YEAR 9 - YEAR 10
Join our Education Officers on Puffing Billy to investigate the career pathways of the railway. Students will examine the location, its interconnectedness, and the impact the railway has on people, places, and environments throughout its history. Issues and challenges to employment and tourism in the local area, and to the railway, will be discussed, alongside the impact of Puffing Billy Railway on the local, regional, and natural environments, economies, and cultures.
Through the lens of both staff and volunteers’, students evaluate the job roles on offer at the railway and the effectiveness of various departments to enhance visitor experience at Puffing Billy. They investigate the growth of tourism at Puffing Billy and examine management and techniques being used to ensure Puffing Billy is environmentally, socially, culturally, and economically sustainable with many jobs for young people in the future. Students can use this information to inform their future career interests and perspectives.
During their virtual visit!
Students will have an opportunity to converse with, survey and hear from Puffing Billy Railway staff and volunteers to discuss careers and the impact of tourism at Puffing Billy Railway and the Dandenong Ranges. Students will research challenges to the railway and the job roles created to overcome these and enhance the visitor experience. By understanding the various careers and opportunities at Puffing Billy students will be informed about future career prospects at a tourism destination and in the steam rail industry. Students will think sustainably about the impacts of the railway and future solutions to reduce the environmental impacts of people and technology to biodiversity at the Railway, locally, regionally, and globally. Students will also be presented statistical data which they will use to understand the future of the railway and the role youth have to play in the interconnectedness between Puffing Billy Railway, local, domestic, and international tourism.
Curriculum links
| Career Education in year 9 | Learning Outcome | Learning outcome | VELS domains - Standards level 6 |
|---|---|---|---|
| I focus | Self Development | 1.����� Understand how individual characteristics such as interests, skills, values, beliefs and attributes contribute to achieving personal, social, educational and professional goals. | Physical, Personal and Social Learning: Personal Learning |
| Discipline-Based Learning: The Humanities - Economics | |||
| Interdisciplinary Learning: Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 2. Explore methods to enhance interpersonal and group communication skills including skills for a successful work interview. | Physical, Personal and Social Learning: Personal Learning | ||
| Discipline-Based Learning: The Humanities - Economics | |||
| Interdisciplinary Learning: Communication, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 3.Recognise stereotypes, biases and discriminatory behaviours that may limit opportunities for people in the workplace. | Physical, Personal and Social Learning: Personal Learning | ||
| Discipline-Based Learning: The Humanities - Economics | |||
| Interdisciplinary Learning: Communication, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| Career exploration | 4. Understand how past, present and future academic performance may impact upon the selection of future programs and courses. | Discipline-Based Learning: The Humanities � Economics | |
| Interdisciplinary Learning: Communication, ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 5. Explore and develop commonly used work search tools (e.g. job applications, forms, resumes and portfolios) to find and maintain work. | Discipline-Based Learning: The Humanities � Economics | ||
| Interdisciplinary Learning: Communication, ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 6. Explore the relationship between work and the community, and how technological advances impact on work roles in the community. | Discipline-Based Learning: The Humanities � Economics | ||
| Interdisciplinary Learning: ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| Career Management | 7. Use career information resources to locate information on occupational and industry trends, education and training trends, and social and economic trends. | Physical, Personal and Social Learning: Interpersonal Development, Personal Learning, Civics and Citizenship | |
| Interdisciplinary Learning: ICT | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 8. Understand the importance of developing flexible and adaptable short-term career action plans within the career building process. | Physical, Personal and Social Learning: Personal Learning | ||
| Discipline-Based Learning: The Humanities � Economics | |||
| Interdisciplinary Learning: Communication, ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 9. Examine how personal goals can be satisfied through a combination of work, community, social and family roles. | Physical, Personal and Social Learning: Personal Learning | ||
| Discipline-Based Learning: The Humanities � Economics | |||
| Interdisciplinary Learning: Communication, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes |
| Career Education in year 10 | Learning Outcome | Learning outcome | VELS domains - Standards level 6 |
|---|---|---|---|
| I Plan | Self Development | 1.Understand the importance of allies (friends, family and supporters) to maintaining a positive self-concept | Physical, Personal and Social Learning: Interpersonal Development, Personal Learning |
| . | Discipline-Based Learning: The Humanities � Economics | ||
| Interdisciplinary Learning: Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 2.Assess how personal characteristics and behaviour are reflected in your life, learning and work goals | Physical, Personal and Social Learning: Interpersonal Development, Personal Learning | ||
| Discipline-Based Learning: The Humanities � Economics | |||
| Interdisciplinary Learning: Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 3.Discover personal and professional benefits of developing a positive self-concept and the consequences of developing a negative one. | Physical, Personal and Social Learning: Personal learning | ||
| Discipline-Based Learning: The Humanities � Economics | |||
| Interdisciplinary Learning: Communication, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| Career Exploration | 4. Demonstrate skills and attitudes towards learning that will help you to achieve your life and career goals. | Physical, Personal and Social Learning: Personal Learning | |
| Discipline-Based Learning, The Humanities � Economics | |||
| Interdisciplinary Learning: Communication, Design Creativity and Technology, ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 5. Understand the relationship between work, community and the economy. | Physical, Personal and Social Learning: Civics and Citizenship | ||
| Discipline-Based Learning: The Humanities � Economics | |||
| Interdisciplinary Learning: Communication, ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 6. Explore the education and training requirements of various work roles in your preferred future occupation or work sectors. | Physical, Personal and Social Learning: Civics and Citizenship | ||
| Discipline Based Learning: The Humanities - Economics | |||
| Interdisciplinary Learning: Communication, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| Career Management | 7. Use career information effectively in the management of your career action plan. | Physical, Personal and Social Learning: Interpersonal Development, Personal Learning | |
| Discipline-Based Learning: The Humanities � Economics | |||
| Interdisciplinary Learning: Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 8. Understand the importance of developing a range of scenarios for future career choices. | Physical, Personal and Social Learning: Civics and Citizenship | ||
| Discipline-Based Learning: The Humanities - Economics, English | |||
| Interdisciplinary Learning: Communication, ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes | |||
| 9. Examine the concept that every decision is a career decision by creating and maintaining your career portfolio. | Discipline-Based Learning: English | ||
| Interdisciplinary Learning: Communication, ICT, Thinking Processes | |||
| Careers/Work Education Classes | |||
| Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes |
Curriculum Resources
Puffing Billy Railway offers a range of pre- and post-excursion curriculum-linked resources to support teaching and learning in the classroom and at home. All resources are based around the topics of Energy/Force/Motion, Past and Present, Design and Technology and Biodiversity.
Teachers are welcome to download this workbook for the students to use while they are onsite at Puffing Billy Railway.
- Puffing Billy Pathways Workbook | Download
Enquiries
Enquire about our guided excursions via our online form.
Please contact the Education team for any further questions by emailing [email protected] or calling 03 9757 0700.
