The Vocational Pathways Certificate: Work Related Skills Curriculum Design (1 January 2023 – 31 December 2027) Support materials provide teaching and learning advice for Units 1 to 4 and sample approaches to developing assessment for Units 3 and 4.
The program developed and delivered to students must be in accordance with the Vocational Pathways Certificate: Work Related Skills Curriculum Design (1 January 2023 – 31 December 2027).
VPC Work Related Skills (WRS) enables the development of knowledge, skills and personal attributes relevant to further education and employment. The study also provides practical, authentic opportunities for students to develop employability skills.
This study examines four key areas: workplace health and culture; skills and capabilities; planning and executing a small-scale work-related activity; and activities related to seeking employment and further training.
WRS has a major focus on the relationship between personal interests and skills, employment and education opportunities and pathway planning. Students apply their knowledge and understanding to practical and collaborative activities to prepare for the process of applying for jobs and being a valued and productive employee in the workplace.
WRS emphasises student participation in activities that develop tangible employability skills and prepares students for their desired future pathway.
VPC Work Related Skills provides a framework through which students can continue to build their educational knowledge and skills, prepare to transition to the workforce and to further education, best placing them for success. This study helps students develop an understanding of the motivation, behaviours, rights and responsibilities of self and others, as well as the skills to communicate effectively, to work within a team and the capacity to reflect and improve when applying knowledge, experiences and skills to a real-world situation.
The study of WRS leads to opportunities across different industries and further education providers, giving young people the tools they need to succeed in the future.
This study enables students to:
- identify and implement practical ways to ensure mental health and wellbeing in the workplace
- identify safety risks and hazards in the workplace
- proactively implement strategies to ensure personal safety and the safety of others within the workplace
- understand rights and responsibilities in the workplace
- identify and articulate personal skills, capabilities and technical knowledge, as it relates to suitability for employment and further education
- understand options and plan for future pathways beyond secondary education
- identify and apply relevant strategies to apply for employment and training opportunities.
VPC Work Related Skills is based on an applied learning approach to teaching, ensuring that every student feels empowered to make informed choices about the next stages of their lives through experiential learning and authentic learning experiences.
Applied learning incorporates the teaching of skills and knowledge in the context of ‘real life’ experiences. Students will apply what they have learnt by doing, experiencing and relating acquired skills to the real world. Applied learning teaching and practice ensures that what is learnt in the classroom is connected to scenarios and experiences outside the classroom and makes that connection as immediate and transparent as possible.
Applied learning is about nurturing and working with a student in a holistic manner, taking into account their personal strengths, interests, goals and previous experiences to ensure a flexible and independent approach to learning. Applied learning emphasises skills and knowledge that may not normally be the focus of more traditional school curriculums. It also recognises individual differences in ways of learning and post-educational experiences. Real-life application often requires a shift from a traditional focus on discrete curriculum to a more integrated and contextualised approach to learning, as students learn and apply the skills and knowledge required to solve problems, implement projects or participate in the workforce.
This curriculum design acknowledges that part of the transition from school to further education, training and employment is the ability to participate and function in society as an adult. Moving students out of the classroom to learn allows them to make the shift to become more independent and responsible for their own learning and increase their intrinsic motivation. Best practice applied learning programs are flexible and student-centred, where learning goals and outcomes are individually designed and negotiated with students.
Applied learning may also involve students and their teachers working in partnership with external organisations and individuals to access VET and integrated work placements. These partnerships provide the necessary contexts for students to demonstrate the relevance of the skills and knowledge they have acquired in their study and training.
Developing a program
The Vocational Pathways Certificate: Work Related Skills Curriculum Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the modules for a unit. The modules describe the specific knowledge and skills required to demonstrate a specific learning goal in an applied manner. Teachers are required to develop a program for their students that meets the requirements of the curriculum design including: modules, learning goals and application.
This study examines a range of skills, knowledge and attributes relevant to further education and employment. Through participation in a range of activities, students plan for a successful transition to their desired pathway by developing a broad understanding of pathway planning, tangible employability skills, future education opportunities and workplace environments.
Learning should be planned according to Learning Goals and Application specific to a module, with attention given to integrating the five applied learning principles within the program:
- Motivation to engage in learning
- Applied learning practices
- Student agency in learning
- A student-centred and flexible approach
- Assessment practices which promote success.
Teachers should aim to facilitate learning through developing programs that enable students to gain an understanding of concepts and metalanguage to effectively apply and demonstrate Learning Goals and Application in a holistic manner. Teachers should be mindful of developing programs which allow students to connect to authentic ‘real life’ knowledge, skills, environments and experiences outside the classroom. ‘Real-life’ learning experiences may include research, teamwork, verbal and written communication, incursions, excursions, simulations, inquiry approaches or project-based learning.
Attention should be given to developing a course that is;
- relevant to students
- contextually based,
- framed around the applied learning principles
- employs a variety of manageable tasks
- uses a variety of source material from reputable and reliable providers.
Teachers should also pay special attention to building the units of work around student interest. It is important that students engage with the topics explored and the best way to do this is to ascertain areas of student interest, expertise and common ground, and build or alter programs to reflect this.
The Victorian Pathways Certificate has been designed to prepare young adults to take an active approach to their personal and professional development; to make valuable contributions to their chosen vocation, family, and community; and to continue learning throughout their lifetime.
