PROGRAMS
Superskills
Modules
Our Superskills program offers a series of future-focussed modules for government secondary schools across the state without access to a Tech School, KIOSC, or the Science Gallery.
What are Superskills Modules?
Superskills are designed to be experienced as a series of live-online modules that support students to explore new industry sectors, connect them to different jobs of the future, and inspire them to engage with STEM-rich subjects and pathways.
We encourage teachers and students to identify modules that they would like to experience. A compulsory teacher Q&A session is held at the start of each school term to cover any material requirements, pre-learning activities, and post-activity learning suggestions.
Monash Tech School ran pilot feedback programs for its partner schools in 2021. We are expanding this offering to secondary schools without access to a Tech School 2022-2023.
Book Now
Programs run for 75 minutes and are delivered online via Zoom.
Please complete our booking form to make a booking.
Careers and pathways worksheets are available following the modules to connect the learnings to current industries and further study options.
Automation Anomaly Analyst
DIGITAL TECHNOLOGIES, PROFESSIONAL SERVICES
More and more of our everyday processes are becoming automated, including high-risk procedures such as driving a vehicle and operating machinery. The Automation Anomaly Analyst will respond when decisions these machines make are unethical, insensible, or illogical.
During this session, you will have the opportunity to explore the ethics of automation and create and apply your own 'code of ethics’.
RECOMMENDED YEAR LEVEL
7 - 9
SESSION TIME
75 minutes
Curriculum Links
7 - 9
YEARS
Critical and Creative Thinking:
- Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements (VCCCTQ032)
- Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives(VCCCTQ033)
- Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions(VCCCTR038)
- Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions(VCCCTQ045)
Design and Technologies:
- Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication(VCDSCD061)
Ethical Capability:
- Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought(VCECU015)
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
- Discuss the role of context and experience in ethical decision-making and actions (VCECD018)
- Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought(VCECU020)
Personal Capabilities:
- Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others (VCPSCSO038)
- Describe how and why emotional responses may change in different contexts(VCPSCSE034)
Biomimicry Innovator
CONSTRUCTION TECHNOLOGIES, CREATIVE INDUSTRIES
Biomimicry employs knowledge from the natural world to solve problems in the human world.
In this module, students will discover a biomimicry practice, gain resources and work with the knowledge they acquire to design and test their whirlybirds.
RECOMMENDED YEAR LEVEL
7 & 8
SESSION TIME
75 minutes
Curriculum Links
7 & 8
YEARS
Critical and Creative Thinking:
- Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements (VCCCTQ032)
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
- Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions (VCCCTR038)
- Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas (VCCCTR039)
- Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)
- Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)
Design and Technologies
- Investigate the ways in which designed solutions evolve locally, nationally, regionally and globally through the creativity, innovation and enterprise of individuals and groups (VCDSTS044)
Digital Technologies
- Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account (VCDTDI039)
Ethical Capability:
- Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought(VCECU015)
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
Science
- Change to an object’s motion is caused by unbalanced forces acting on the object; Earth’s gravity pulls objects towards the centre of Earth (VCSSU103)
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)
Bioprinting Engineer
DIGITAL TECHNOLOGIES, FOOD AND FIBRE
Australia’s current food consumption is not sustainable long-term. The resources required to make even a simple hamburger would surprise you. Instead, the bioprinting engineer will develop alternative protein sources that are better for yourself and the environment.
Students will design their own ‘bio food’, considering how it smells, what it looks like and how it may taste.
RECOMMENDED YEAR LEVEL
8 & 9
SESSION TIME
75 minutes
Curriculum Links
8 & 9
YEARS
Critical and Creative Thinking:
- Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements (VCCCTQ032)
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
- Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions (VCCCTR038)
- Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas (VCCCTR039)
- Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)
- Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)
Design and Technologies
- Investigate the ways in which designed solutions evolve locally, nationally, regionally and globally through the creativity, innovation and enterprise of individuals and groups (VCDSTS044)
Digital Technologies
- Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account (VCDTDI039)
Ethical Capability:
- Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought(VCECU015)
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
Science
- Change to an object’s motion is caused by unbalanced forces acting on the object; Earth’s gravity pulls objects towards the centre of Earth (VCSSU103)
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)
Cyborg Psychologist
PROFESSIONAL SERVICES, MEDICAL TECHNOLOGIES AND PHARMACEUTICALS
As technology advances, the ability to improve oneself with digital enhancements will become more accessible. People choosing to incorporate these technologies into their lives will require support to accept their new life as a cyborg.
Students will experience body illusions during this session and create a narrative to train future Cyborg Psychologists from a patient's viewpoint.
