Author: brett

Ten Australians spend a week together. Five have a history of mental illness. Five do not. The question is – Who’s Who?

‘How ‘Mad’ Are You?’ is a two-part series that queries the extent to which mental illness defines one’s identity. With one in five Australians experiencing mental illness every year, these are pertinent question to be asking. By challenging the misconceptions and stereotypes around mental illness, the program aims to break down the stigma and initiate a discussion around mental health. In implementing a reality television format that draws on the groundbreaking 1972 Rosenhan social experiment, ‘How ‘Mad’ Are You?’ avoids exploiting the experiences of the participants to instead explore the difficulty of drawing a line between being mentally ‘ill’ and mentally ‘well’. In this way, ‘How ‘Mad’ Are You?’ attempts to shift from a binary understanding of mental illness to instead consider mental health as a spectrum upon which everyone sits. The program opens up a dialogue regarding the current means of diagnosing mental illness, and asks the viewer to consider the complexities of human behaviour and experience, and to confront their own assumptions about mental illness in the process.

CURRICULUM LINKS:

‘How ‘Mad’ Are You?‘ is a two-part series that queries the extent to which mental illness defines one’s identity.”

‘ can be linked to the following areas within the Australian National Curriculum:

• Health and Physical Education, Years 7-10
• Geography, Year 10

At the senior secondary levels, it is also suitable for students studying the following:

• Psychology
• Sociology
• Values and Ethics
• Society and Culture
• Media Studies

It relates to the following General Capabilities within the Australian Curriculum:

• Personal and Social Capability
• Ethical Understanding
• Critical and Creative Thinking
• Intercultural Understanding

One of the key focus areas within Health and Physical Education is mental health. ‘How ‘Mad’ Are You?’ presents a means for students to explore and discuss key curriculum topics around preventative health strategies, the factors that shape identity and the role of others in supporting individual’s identities, and the behavioural and contextual factors that influence the health and wellbeing of diverse communities. Similarly, human wellbeing is a key focus in Year 10 Geography, and links can be made to the spatial variations in wellbeing in Australia, and initiatives to improve wellbeing. ‘How ‘Mad’ Are You?’ provides an example of a non-government initiative to improve awareness around mental health and wellbeing. Psychology is an increasingly popular junior elective and subject for senior study, and students consider human behaviour and biology across a range of key learning areas, including Science and Human Society and its Environment. ‘How ‘Mad’ Are You?’ enables students to think through questions around social experiments and the ethics of various approaches, as well as the way in which social values and understandings of behaviour and psychology have changed over time.

Ask the Doctor is a factual series that tackles the health issues currently faced by our nation and the current treatments medical technology can offer to address this issue. This series further explains the future of healthcare

The series follows the journey of Dr Shalin Naik, Dr Renee Lim and Dr Sandro Demaio as they go around the country to answer the questions that perplex our minds. They discuss the medical myths and how amazing the human body is.

What do you think are the biggest health issues facing Australians? Has this changed over time?

Who do you think is ultimately responsible for the health of Australians: individuals, the government, or the medical establishment?

These and more questions are asked in this factual series.

This series can be linked to the following subjects in the Australian Curriculum:

• Health and Physical Education
• Science

And the General Capabilities of:

• Ethical understanding
• Critical and Creative Thinking

It is supported by an ATOM Study Guide.

Blasko is a documentary about Australian singer-songwriter Sarah Blasko. The film is suitable for secondary students in Years 9–12 undertaking English, Media and Music.

Having been recognised as a pioneer in Australian indie music and nominated for numerous awards, Sarah Blasko is one of Australia’s most successful singer-songwriters. She now braves her way to a uniquely challenging musical endeavour thus far.

In a one-of-a-kind approach to composition and performance, Blasko shows Sarah and her trusted collaborators in a live theatre space as they write an album from scratch. In this hushed high-concept setting, inspiration and creativity flow as the musical artists embark on a task that is unlike any other.

This documentary helps students expand and enrich understanding of human experiences. Music students develop personal awareness of the expressive and aesthetic qualities of music and music-making. Media students can use Blasko to describe, analyse and interpret a professional media production in terms of how it communicates ideas to a specific audience.