Integrating studies is an effective way of developing 21st Century Capabilities and is more reflective of the ‘real world’. Interdisciplinary projects and assessments encourage students to develop and apply skills and knowledge in a more authentic manner.
As in the Curriculum Design, VPC Work Related Skills has been designed so Units 1 to 4 can be undertaken as standalone units and can be completed in any order. It is possible to deliver the units in an integrated approach with other VPC studies, as flexible delivery of the VPC units allows for integration of complementary outcomes across the studies. Where an integrated program is developed and implemented, it is important for teachers to note:
- teachers should keep clear documentation of student achievement of individual outcomes within an integrated program
- an assessment task used to demonstrate achievement of one outcome in one VPC unit cannot be used to demonstrate achievement in any other VPC unit, VCE VM unit, VET unit of competency or VCE study.
The teacher must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the
VPC Administrative Handbook.
Students must observe and apply VCAA authentication rules. Students must sign an authentication record for work done outside class when they submit completed work. The VCAA authentication rules state that:
- a student must ensure that all unacknowledged work submitted is their own
- a student must acknowledge all resources used, including:
- texts, websites and other source material
- the name and status of any person who provided assistance and the type of assistance provided
- a student must not receive undue assistance from another person, including their teacher, in the preparation and submission of work
- acceptable levels of assistance include:
- the incorporation of ideas or material derived from other sources (for example, by reading, viewing or note taking), but which have been transformed by the student and used in a new context
- prompting and general advice from another person or source, which leads to refinements and/or self-correction
- unacceptable forms of assistance include:
- use of or copying another person’s work, including their teacher’s work, or other resources without acknowledgement
- use of or copying sample answers provided by their teacher or another person
- corrections or improvements made or dictated by another person, including their teacher
- a student must not submit the same piece of work for assessment in more than one study, or more than once within a study
- a student must not circulate or publish written work that is being submitted for assessment in a study in the academic year of enrolment
- a student must not knowingly assist another student in a breach of rules
- in considering if a student’s work is their own, teachers should consider if the work:
- is atypical of other work produced by the student
- is inconsistent with the teacher’s knowledge of the student’s ability
- contains unacknowledged material
- has not been sighted and monitored by the teacher during its development.
The Vocational Pathways Certificate Work Related Skills study provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.
The nationally agreed employability skills* are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.
The table links those facets that may be understood and applied in a school or non-employment related setting, to the types of assessment commonly undertaken within the study.
| Assessment task | Employability skills selected facets |
|---|
Case study |
Communication (sharing information)
Planning and organising (planning the use of resources, including time management; collecting, analysing and organising of information) |
Digital presentation |
Communication (writing to the needs of the audience; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and vision)
Technology (using IT to organise data) |
Mock interview |
Communication (sharing information; speaking clearly and directly; empathising; understanding the needs of internal and external customers; persuading effectively; being assertive)
Planning and organising (planning the use of resources including time management; collecting, analysing and organising information; being resourceful)
Self-management (having a personal vision and goals; evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and vision; taking responsibility)
Learning (managing own learning; being willing to learn in any setting; being open to new ideas and techniques) |
Participation in discussion and questions during an activity |
Communication (sharing information; speaking clearly and directly)
Initiative and enterprise (generating a range of options; initiating innovative solutions; being creative)
Self-management (evaluating and monitoring own performance)
Learning (managing own learning) |
Record of discussion or debate |
Communication (listening and understanding; writing to the needs of the audience; persuading effectively; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance) |
Record of feedback from job interview and/or record of response to feedback |
Communication (sharing information; empathising; being assertive)
Planning and organising (planning the use of resources including time management; analysing and organising information)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and vision)
Learning (managing own learning; being open to new ideas and techniques)
Self-management (managing own learning; evaluating and monitoring own performance) |
Reflective journal |
Communication (sharing information; empathising; being assertive)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and vision)
Learning (managing own learning)
Self-management (managing own learning; evaluating and monitoring own performance) |
Research task or case study |
Communication (writing to the needs of the audience)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Learning (managing own learning)
Self-management (evaluating and monitoring own performance) |
Response to structured questions |
Communication (writing to the needs of the audience; reading independently; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and visions) |
Role play or performance |
Communication (listening and understanding; speaking clearly and directly; empathising)
Teamwork (working as an individual and as a member of a team; know how to define role as part of the team)
Problem solving (developing practical solutions)
Initiative and enterprise (generating a range of options; initiating innovative solutions; being creative)
Planning and organising (planning the use of resources including time management; managing time and priorities – setting timelines, coordinating tasks for self and with others)
Self-management (evaluating and monitoring own performance; articulating own ideas and vision)
Learning (managing own learning; being open to new ideas and techniques) |
Video presentation |
Communication (speaking clearly and directly; being assertive; sharing information)
Teamwork (working as an individual and as a member of a team; knowing how to define a role as part of the team)
Problem solving (developing practical solutions)
Initiative and enterprise (generating a range of options; initiating innovative solutions; being creative; translating ideas into action)
Planning and organising (being resourceful; planning the use of resources including time management; collecting, analysing and organising information)
Self-management (evaluating and monitoring own performance; articulating own ideas and visions)
Learning (managing own learning)
Technology (using IT to organise data) |
Visual presentation, such as a graphic organiser, concept/mind map or annotated poster |
Communication (writing to the needs of the audience; sharing information)
Planning and organising (planning the use of resources including time management)
Problem solving (applying a range of strategies to problem solving)
Self-management (evaluating and monitoring own performance; articulating own ideas and vision) |
*The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.