RECOMMENDED YEAR LEVEL
7 - 9
SESSION TIME
75 minutes
Curriculum Links
7 - 9
YEARS
Critical and Creative Thinking:
- Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives (VCCCTQ033)
- Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions (VCCCTQ045)
- Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases (VCCCTM051)
Ethical Capability:
- Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought (VCECU015)
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
- Discuss the role of context and experience in ethical decision-making and actions
Personal and Social Capability:
- Analyse how divergent values and beliefs contribute to different perspectives on social issues (VCPSCSO047)
- Acknowledge the importance of empathy and the acceptance of diversity for a cohesive community and reflect on the effectiveness of strategies for being respectful of diversity and human rights (VCPSCSO048)
Design and Technologies:
- Investigate the characteristics of effective questions in different contexts to examine information and test possibilities (VCCCTQ043)
- Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (VCDSTS054)
Science:
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (VCSSU115)
De-Extinction Geneticist
PROFESSIONAL SERVICES, MEDICAL TECHNOLOGIES AND PHARMACEUTICALS
Human activity has resulted in the extinction of many organisms. A de-extinction geneticist will work to rebalance our ecosystems. They will reintroduce extinct species while maintaining the health and integrity of the world's many diverse habitats.
This module will simulate what it is like to be a de-extinction geneticist allowing students to investigate and decide on the best animal to re-introduce into our ecosystems.
RECOMMENDED YEAR LEVEL
7 & 8
SESSION TIME
75 minutes
Curriculum Links
7 & 8
YEARS
Design and Technologies:
- Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures (VCDSTS043)
Digital Technologies:
- Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (VCDTDI038)
Ethical Capability:
- Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought (VCECU015)
- Investigate criteria for determining the relative importance of matters of ethical concern (VCECU016)
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
Personal and Social Capabilities:
- Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others (VCPSCSO038)
Science:
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)
- Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge (VCSIS107)
- Use scientific knowledge and findings from investigations to identify relationships, evaluate claims and draw conclusions (VCSIS111)
- Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (VCSIS112)
- Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113)
Decision Support Worker
PROFESSIONAL SERVICES, DIGITAL TECHNOLOGIES
It is estimated that the average human makes over 30,000 decisions a day. Given our rapidly-changing world, this figure is likely to increase. How will we cope with making all of these decisions and ensure that they are the most informed choice? A decision support worker might be one solution to overcome this.
In this module, students will support an online client to make well-informed life-altering decisions.
RECOMMENDED YEAR LEVEL
7 & 8
SESSION TIME
75 minutes
Curriculum Links
7 & 8
YEARS
Critical and Creative Thinking:
- Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives (VCCCTQ033)
- Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions (VCCCTQ045)
- Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases (VCCCTM051)
Ethical Capability:
- Investigate why ethical principles may differ between people and groups, considering the influence of cultural norms, religion, world views and philosophical thought (VCECU015)
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
- Discuss the role of context and experience in ethical decision-making and actions
Personal and Social Capability:
- Analyse how divergent values and beliefs contribute to different perspectives on social issues (VCPSCSO047)
- Acknowledge the importance of empathy and the acceptance of diversity for a cohesive community and reflect on the effectiveness of strategies for being respectful of diversity and human rights (VCPSCSO048)
Design and Technologies:
- Investigate the characteristics of effective questions in different contexts to examine information and test possibilities (VCCCTQ043)
- Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (VCDSTS054)
Science:
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (VCSSU115)
Drone Airspace Regulator
PROFESSIONAL SERVICES, RETAIL, TRANSPORT DISTRIBUTION & LOGISTICS & POSTAL
In the near future, the sky will be as busy as our road network. So, how do we keep society safe and our lives private?
Students will learn about new drone business models and considerations for creating drone flight paths that adhere to aviation legislation and local and state government rules and regulations.
RECOMMENDED YEAR LEVEL
7 & 8
SESSION TIME
75 minutes
Curriculum Links
7 & 8
YEARS
Critical and Creative Thinking:
- Consider how problems can be segmented into discrete stages, new knowledge synthesised during problem-solving and criteria used to assess emerging ideas and proposals (VCCCTM042)
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
- Consider a range of strategies to represent ideas and explain and justify thinking processes to others(VCCCTM040)
Design and Technologies:
- Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050)
Digital Technologies
- Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account (VCDTDI039)
- Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints (VCDTCD040)
Ethical Capability:
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
Geography:
- Ways in which transportation and information and communication technologies are used to connect people to services, information and people in other places (VCGGK140)
Science:
- Construct and use a range of representations including graphs, keys and models to record and summarise data from students’ own investigations and secondary sources, and to represent and analyse patterns and relationships (VCSIS110)
Entomicrobiotech Cleaner
MEDICAL TECHNOLOGIES AND PHARMACEUTICALS, DIGITAL TECHNOLOGIES
In the future, Microbiotech Cleaners will farm bacteria and deploy them in environmental clean-up efforts, converting waste into valuable resources for future use and minimising waste going to landfills.