Family Rules Season 2 is an observational documentary series following the everyday triumphs and misfortunes of the Rule sisters as they balance their aspirations with the values of their mother, Daniella. This series provides an exclusive look into a contemporary Indigenous Australian family, which includes the familiar issues that face all families during adolescence, young adult life and parenthood.

In season two the lives of mother, Daniella, and the younger and middle Rule sisters, Hannah, Jessica, Aleisha, Sharna, Kelly and Kiara are the focus, while elder sisters Shenika and Angela are always on hand to give advice on their endless exploits.

The series’ overarching narrative is underpinned by individual episodes, each with their own escalating conflicts and ultimate resolutions. Running throughout is the thread of the personal journey of Daniella trying to find time for herself and juggle family obligations. Each episode focuses on a particular family member, giving an insight into challenges common to many women. The episodes are stand-alone, but build an overall picture of the concerns of the thoroughly contemporary Rule family. The series concludes with the matriarch of the family, Daniella, who says she’s not superwoman – even though everyone says she is.

The two youngest girls – Jessica and Hannah – are consumed by their adolescent dilemmas, Aleisha, sister number seven, is struggling to work out what to do with her life now school is finished and the three middle girls – Kelly, Kiara and Sharna – have returned home and are trying to navigate their early twenties alongside their frustrating but lovable younger sisters. Elder sisters Shenika and Angela attempt to keep their younger sisters in line for the sake of their mother, while she is looking forward to seeing all her daughters on the family’s ‘graduation wall’ and to finally doing something for herself. Navigating life in a family with nine sisters presents its own unique challenges and when Daniella is suddenly not at their beck and call, everyone has something to say about it.

Curriculum links

Family Rules Season 2 is most suitable for Middle and Senior Secondary Students (Years 9 – 12).

The series includes some low level swearing. It is recommended that teachers view the series before showing it to students. The issues explored could also make the documentary suitable for screening to younger students taking part in targeted personal learning programs.

General understandings addressed in the documentary:

• Adolescent injuries
• Personal journeys
• Contemporary family life
• Relationships and support

Summary of links to the National Curriculum:

Learning areas

• English
• Health and PE
• Media
• Drama

General Capabilities

• Personal and social capability
• Intercultural understanding Cross Curriculum Priorities
• Aboriginal and Torres Strait Islander histories and cultures

ATOM study guide

An ATOM Study Guide has been created for ‘Family Rules Season 2’ and is available to download here.

The apocalyptic group The Family and their guru, Anne Hamilton-Byrne – one of few female cult leaders – captured international headlines throughout the 1980s and 1990s. Hamilton-Byrne, a yoga teacher who some followers believed was Jesus Christ in a female form, was glamorous, charismatic and as many allege, a dangerous psychopath. From her base in the hills above Melbourne, she recruited wealthy professionals to join her cult, including psychiatrists, doctors, lawyers, nurses, architects and scientists.

The series spans over half a century, digging deep into the cult of The Family and its duplicitous, alluring leader. At the heart of her cult was a dark and terrible secret – a bizarre experiment to raise a ‘master race’ of children who would save the world after Armageddon. Along with her husband Bill, Anne was able to collect numerous children – some through adoption scams, some born to cult members and others unwittingly handed over by single mothers – to raise as their own. Home-schooled in an isolated compound, dressed identically and with dyed blonde hair, these regimented children were controlled by a group of ‘Aunties’ under Anne’s supervision. In 1987, after one of the children escaped, police and community services raided The Family’s lakeside compound.

The children recount terrible stories of near starvation, emotional manipulation, physical abuse and dosing with LSD and tranquillisers, but Anne cannot be found.

Her disappearance sparks an international police hunt. Can she be brought to justice? Despite Operation Forest, a five-year police investigation over three continents, Anne walks away without a jail sentence and just a paltry $5,000 fine. How did she get off so lightly? How did Anne maintain a hold over her followers? And how did such a notorious group come to flourish?

The series tracks Operation Forest as it tries to uncover who Anne really was and how she recruited Dr Raynor Johnson, respected Melbourne University College Master, to co-found the cult. It investigates the role of Newhaven, a private psychiatric hospital that Anne used as a cult recruiting ground.