Teachers are encouraged to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design and delivery of teaching and learning programs related to VCE VM Literacy. The Victorian Aboriginal Education Association Inc. (VAEAI) is the peak Koorie community organisation for education and training in Victoria. VAEAI's publication
Protocols for Koorie Education in Victorian schools supports teachers and students in learning about local, regional, state, national and international Indigenous perspectives.
VAEAI's
Cultural Understanding and Safety Training (CUST) professional learning resources are also available for teachers when considering how they may best include Aboriginal and Torres Strait Islander perspectives in VCE VM Literacy.
'… It is important to understand there is a distinct difference between teaching Aboriginal culture and teaching about Aboriginal culture. It is not appropriate for a non-Aboriginal person to teach Aboriginal culture, that is the traditional or sacred knowledge and systems belonging to Aboriginal people. For these kinds of teaching and learning experiences it is essential to consult and collaborate with members of your local Aboriginal or Torres Strait Islander community. It is appropriate, however, for a non-Aboriginal person to teach about Indigenous Australia, its history and its people in much the same way as a teacher of non-German heritage might teach about Germany, its history and its people … As teachers, the onus is on us to learn about Indigenous Australia, in just the same way we inform ourselves about any other subject we teach …'
Source: Victorian State Government, Education and Training
Other resources when considering Aboriginal and Torres Strait Islander perspectives:
NAIDOC
Museums Victoria
AIATSIS
NITV
Creative Spirits
ABC Indigenous
DET
Cool Australia
Aboriginal and Torres Strait Islander Curricula (University of Melbourne)
Bring Them Home
Closing the Gap Report
National Museum of Australia
Closing the Gap events
Blak & Bright First Literary Festival
CORE
| Key term | Definition |
|---|
| Attributes | The qualities or features that someone has. |
| Bullying | Deliberate, repeated and ongoing misuse of power in relationships with the intention to cause harm; can be verbal, physical, psychological and/or social. |
| Capabilities | The practical abilities or qualities someone has. |
| Cover letter | A document that accompanies a resume as an introduction or summary when applying for a job. |
| Discrimination | Treating a person or a group of people differently based on certain characteristics such as age, gender, race or sexual orientation. |
| Employability skills | The general set of skills and attributes needed to be a valuable employee in any job. |
| Employment prospects | The chance of future success in a chosen job or career. |
| Hazards and harms | Hazards are a source or situation that poses danger or risk; harms relate to injury, ill-health and/or damage to property or the environment. |
| Inclusion | Inclusion is achieved when a diversity of people feels recognised, respected and valued for who they are and what they are contributing in a setting, such as a workplace. |
| Interests | Something that engages attention or curiosity. |
| Mental health | Affects how one feels, thinks and acts; includes psychological, emotional and social well-being. |
| Mock interview | A training practice that simulates an actual job interview in order to prepare a candidate for a real job interview. |
| Physical health | The well-being and proper functioning of the physical body. |
| Resume | A summary of the work experience, qualifications, skills, attributes, references and contact details of a job applicant. |
| Sexual harassment | Inappropriate, unwanted or unwelcome behaviour of a sexual nature which makes a person feel intimidated, offended and/or humiliated. |
| Teamwork | Working together in a group to achieve a common goal or objective. |
| Technical skills | Skills acquired through specific training, development, knowledge and experience, related to a particular type of work or activity. |
Teaching and learning sample activities
Teaching and learning activities
The following teaching and learning activities represent a range of sample activities teachers can choose to use as learning tasks, formative assessment or summative assessment for outcomes in each area of study. It should be noted that teachers are encouraged to develop teaching and learning activities specifically suited to the needs of their students and context.
Teaching and learning activities should be designed with the key knowledge and key skills of the outcome in mind, and allow students to practise, apply and/or demonstrate their learning. If an activity is used for formative or summative assessment, teachers should develop a related assessment guide or rubric.
Unit 1
This module examines the skills, capabilities and personal attributes required within the workplace. Students will develop an understanding of how employability skills and capabilities can be applied in a variety of settings, discuss how technical skills and capabilities are applied in a specific setting and explore how personal interests can be aligned with pathway opportunities.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Classify the following terms (or terms of your choice) as an interest, personal attribute or capability: - Interests: skating, cooking, reading, animals, gaming
- Personal attributes: trustworthy, hardworking, honest, kind
- Capabilities: IT skills, time management, organisation, leadership
| - differentiate between interests, personal attributes and capabilities
| - identify the difference between interests, personal attributes and capabilities
|
Pose questions to clarify the meaning of the terms interests, personal attributes and capabilities and connect these concepts to the personal experiences of students: - Interests: What are your hobbies or pastimes? What topics you are curious about?
- Personal attributes: What are your most valuable personal qualities? If someone close to you was to list your top three personal qualities, what would they be?
- Capabilities: What are your unique talents or abilities?
| - differentiate between interests, personal attributes and capabilities
| - identify the difference between interests, personal attributes and capabilities
|
Create a word wall in the classroom for the employability skills framework: communication; team work; problem solving; self-management; planning and organisation; technology; learning; initiative and enterprise. | - discuss the application of a range of employability skills
| - choose the appropriate application of employability skills and capabilities in a variety of settings
|
Use a series of questions to guide students through a process of reflection on their strengths and weaknesses relating to employability skills, for example: - Which skill is my strength/weakness?