In this module, students will explore online genetic tools to investigate genes and their abilities, determining which organisms are most appropriate for their cleanup plans.
RECOMMENDED YEAR LEVEL
8 & 9
SESSION TIME
75 minutes
Curriculum Links
8 & 9
YEARS
Design and Technologies:
- Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures (VCDSTS043)
Critical and Creative Thinking:
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
Digital Technologies:
- Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints (VCDTCD040)
Geography:
- Explain processes that influence the characteristics of places (VCGGC099)
Influence of accessibility to services and facilities; and environmental quality, on the liveability of places (VCGGK112)
- Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (VCGGK115)
- Effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (VCGGK142)
- Environmental, economic and technological factors that influence environmental change and human responses to its management (VCGGK145)
Science:
- The transmission of heritable characteristics from one generation to the next involves DNA and genes (VCSSU119)
- Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (VCSSU117)
- Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce (VCSSU094)
Flood Control Engineer
CONSTRUCTION TECHNOLOGY, PROFESSIONAL SERVICES
Climate change has caused an increase in both sea levels and the occurrence of unique weather events. The Flood Control Engineer will hold the key to developing and building infrastructure that can better manage these events and their effects, now and into the future.
During this session, students will build knowledge on flood prevention techniques and put them into action to help save a community
RECOMMENDED YEAR LEVEL
7 & 8
SESSION TIME
75 minutes
Curriculum Links
7 & 8
YEARS
Digital Technologies:
- Identify and explore digital systems (hardware and software components) for a purpose (VCDTDS013)
Ethical Capability:
- Investigate criteria for determining the relative importance of matters of ethical concern (VCECU016)
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
Geography:
- Explain processes that influence the characteristics of places (VCGGC099)
- Causes of an atmospheric or hydrological hazard and its impacts on places, and human responses to it to minimise harmful effects on places in the future (VCGGK110)
Personal and Social Capabilities:
- Discuss the range of strategies that could be used to cope with difficult tasks or changing situations (VCPSCSE036)
Science:
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)
- Identify questions, problems and claims that can be investigated scientifically and make predictions based on scientific knowledge (VCSIS107)
- Use scientific knowledge and findings from investigations to identify relationships, evaluate claims and draw conclusions (VCSIS111)
- Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (VCSIS112)
- Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113)
Gamification Designer
CREATIVE INDUSTIES, DIGITAL TECHNOLOGIES
Gamification is being applied in more areas than ever before to increase engagement. One of these new areas is public health, where organisations offer reward points for buying healthy groceries or increasing activity.
In this session, students will develop their own game to incentivise a learning experience for their peers and gain an understanding of the mechanisms involved in doing so.
RECOMMENDED YEAR LEVEL
7 - 9
SESSION TIME
75 minutes
Curriculum Links
7 - 9
YEARS
Critical and Creative Thinking:
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
Personal and Social Capabilities:
- Discuss the range of strategies that could be used to cope with difficult tasks or changing situations (VCPSCSE036)
Design and Technologies:
- Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050)
- Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication (VCDSCD061)
- Effectively and safely use a broad range of materials, components, tools, equipment and techniques to produce designed solutions (VCDSCD051)
- Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions (VCDSCD062)
Digital Technologies:
- Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account (VCDTDI039)
- Manage and collaboratively create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities (VCDTDI049)
- Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language (VCDTCD043)
Machine Learning Developer
DIGITAL TECHNOLOGIES, PROFESSIONAL SERVICES
Machines are starting to learn like humans, only a lot faster! A Machine Learning Developer will help incorporate this branch of AI into an array of industries, including facial and image recognition, medicine or cybersecurity.
Students will train a machine learning tool to identify images, followed by an introduction to programming before applying their training model to a scenario.
RECOMMENDED YEAR LEVEL
7 - 9
SESSION TIME
75 minutes
Curriculum Links
7 - 9
YEARS
Critical and Creative Thinking:
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
- Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas (VCCCTR039)
- Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)
- Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)
Design and Technologies:
- Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication(VCDSCD061)
Digital Technologies:
- Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (VCDTCD050)
- Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050)
- Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (VCDTDI038)
Personal and Social Capabilities:
- Discuss the range of strategies that could be used to cope with difficult tasks or changing situations (VCPSCSE036)
Science
- Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113)
- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (VCSSU115)
Memory Optimiser
DIGITAL TECHNOLOGIES, MEDICAL TECHNOLOGIES AND PHARMACEUTICALS
The increasing information economy has resulted in a higher day-to-day cognitive load - putting a strain on all of our brains! Memory optimisers will work with digital implant technologies to create personalised plans that augment and improve patient's working memory capacitiy.