The series features interviews with Peter Spence, Head of Operation Forest, and Marie Mohr, whose unflinching work as an investigative journalist forced Anne and members of the cult into the headlines.

At the heart of the series is the story of former Detective Lex de Man, who wrote the report that triggered Operation Forest and has supported survivors in their fight for justice right to the present day.

The series excavates the evidence gathered by police and takes testimony from cult survivors, their relatives and those who are only now prepared to speak on the record. It probes the psychology of love and loyalty, power and betrayal, justice and truth to address the question – how did she get away with it?

Drawing on revelatory new research including police interviews, cult movie footage and interviews with survivors, The Cult of The Family tells the strange and shocking story of one of the most bizarre cults in modern history.

Curriculum Links:

The Cult of The Family is suitable for secondary students in Years 10–12 studying English, Ethics, Health and Human Development, Legal Studies, Media, Psychology and Sociology.

ENGLISH:

The Cult of The Family can be used as an individual or supplementary text. Students should study texts that explore ethical dilemmas in real-world settings. It is also recommended that students have access to non-fiction texts that represent a synthesis of information from credible and verifiable sources. Activities in this study guide provide opportunities for students to:

• identify and discuss key aspects of the documentary;
• comprehend, appreciate and analyse the way in which the documentary is constructed and may be interpreted;
• construct spoken, written and multimodal responses to the documentary.

LEGAL STUDIES:

The Cult of The Family can be used to investigate the ways in which the law and the legal system relate to and serve individuals, particularly children, and the community. In addition, the documentary can be used to study the administration of justice. Activities in this study guide provide opportunities for students to:

• understand how laws are used by society to preserve social cohesion, and to ensure the protection of people from harm and from the infringement of their rights;
• acquire an understanding of legal rights, responsibilities and ways in which individuals can engage in the legal system;
• understand the need for effective laws and legal processes;
• apply legal reasoning and decision-making to contemporary cases and issues;
• engage in analysis and evaluation of existing legal processes and form opinions about the operation of the legal system.

MEDIA:

The Cult of The Family can be used to study the documentary’s representation of events, people, organisations, places and ideas. Activities in this study guide provide opportunities for students to:

• understand the codes and conventions that are used to construct media narratives;
• analyse media narratives to understand how meaning is constructed and how audiences are engaged;
• learn that media narratives are created through a process of selection, construction and representation;
• analyse and discuss the selection of images, words, sounds and ideas and the ways in which these are presented, related and ordered;
• understand how media representations are subject to multiple readings by audiences who construct meaning based on a range of personal, contextual, social and institutional factors.

PSYCHOLOGY:

The Cult of The Family can be used to study aspects of social psychology by examining interpersonal and group behaviour. It is generally accepted that a key factor in the psychological well-being of individuals depends on the extent to which the need for affiliation is met – a sense of belonging and connectedness whether it be to family, a group, a school or workplace, or a wider community. Activities in this study guide provide opportunities for students to:

• explain how attitudes are formed and changed;
• analyse how behaviour and perceptions of self and others are shaped by social and cultural influences including the attitudes and behaviours of groups;
• discuss the factors that affect the behaviour of individuals and groups;
• understand the interplay of factors that shape the behaviour of individuals and groups.

SOCIOLOGY:

The Cult of The Family can be used to study human behaviour and in particular, the social institution of The Family and the purpose and experiences of family life portrayed in the documentary. In addition, the documentary can be used to study concepts of deviance and crime. The study of deviance and crime from a sociological perspective involves ascertaining the types and degree of rule-breaking behaviour, examining traditional views of criminality and deviance and analysing why people commit crimes or engage in deviant behaviour. Activities in this study guide provide opportunities for students to:

• consider definitions of family and key influences on family life;
• examine the ways people create and experience family life;
• analyse the institution of family;
• explain the role that family plays in terms of influencing the values and behaviours of family members;
• explore the concepts of deviance and crime;
• investigate the threat a subculture or group may pose to the social values and culture of broader society.

Teachers are advised to consult the Australian Curriculum online and curriculum outlines relevant to their state or territory for further information.

The series is also a valuable resource for students undertaking certificate and tertiary courses in Children and Family Services, Community Services, Psychology, Sociology, Social Work and Media, Film and Journalism.