- How do I know?
- What does this skill look like in my future career?
- How do I use this skill in other areas of my life?
- What other strengths/weaknesses may contribute to the way I use this skill?
| - discuss the application of a range of employability skills
| - choose the appropriate application of employability skills and capabilities in a variety of settings
|
Construct scenarios of different workplace and educational settings; discuss how different employability skills can be applied in the different scenarios. | - discuss the application of a range of employability skills
| - choose the appropriate application of employability skills and capabilities in a variety of settings
|
Organise the class to participate in a practical problem-solving activity that requires teamwork (examples include spaghetti tower marshmallow challenge or toilet paper roll marble challenge). Clearly identify the objectives and instructions for the activity and set a timer. Use the reflective questions to explore how students applied employability skills, capabilities and/or personal attributes during the activity. | - differentiate between interests, personal attributes and capabilities
- discuss the application of a range of employability skills
| - identify the difference between interests, personal attributes and capabilities
- choose the appropriate application of employability skills and capabilities in a variety of settings
|
Complete an audit of technical skills and capabilities required for a range of industries. | - describe how different technical skills, capabilities and personal attributes are applied in different industry groups
| - explain the technical skills and capabilities required by specific industry groups
|
Complete the online
Job Outlook Careers Quiz to determine the top three ‘working styles’ of students. Based on the quiz results, students create an infographic of how their skills, capabilities and personal attributes can be applied in a chosen industry. | - describe how different technical skills, capabilities and personal attributes are applied in different industry groups
| - align personal interests and strengths to specific industry groups
|
This module explores the employment opportunities that exist within a workplace and how qualifications and further study can increase the opportunities that may be available. Students will identify and describe employee and employer rights and responsibilities in the workplace relating to pay and conditions within a selected setting. Students will interview an employee about their experiences and present their findings supported by appropriate technology.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Use a job search website like
Seek to research employment opportunities in a selected industry; record findings in a table to detail the industry, the job name, worker classification, key skills needed, prior experience and training/qualifications required. | - research employment opportunities
- identify the role of qualifications and further study relating to employment opportunities
| - explain research findings on employment opportunities within a workplace
- identify and analyse the type of worker classification such as part time, casual, full time, apprentice
|
Select one employment opportunity from a chosen industry and create a flow chart of the steps needed to achieve this pathway/career goal. | - identify the role of qualifications and further study relating to employment opportunities
| - use their understanding of the role of qualifications and further study to increase employment opportunities when reflecting on future pathways
|
Host an incursion with the careers specialist in your school/institution to address topics covered in the learning goals of this module. | | |
Construct a table that summarises the different worker classifications; full time, part time, casual, apprentice. | - recognise and consider different types of roles in a workplace
| - identify and analyse the type of worker classification such as part time, casual, full time, apprentice
|
Construct a diagram that demonstrates a typical organisational hierarchy, including layers such as the owner/General Manager, middle managers for different departments, team leaders and employees. | - recognise and consider different types of roles in a workplace
| - explain research findings on employment opportunities within a workplace
|
Research employee rights and responsibilities relating to pay and conditions for different worker classifications (full time, part time, casual, apprentice); summarise findings in a concept map, poster, table or infographic. | - recognise and consider different types of roles in a workplace
- describe the rights and responsibilities of employees and employers relating to pay and conditions within a selected workplace
| - identify and communicate employee rights and responsibilities in the workplace relating to pay and conditions
|
Research employer rights and responsibilities relating to pay and conditions for different worker classifications (full time, part time, casual, apprentice); summarise findings in a concept map, poster, table or infographic. | - recognise and consider different types of roles in a workplace
- describe the rights and responsibilities of employees and employers relating to pay and conditions within a selected workplace
| - identify and communicate employee rights and responsibilities in the workplace relating to pay and conditions
|
Create a role play related to the rights and responsibilities for employees and employers relating to pay and conditions within a selected workplace. | - describe the rights and responsibilities of employees and employers relating to pay and conditions within a selected workplace
| - identify and communicate employee rights and responsibilities in the workplace relating to pay and conditions
|
This module examines the process of identifying an employment opportunity and writing a resume and cover letter that includes information relevant to the opportunity. Students will develop practical skills associated with drafting and finalising a resume and cover letter and use feedback to improve their resume and cover letter.
