PROGRAMS
Superskills
Modules
Our Superskills program offers a series of future-focussed modules for secondary schools across the state without access to a Tech School, KIOSC, or the Science Gallery.
What are Superskills Modules?
Superskills is a series of live, online modules where students explore new industry sectors, discover jobs of the future, and engage with STEM-rich subjects and pathways.
We encourage teachers and students to identify modules that they would like to experience. Q&A sessions are held for schools as required, covering material requirements, pre-learning activities, and post-activity learning suggestions.
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)
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)
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)
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)
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 have attended Superskills modules.
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"
School Bookings
Superskills is funded by the Department of Education as part of Tech Schools Remote and Virtual Initiative.
Bookings are made by classroom teachers. If you are a parent, please speak to your child's school; if you are a student, please speak to your classroom teacher.
To make a booking, please complete our enquiry form or email schools@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