It is supported by an ATOM Study Guide.

Across Australia, as the dawn rises the marsupials go to bed – except for the ones that don’t. In this land of ancient wonders, big skies and jewelled seas, rules can be broken as the country boasts of splendid dragons, saltwater monsters and dancing spiders.

Magical Land of Oz offers a blue-chip, continent-wide series ranging from the land’s highest snow peaks to the depths of the frigid and wild southern seas; from its last populations of wild numbats to its largest diorama of giant cuttlefish. It’s a land of diverse beauty that delights and surprises. The series both entertains and deepens our understanding of how the natural world is made up of not just unique species, but distinct individuals, whose lives are far from predictable.

Using the latest camera technology we capture animal populations only recently discovered and unfamiliar behaviours of species we thought we knew well. We meet animal characters so enigmatic, most Australians are unaware they share not just their island continent but also their own suburban backyards.

We reveal the challenges these animals must navigate in a land of extremes and the intense human-induced change they must cope with in order to survive. Magical Land of Oz fills the screen with colour, dance, acrobatics, music, mating and murder as we witness animals in their natural habitat, making Australia a truly spellbinding place.

The stage is set for the story to begin…

Curriculum Links

Magical Land of Oz is suitable for students undertaking:

• Science (Years 1–10)
• Humanities and Social Sciences (Years 1–7)
• Geography (Year 10)
• Mathematics (Years 7 and 8)

The cross-curricular priorities related to the series are:

• Sustainability
• Aboriginal and Torres Strait Islander Histories and Cultures

As a curriculum resource in Science, Magical Land of Oz is primarily relevant to the Biological Sciences strand of ‘Science Understanding’. Investigations and observations suggested by the program allow students to develop ‘Science Inquiry Skills’, while connections to questions of sustainability and conservation ensures that this resource is also applicable to the ‘Science as a Human Endeavour’ criterion.

As a curriculum resource in Humanities and Social Science, Magical Land of Oz is primarily relevant to the Geography strand of ‘Knowledge and Understanding’. The questions of habitats, conservation and human intervention also presents students with the opportunity for students to demonstrate the qualities described in the ‘Inquiry and Skills’ descriptor of this subject.

Teachers are advised to consult the Australian Curriculum online and curriculum outlines relevant to their state or territory for further information.

It is supported by an ATOM Study Guide.

Science

Years 1 and 2

Science Understanding:

• Living things have a variety of external features (ACSSU017)
• Living things live in different places where their needs are met (ACSSU211)
• Living things grow, change and have offspring similar to themselves (ACSSU030)

Science Inquiry Skills:

• Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024/ACSIS037)
• Compare observations with those of others (ACSIS213/ACSIS041)
• Represent and communicate observations and ideas in a variety of ways (ACSIS029/ACSIS042)

Years 3 and 4

Science Understanding:

• Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
• Living things have life cycles (ACSSU072)
• Living things depend on each other and the environment to survive (ACSSU073)

Science as a Human Endeavour:

• Science knowledge helps people to understand the effect of their actions (ACSHE051/ACSHE062)

Science Inquiry Skills:

• With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053/ACSIS064)
• Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057/ACSIS068)
• Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060/ACSIS071)

Years 5 and 6

Science Understanding:

• Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)
• The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)

Science as a Human Endeavour:

• Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083/ACSHE100)

Science Inquiry Skills:

• With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231/ACSIS232)
• Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090/ACSIS107)
• Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093/ACSIS110)

Year 7

Science Understanding:

• Classification helps organise the diverse group of organisms (ACSSU111)

Science as a Human Endeavour:

• Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)

Science Inquiry Skills:

• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
• Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)
• Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)

Years 9 and 10

Science Understanding:

• Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
• Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
• The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)

Science as a Human Endeavour:

• Values and needs of contemporary society can influence the focus of scientific research (ACSHE228/ACSHE230)

Science Inquiry Skills:

• Formulate questions or hypotheses that can be investigated scientifically (ACSIS164/ACSIS198)
• Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172/ACSIS206)
• Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174/ACSIS208)

Humanities and Social Sciences

Years 1 and 2

Inquiry and Skills:

• Pose questions about past and present objects, people, places and events (ACHASSI018/ACHASSI034)
• Explore a point of view (ACHASSI022/ACHASSI038)
• Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025/ACHASSI041)
• Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027/ACHASSI043)

Knowledge and Understanding (Geography):

• The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)
• The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

Years 3 and 4

Inquiry and Skills:

• Pose questions to investigate people, events, places and issues (ACHASSI052/ACHASSI073)
• Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057/ACHASSI078)
• Draw simple conclusions based on analysis of information and data (ACHASSI058/ACHASSI079)
• Interact with others with respect to share points of view (ACHASSI059/ACHASSI080)
• Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061/ACHASSI082)

Knowledge and Understanding (Geography):

• The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
• The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
• The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)

Years 5 and 6

Inquiry and Skills:

• Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094/ACHASSI122)
• Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098/ACHASSI126)
• Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099/ACHASSI127)
• Evaluate evidence to draw conclusions (ACHASSI101/ACHASSI129)
• Work in groups to generate responses to issues and challenges (ACHASSI102/ACHASSI130)
• Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104/ACHASSI132)
• Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105/ACHASSI133)

Knowledge and Understanding (Geography):

• The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
• The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
• The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)
• The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)

Year 7

Inquiry and Skills:

• Construct significant questions and propositions to guide investigations about people, events, developments, places, systems and challenges (ACHASSI152)
• Analyse primary sources and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157)
• Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
• Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
• Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
• Develop and use criteria to make informed decisions and judgements (ACHASSI161)
• Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
• Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic representations and discipline-specific terms, conventions and concepts (ACHASSI163)

Knowledge and Understanding (Geography):

• Causes, impacts and responses to an atmospheric or hydrological hazard (ACHASSK187)
• The influence of environmental quality on the liveability of places (ACHASSK190)

Geography

Year 10

Geographical Knowledge and Understanding (Unit 1: ‘Environmental change and management’):

• Human-induced environmental changes that challenge sustainability (ACHGK070)
• Environmental world views of people and their implications for environmental management (ACHGK071)
• The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
• The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
• The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
• The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)

Geographical Inquiry and Skills

• Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
• Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
• Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
• Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)

Mathematics

Year 7

Number and Algebra:

• Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)
• Solve simple linear equations (ACMNA179)
• Investigate, interpret and analyse graphs from authentic data (ACMNA180)

Year 8

Number and Algebra:

• Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)

Statistics and Probability

• Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)

Cross-curricular Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

• Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.
• Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.
• The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.

Sustainability

• The biosphere is a dynamic system providing conditions that sustain life on Earth.
• All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
• Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
• World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.
• World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
• The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
• Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
• Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgements based on projected future economic, social and environmental impacts.
• Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

Hosted by star mathematics teacher Eddie Woo, ‘Teenage Boss’ sees a range of teenagers from diverse families put in charge of the monthly budget to teach them valuable lessons about financial responsibility and planning.

Teenage Boss is an observational documentary series that can be used to teach students about the value of money and the importance of financial literacy. Developing financial literacy skills and capabilities is essential in ensuring that children and teenagers are able to make responsible and informed decisions and are equipped to face financial challenges now and in the future.

The series is suitable viewing for students in Years 5 to 8. Teachers of Years 5 and 6 may find the episodes that feature the youngest participants are more appropriate for their students. Teachers are advised to preview Teenage Boss prior to use in the classroom.

There are fifteen episodes in the series. Each episode has a run time of 26 minutes.

This study guide to accompany Teenage Boss provides information and suggestions for learning activities in:

• English

• Mathematics

• Humanities and Social Sciences

Teenage Boss is also relevant to the teaching of the following General Capabilities:

• Literacy

• Numeracy

• Ethical Understanding

Recommended link: https://www.australiancurriculum.edu.au/resources/curriculum-connections/portfolios/consumer-and-financial-literacy/

In completing the tasks, students will have developed a knowledge and understanding of:

• The nature, forms and value of money;

• the importance of financial literacy;

• how to make responsible and informed decisions about money;

• the importance of savings;

• how decisions about money and the management of money affects an individuals and a familys quality of life.