| Examples of learning activities | Learning goals | Application of skills |
|---|
To scaffold the development of a resume and cover letter, investigate the different ways employment opportunities are advertised and outline the common steps taken to apply for a job, based on the advertising methods used by the employer. | - identify the elements of a successful resume and cover letter that is relevant to an employment opportunity and provide a draft
| - apply strategies to identify an employment opportunity
|
To scaffold the development of a resume and cover letter, search for employment opportunities using a job search website; identify one to three jobs in a chosen industry and in a table summarise the job title, job description, key skills/capabilities required, training/qualifications required. | - identify the elements of a successful resume and cover letter that is relevant to an employment opportunity and provide a draft
| - apply strategies to identify an employment opportunity
|
To scaffold the development of a resume and cover letter, use a suitable
a career action plan template to develop or update student career pathway plans | - identify the elements of a successful resume and cover letter that is relevant to an employment opportunity and provide a draft
| - articulate the key elements of a resume, including purpose, format and inclusion of relevant information
|
Annotate an example resume to identify key elements, including purpose, format and inclusion of relevant information. | - identify the elements of a successful resume and cover letter that is relevant to an employment opportunity and provide a draft
| - articulate the key elements of a resume, including purpose, format and inclusion of relevant information
|
Annotate an example cover letter to identify key elements, including purpose, format and inclusion of relevant information. | - identify the elements of a successful resume and cover letter that is relevant to an employment opportunity and provide a draft
| - demonstrate the key elements of a cover letter, including purpose, format and inclusion of relevant information
|
Apply relevant knowledge and skills to develop a resume and cover letter to apply for a mock employment opportunity; obtain and feedback from peers, teacher, careers specialist and/or self-assessment. | - identify the elements of a successful resume and cover letter that is relevant to an employment opportunity and provide a draft
- use reflection and feedback to improve the resume and cover letter
| - produce an application for the selected employment opportunity using relevant technical vocabulary
- seek feedback from a careers practitioner or suitable staff member on your application for the selected employment opportunity
- apply feedback to strengthen the cover letter and resume
|
Participate in a mock job application process and apply feedback to improve the resume and cover letter. | - identify the elements of a successful resume and cover letter that is relevant to an employment opportunity and provide a draft
- use reflection and feedback to improve the resume and cover letter
| - produce an application for the selected employment opportunity using relevant technical vocabulary
- seek feedback from a careers’ practitioner or suitable staff member on your application for the selected employment opportunity
- apply feedback to strengthen the cover letter and resume
|
Host an incursion with the careers specialist in your school/institution to address topics covered in the learning goals of this module. | | |
Unit 2
This module commences the planning process for a small-scale work-related activity. Working in teams, students will identify and explore a range of activities, identify an achievable small-scale work-related activity and collaboratively plan for the activity. Students will consider how their activity aligns with employability skills, seek and apply feedback and evaluate the effectiveness of their plan.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Watch videos about a range of themes related to the workplace to stimulate ideas relating to the small-scale work-related activity, such as occupational health and safety, communication, team work, culture, technology, diversity and inclusion or workplace rights and responsibilities. | - utilise the identified skills of collaboratively planning by establishing a small-scale work-related activity
| - explore and suggest a possible small-scale work-related activity
|
Brainstorm ideas about a realistic and achievable small-scale work-related activity using a think, pair, share or concept/mind map. | - utilise the identified skills of collaboratively planning by establishing a small-scale work-related activity
| - explore and suggest a possible small-scale work-related activity
|
Describe and discuss the terms collaboration and teamwork; use scenarios to consider different strategies that can be applied to work within a team effectively and collaboratively. | - utilise the identified skills of collaboratively planning by establishing a small-scale work-related activity
| - demonstrate the key features of effective collaboration through work within a team to identify roles and responsibilities
|
Use the SMART approach to collaboratively set a realistic and achievable goal for the small-scale work-related activity. | - utilise the identified skills of collaboratively planning by establishing a small-scale work-related activity
| - explore and suggest a possible small-scale work-related activity
- be an active member of the team in the planning process
|
Collaboratively draft a plan for the small-scale work-related activity with details such as: - Select an objective for the project or activity
- Identify the resources needed, including technology
- Outline the key actions and strategies to be implemented
- Develop a timeline
- Allocate responsibilities to group members
| - utilise the identified skills of collaboratively planning by establishing a small-scale work-related activity
| - be an active member of the team in the planning process
- provide an overview of a planned small-scale work-related activity using examples
- demonstrate the key features of effective collaboration through work within a team to identify roles and responsibilities
- explain the technology and/or resources required for the activity
|
Seek feedback from multiple sources, such as teacher, peers, careers specialist; make changes to the plan based on the feedback. | - use the collaborative planning skill of seeking and applying feedback to enrich their plan
| - demonstrate the key features of effective collaboration through work within a team to identify roles and responsibilities
|
Annotate a copy of the plan to identify the application of employability skills. | - identify the employability skills that align to their activity
| - identify the employability skills required to complete the work-related activity
|
This module focuses on the completion and review of a small-scale work-related activity. Students will apply a range of skills when implementing their plan and will engage in a process of reflection and evaluation about the implementation of the small-scale work-related activity and application to other work contexts.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Schedule a regular team meeting to occur during the implementation of the small-scale work-related activity; allocate roles and responsibilities such as chair, minutes and timekeeper. | - implement their planned small-scale work-related activity
- utilise the skills of communication, problem-solving, using technology, delegation and time management to complete the activity
| - use identified employability skills to implement a small-scale work-related activity