Students will learn how to empathise with individuals facing memory issues and explore the suitablility of different nmemonic strategies.
RECOMMENDED YEAR LEVEL
7 - 9
SESSION TIME
75 minutes
Curriculum Links
7 - 9
YEARS
Science:
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)
- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (VCSSU115)
- Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113)
Digital Technologies:
- Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (VCDTDI038)
- Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (VCDTCD050)
Critical and Creative Thinking:
- Consider how problems can be segmented into discrete stages, new knowledge synthesised during problem-solving and criteria used to assess emerging ideas and proposals (VCCCTM042)
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
- Consider a range of strategies to represent ideas and explain and justify thinking processes to others(VCCCTM040)
Personal and Social Capabilities:
- Discuss the range of strategies that could be used to cope with difficult tasks or changing situations (VCPSCSE036)
- Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others (VCPSCSO038)
- Describe how and why emotional responses may change in different contexts(VCPSCSE034)
Offworld Habitat Designer
SPACE TECHNOLOGIES, DIGITAL TECHNOLOGIES
In the future, humans will begin to explore and inhabit planets other than Earth as we become a multi-planet species. How will we create these new off-world human habitats, and what will they look like?
Students will begin to understand considerations for building on another planet and create a virtual 3D prototype of a martian building.
RECOMMENDED YEAR LEVEL
7 - 9
SESSION TIME
75 minutes
Curriculum Links
7 - 9
YEARS
Critical and Creative Thinking:
- Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
- Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas (VCCCTR039)
Design and Technologies:
- Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures (VCDSTS043)
- Analyse ways to create designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (VCDSTC048)
- Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (VCDSTC059)
- Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication (VCDSCD061)
Digital Technologies:
- Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (VCDTDI038)
- Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language (VCDTCD043)
Science:
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (VCSSU115)
- The values and needs of contemporary society can influence the focus of scientific research (VCSSU116)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (VCSIS140)
Weather Control Engineer
SPACE TECHNOLOGIES, DIGITAL TECHNOLOGIES
Ever wanted to change the weather? Keep the rain away from your picnic? Make it snow for ski season all year? Weather control engineers work to use weather data and maps to plan weather-changing interventions.
Students will experience the role of a weather control engineer as they work with aerial imagery, maps and weather data to inform the application of cloud-seeding technologies in a real-world context.
RECOMMENDED YEAR LEVEL
7 - 9
SESSION TIME
75 minutes
Curriculum Links
7 - 9
YEARS
Design and Technologies:
- Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures (VCDSTS043)
- Investigate the ways in which designed solutions evolve locally, nationally, regionally and globally through the creativity, innovation and enterprise of individuals and groups (VCDSTS044)
Digital Technologies:
- Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (VCDTDI038)
- Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (VCDTCD050)
Ethical Capability:
- Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)
Geography:
- Analyse maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology (VCGGC104)
- Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (VCGGK115)
Science:
- Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
- Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)
- Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (VCSSU115)
- Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113)
Module Summary
View a summary of our Automation Anomaly Analyst module.
Summary videos are available for all modules upon request.
Student Survey Results
Feedback from students who attended the pilot of our Superskills modules in 2022.
77%
of students would recommend Superskills modules to another student.
“I liked how we got to be interactive on our computers and create new things.”
80%
of students thought that their Superskill module was well taught.
“I liked the topics we covered and also that we got to put what we learnt into practice with the game.”
74%
of students thought that the live online module was engaging.
"I like that the teachers made us engage with the session and gave us the opportunity to share ideas"
Government School Booking
Superskills is funded by the Department of Education as part of Tech Schools Remote and Virtual Initiative.
Bookings must be made by a teacher and not the student’s parent or guardian. If you are a parent, please contact your school and speak to your child's classroom teacher to see if this program is suitable for your child's current learning level.
To make a booking, please complete our enquiry form or email info@monashtechschool.vic.edu.au or call 9902 9977.
Bookings are available during Victorian School Terms, Monday-Friday pending availability. Please contact use to discuss availability.
The Jobs of the Future on which these Superskills Modules are based were generated in a research project “100 Jobs of the Future” from Deakin and Griffith Universities, funded by Ford Australia: www.100jobsofthefuture.com