In completing the tasks, students will have demonstrated the ability to:

• describe the spending and saving behaviours of the teenage bosses;

• analyse the financial decisions made by the teenage bosses;

• evaluate the effectiveness of the teenage bosses;

• identify their own and their familys financial priorities;

• identify their attitude to spending and saving;

• evaluate their spending and saving behaviours;

• compile a budget;

• use their own written and spoken texts to explore ideas and issues and to clarify their own and others understanding;

• respond to a documentary series both personally and in detached and critical ways.

The activities featured in this study guide promote student engagement and active participation via individual reflection, class discussions and small group work. Multiple activities are provided to allow teachers to select those that will best suit the demands of the subject and the needs of the students. Each of the fifteen episodes can be viewed as stand-alone programs. There is an activity sheet for each episode. Suggested answers to the activity sheet tasks are provided.

Episode 1: When thirteen-year old Vasanths mum gets sick while he is in charge of the family budget, he risks spending all he has saved to buy scooter accessories to make her better.

Episode 2: Thirteen-year-old Ellenor is a natural at taking control, but when her family budget takes hit after hit during the month she is in charge, her dreams of saving money for a brand new double bed quickly sour.

Episode 3: Every cent counts for thirteen-year-old Bryon as he takes over the familys finances, but with mum and dad refusing to listen tough rules need to be put in place.

Episode 4: With a massive birthday party to pay for as part of her monthly expenses, fifteen-year-old Susan needs to juggle the family budget to save enough money for the awesome headphones she dreams of buying.

Episode 5: Imogen is a fifteen-year-old star of the stage, but as the teenage boss, her focus is saving money from the family budget. Her task is all the more difficult given her dad, a professional body builder, eats a fortune in food every month.

Episode 6: When fifteen-year-old Michael comes home from his first shopping trip as teenage boss with a brand new coffee machine and next to no food, his father and brother are in for a rocky month indeed.

Episode 7: Its a rock and roll life all the way for fan girl Christabel. By taking over the familys modest income, she hopes that she can save enough to buy the guitar she craves, or better still afford a secret holiday for her mum and three siblings.

Episode 8: When thirteen-year-old Dimity becomes the boss of her family for a month she quickly discovers that unexpected school bills and her big brother and sister make saving for make-up and clothes far harder than she ever imagined.

Episode 9: Sixteen-year-old Harry is a country boy who dreams of making it big as a film maker. When Harry takes control of his family finances for a month, his desire to buy an expensive new camera with any savings ensures his parents and sister are in for a very bumpy ride.

Episode 10: Its a steep learning curve for thirteen-year-old Mikayla, when her own frivolous spending on clothes and expensive foods tips her budget into debt. Will she be able to save enough in the last two weeks of the Teenage Boss experiment to drive her budget back into the black?

Episode 11: With his little sister, Zoe along for the ride, Nick is in for a big adventure as Teenage Boss. Zoes birthday party, Dads holiday and Mums makeup expenses means that saving money from the family budget to buy a new pair of soccer boots isnt going to be easy.

Episode 12: Elinya is old enough to be learning to drive a car, but how will she go taking the wheel of her familys finances for a month given her mums secret spending and an avoidable vet bill for Missy the dog?

Episode 13: When her family budget is hit with challenges, music fan Ula rises to the occasion. As Teenage Boss, she learns not just how to save money from her family budget but how to make money to add to it.

Episode 14: Fourteen-year-old Mitchell is a whiz at solving the most grown up maths problems and puzzles, but he soon learns that being the Teenage Boss of his own family for a month is more about dealing with people puzzles.

Episode 15: Hayley loves Horses, and has her sights set on running a business based on rescuing them, but with such massive dreams at stake her parents want to give her an expense-filled month as Teenage Boss to help her prepare.

About Eddie Woo

EDDIE WOO, THE HOST OF TEENAGE BOSS, IS AN AUSTRALIAN MATHEMATICS TEACHER. WOO IS THE HEAD MATHEMATICS TEACHER AT CHERRYBROOK TECHNOLOGY HIGH SCHOOL, SYDNEY. HIS YOUTUBE CHANNEL HAS OVER 280,000 SUBSCRIBERS AND MORE THAN 14 MILLION VIEWS WORLDWIDE. EDDIE IS A MENTOR FOR EACH OF THE TEENAGE BOSSES.’