- review individual and team effectiveness in achieving the desired outcome of the activity
|
Draft telephone scripts or emails to be used to engage with participants or stakeholders. | - implement their planned small-scale work-related activity
- utilise the skills of communication, problem-solving, using technology, delegation and time management to complete the activity
| - use identified employability skills to implement a small-scale work-related activity
|
Create a checklist of actions, including detail on who is responsible and the due date; throughout the implementation of the small-scale work-related activity, tick off the actions that are completed. | - implement their planned small-scale work-related activity
- utilise the skills of communication, problem-solving, using technology, delegation and time management to complete the activity
| - apply strategies to assess the strengths and weaknesses of the implementation of a small-scale work-related activity, including appropriate use of technology and/or resources, collaboration, problem-solving, individual and team effectiveness, individual and team task management
- review individual and team effectiveness in achieving the desired outcome of the activity
|
Watch an online video about procrastination and brainstorm strategies that can be implemented to minimise procrastination and improve time management during the implementation of the small-scale work-related activity. | - implement their planned small-scale work-related activity
- utilise the skills of communication, problem-solving, using technology, delegation and time management to complete the activity
| - apply strategies to assess the strengths and weaknesses of the implementation of a small-scale work-related activity, including appropriate use of technology and/or resources, collaboration, problem-solving, individual and team effectiveness, individual and team task management
|
Implement exit cards for students to complete at the end of each class; collect the exit cards in preparation for Unit 2 Module 3 when a report will be written. | - implement their planned small-scale work-related activity
- utilise the skills of communication, problem-solving, using technology, delegation and time management to complete the activity
| - review individual and team effectiveness in achieving the desired outcome of the activity
- identify key skills and capabilities used within the activity that can be transferred to other work contexts
|
At the mid-point, groups use a SWOT analysis to assess the implementation of the small-scale work-related activity, including assessment of the appropriate use of technology and/or resources, collaboration, problem-solving, individual and team effectiveness, individual and team task management. | - utilise the skills of communication, problem-solving, using technology, delegation and time management to complete the activity
| - apply strategies to assess the strengths and weaknesses of the implementation of a small-scale work-related activity, including appropriate use of technology and/or resources, collaboration, problem-solving, individual and team effectiveness, individual and team task management
- review individual and team effectiveness in achieving the desired outcome of the activity
|
Write a reflective journal or present a short oral presentation about the application of an employability skills during the small-scale work-related activity. | - implement their planned small-scale work-related activity
- utilise the skills of communication, problem-solving, using technology, delegation and time management to complete the activity
| - use identified employability skills to implement a small-scale work-related activity
- identify key skills and capabilities used within the activity that can be transferred to other work contexts
|
This module develops students’ communication and technology skills through reporting on their small-scale work-related activity. Students will learn about the structure and conventions of writing a report and will apply this format to describe the planning, implementation and evaluation of the small-scale work-related activity. Students will reflect on how they can improve future work-related outcomes.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Examine examples of a report and annotate the different sections of a report. | - demonstrate their communication and technology skills through the manner in which they report on their work-related activity
| - apply the key conventions to structure a report and apply appropriate tone and voice for the selected audience
|
Develop an appropriate digital template for the report, include: introduction, overview of process, planning phase, implementation phase, evaluation, actions to improve in future and conclusion. | - demonstrate their communication and technology skills through the manner in which they report on their work-related activity
- create and present a report on their small-scale work-related activity that demonstrates appropriate structure and conventions of a report and describes the planning, implementation and evaluation of the small-scale work-related activity
- reflect on how they can improve future work-related outcomes
| - apply the key conventions to structure a report and apply appropriate tone and voice for the selected audience
- explain the planning process of the activity and the roles assigned to each team member
- use digital technology to prepare a report on the small-scale work-related activity demonstrating appropriate use of technology and/or resources, collaboration, problem-solving, individual and team effectiveness, individual and team task management planning and implementation of the small-scale work-related activity
|
Use the template to brainstorm dot points for key ideas, information, experiences, outcomes, and points of reflection to include in each section. | - demonstrate their communication and technology skills through the manner in which they report on their work-related activity
| - identify and explain the implementation and outcomes of the activity
|
Establish processes for how the group will work together to write the report, such as delegating sections and establishing a cloud-based document. | - demonstrate their communication and technology skills through the manner in which they report on their work-related activity
| - use digital technology to prepare a report on the small-scale work-related activity demonstrating appropriate use of technology and/or resources, collaboration, problem-solving, individual and team effectiveness, individual and team task management planning and implementation of the small-scale work-related activity
|
Write a draft of the report, seek feedback, make required edits and changes, and prepare a final copy. | - create and present a report on their small-scale work-related activity that demonstrates appropriate structure and conventions of a report and describes the planning, implementation and evaluation of the small-scale work-related activity
| - use digital technology to prepare a report on the small-scale work-related activity demonstrating appropriate use of technology and/or resources, collaboration, problem-solving, individual and team effectiveness, individual and team task management planning and implementation of the small-scale work-related activity
- present the report demonstrating communication skills
- identify and explain the implementation and outcomes of the activity
- propose actions to improve future work-related activity outcomes
|
Present the report to an intended audience. | - create and present a report on their small-scale work-related activity that demonstrates appropriate structure and conventions of a report and describes the planning, implementation and evaluation of the small-scale work-related activity
