in this course as part of the 2-year ASMS Central Study Curriculum. The Learning Intentions are designed to allow students to be successful in a wide range of pathways beyond school and successful as 21st century citizens. Students will discover that their passions align with a variety of future career options.
The Dream Design Develop Central Study is assessed under both the Year 10 ACARA and Stage 1 SACE frameworks. Year 10s meet the nationally agreed key performance measures for English, History, Science and also earn SACE credit in Integrated Learning. Year 11 students earn SACE credits toward Scientific Studies, English, and Integrated Learning.The Dream Design Develop Central Study is assessed under both the Year 10 ACARA and Stage 1 SACE frameworks. Year 10s meet the nationally agreed key performance measures for English, History, Science and also earn SACE credit in Integrated Learning. Year 11 students earn SACE credits toward Scientific Studies, English, and Integrated Learning.