| - present the report demonstrating communication skills
|
Use a series of questions to guide students through a process of reflection about how they can apply what they have learnt to improve future work-related outcomes. | - reflect on how they can improve future work-related outcomes
| - propose actions to improve future work-related activity outcomes
|
Unit 3
This module introduces students to the workplace and the role of physical and mental health in the workplace. Students will examine how employees can contribute to the physical and mental health of self and colleagues, and discuss how employers can contribute to the physical and mental health of employees and customers/clients, including the implementation of policies.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Define the terms ‘physical health’ and ‘mental health’; in different contexts, including school and the workplace, use a Y-chart to brainstorm what each aspect of health looks like, sounds like and feels like. | - identify and describe physical and mental health in the workplace
| - provide evidence of discovered physical health preservation measures
- identify similarities and differences of contributing factors to positive and negative mental health in the workplace
|
Conduct an activity, ‘fill the cup’, to reflect on the actions, strategies and factors that improve physical and/or mental health in the workplace; in small groups, write down on pieces of paper statements of actions, strategies and factors that improve physical and/or mental health in the workplace; add these statements to a physical cup or stick them down onto a printed image of a cup to ‘fill the cup’. To extend this activity, brainstorm the actions or factors that decrease physical and mental health in the workplace and group them outside of the cup to ‘drain the cup’. | - identify and describe physical and mental health in the workplace
| - provide evidence of discovered physical health preservation measures
- identify similarities and differences of contributing factors to positive and negative mental health in the workplace
|
Brainstorm a range of mini scenarios relating to physical and mental health for employees and/or customers/clients; put them in a hat, and working individually or in small groups, determine the ways in which employees can contribute to physical or mental health for each scenario. | - discuss ways in which employees can contribute to physical and mental health in the workplace
| - provide evidence of discovered physical health preservation measures
- identify similarities and differences of contributing factors to positive and negative mental health in the workplace
|
To reflect positive and negative examples of physical and mental health practices, create fictional scenarios based in the workplace; use structured questions to guide students through the process of identifying, describing and discussing (weighing up advantages and disadvantages) each scenario, determining the impact on employees and/or employers. | - identify and describe physical and mental health in the workplace
- discuss ways in which employees can contribute to physical and mental health in the workplace
- explain the role of employers regarding health in the workplace, including company policies
| - identify similarities and differences of contributing factors to positive and negative mental health in the workplace
- demonstrate understanding of the responsibilities of employers in maintaining physical and mental health for employees and customers/clients
|
Explore different topics on the
Safe Work Australia website relating to hazards, managing health and safety and industries; construct a table and, relating to each topic, identify and discuss the roles of employees and employers for maintaining physical and mental health. | - identify and describe physical and mental health in the workplace
- discuss ways in which employees can contribute to physical and mental health in the workplace
- explain the role of employers regarding health in the workplace, including company policies
| - identify similarities and differences of contributing factors to positive and negative mental health in the workplace
- demonstrate understanding of the responsibilities of employers in maintaining physical and mental health for employees and customers/clients
|
Select a well-known business to research; conduct research on the business’s website about the policies the business has implemented to promote respect and inclusion in the workplace, including race, culture, religion, gender, gender identity, sexual orientation and/or disabilities. | - explain the role of employers regarding health in the workplace, including company policies
| - identify policies that promote respect and inclusion in the workplace including race, culture, religion, gender, gender identity, sexual orientation and disabilities
|
Create an infographic or poster about workplace policy to promote respect and inclusion. | - explain the role of employers regarding health in the workplace, including company policies
| - identify policies that promote respect and inclusion in the workplace including race, culture, religion, gender, gender identity, sexual orientation and disabilities
|
This module distinguishes between a safe and an unsafe workplace and explores how students can address unlawful practices. Students will identify unlawful workplace practices including bullying, harassment and discrimination, and internal and external processes to report unsafe practices. Students will examine employee responsibilities in the workplace and present their findings.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Identify the characteristics of bullying, sexual harassment and discrimination. | - describe unlawful workplace practices
| - identify unlawful workplace practice, including bullying, sexual harassment and discrimination
|
Use a 3-2-1 thinking process to summarise student understanding of bullying, sexual harassment and discrimination. | - describe unlawful workplace practices
| - identify unlawful workplace practice, including bullying, sexual harassment and discrimination
|
Create a Venn diagram or double bubble map that shows the differences between a safe workplace and an unsafe workplace. | - describe unlawful workplace practices
| - explain the differences between a safe workplace and an unsafe workplace
|
Construct a flow chart of the internal processes to report unlawful or unsafe workplace practices. | - identify processes to address and report unsafe practices
| - identify internal processes to report unlawful or unsafe workplace practices
|
Create a mix of scenarios and responses relating to unlawful workplace practices and internal processes to report unlawful or unsafe workplace practices; students work individually or in small groups to match the scenario and appropriate response. | - identify processes to address and report unsafe practices
| - identify internal processes to report unlawful or unsafe workplace practices
|
Watch videos, such as those found on WorkSafe Victoria’s YouTube channel, relating to external processes to report unlawful or unsafe workplace practices. | - identify processes to address and report unsafe practices
| - explain external processes to report unlawful or unsafe workplace practices
|
Create a poster or infographic that summarises employee responsibilities in the workplace. | - present their understandings of employee responsibilities in the workplace
| - explain employee responsibilities in the workplace, including being on time, if appropriate wearing correctly fitted PPE, reporting illness in a timely manner, complying with reasonable requests and adhering to company policies
|
Write a series of questions and answers for the ‘Frequently Asked Questions’ section of an employee induction handbook relating to employee responsibilities in the workplace. | - present their understandings of employee responsibilities in the workplace
| - explain employee responsibilities in the workplace, including being on time, if appropriate wearing correctly fitted PPE, reporting illness in a timely manner, complying with reasonable requests and adhering to company policies
|
This module explores physical health and safety in the workplace. Students will describe strategies to reduce harm in a workplace or environment that is familiar to them, including processes to assess risk, analyse safety, report hazards and harms and make recommendations to improve safety in the workplace.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Describe the key elements of workplace health and safety. | - identify a range of strategies to improve safety in the workplace
| - apply their understanding of the key elements of workplace health and safety
|
Tour your school or institution; identify potential hazards and state strategies to minimise risk for each potential hazard. | - identify a range of strategies to improve safety in the workplace
| - demonstrate knowledge of strategies to reduce hazards and harm in a familiar workplace or simulated workplace, including employee identification, hazard reporting processes, risk assessment tools and job safety analysis
|
Working in groups, use De Bono’s Thinking Hats to identify a hazard in a familiar workplace or other setting; gather information, assess risk, consider options and strategies to minimise the hazard and summarise recommendations to ensure workplace safety. | - identify a range of strategies to improve safety in the workplace
- recognise and assess potential hazards and harms
- develop recommendations to respond to the identification of hazards and harms
| - demonstrate knowledge of strategies to reduce hazards and harm in a familiar workplace or simulated workplace, including employee identification, hazard reporting processes, risk assessment tools and job safety analysis
|
Source a range of cartoons depicting potential hazards and harms in the workplace; annotate the cartoons with strategies to reduce hazards and harms. | - recognise and assess potential hazards and harms
| - demonstrate knowledge of strategies to reduce hazards and harm in a familiar workplace or simulated workplace, including employee identification, hazard reporting processes, risk assessment tools and job safety analysis
|
Outline the process to report hazards in a workplace using a checklist or flow chart. | - develop recommendations to respond to the identification of hazards and harms
| - apply their understanding of the hazard reporting processes
|
Conduct a workplace health and safety audit of a workplace or environment that is familiar to the student; make recommendations to reduce the potential for harm. | - identify a range of strategies to improve safety in the workplace
- recognise and assess potential hazards and harms
- develop recommendations to respond to the identification of hazards and harms
| - demonstrate knowledge of strategies to reduce hazards and harm in a familiar workplace or simulated workplace, including employee identification, hazard reporting processes, risk assessment tools and job safety analysis
- use examples to explain the universal strategies, safeguards and organisations that exist to reduce harm and ensure safe workplaces
|
Use the
Department of Education Workplace hazards fact sheets for a range of industries; students select an industry of interest and summarise the key strategies to reduce harm in the chosen industry in a fact sheet for young people looking for employment in that industry. | - develop recommendations to respond to the identification of hazards and harms
| - use examples to explain the universal strategies, safeguards and organisations that exist to reduce harm and ensure safe workplaces
|
Participate in an excursion or tour of a workplace that exemplifies workplace health and safety. | - identify a range of strategies to improve safety in the workplace
- recognise and assess potential hazards and harms
- develop recommendations to respond to the identification of hazards and harms
| |
Unit 4
This module provides students with an overview of potential employment and educational pathway options, to support the development and refinement of a future pathway plan.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Host a guest speaker from a local careers-related organisation or have a classroom visit with the school/institution careers specialist. | - identify a potential pathway
| - identify and discuss appropriate employment and education pathway options
- engage with several professionals, family/carers to discuss potential employment and education pathways
|
Organise a Careers Expo at the school or go on an excursion to a Careers Expo being hosted by an external organisation. | - identify a potential pathway
| - identify and discuss appropriate employment and education pathway options
- engage with several professionals, family/carers to discuss potential employment and education pathways
|
Organise students to participate in industry immersion or trade tasters with local providers. | - identify a potential pathway
| - identify and discuss appropriate employment and education pathway options
- engage with several professionals, family/carers to discuss potential employment and education pathways
|
Organise an excursion to the local TAFE or education institution. | - identify a potential pathway
| - identify and discuss appropriate employment and education pathway options
- engage with several professionals, family/carers to discuss potential employment and education pathways
|
Complete online careers quizzes or surveys to help students identify potential pathways. | - access and assess online platforms to explore pathway options
| - access and note information regarding potential employment and education pathways
- engage with several online platforms to explore potential employment and education pathways and labour market data and trends
|
Access online platforms to explore and assess pathway options. | - access and assess online platforms to explore pathway options
| - engage with several online platforms to explore potential employment and education pathways and labour market data and trends
|
Conduct research on a chosen pathway relating to labour market data and trends in that industry. | - access and assess online platforms to explore pathway options
| - engage with several online platforms to explore potential employment and education pathways and labour market data and trends
|
Create a map (physical or digital) of further education providers and training institutions that provide training and qualifications for a chosen industry within a specified radius of the locality (such as 50 km or 100 km); use the map to identify the desired further education or training provider/s in order of preference. | - access and assess online platforms to explore pathway options
| - apply their understanding of the role of further education and training providers
|
Using an appropriate template, draft or update a pathway plan. | - apply their knowledge to draft their pathway plan
| - develop a pathway plan that includes details on further education and training institutions, possible locations, potential access options, prerequisites and/or application processes
|
Discuss the pathway plan with family/carers and refine the pathway plan based on feedback. | - seek feedback on and refine their pathway plan
| - engage with several professionals, family/carers to discuss potential employment and education pathways
|
Seek feedback from an appropriate professional (such as a teacher or careers’ specialist) and apply feedback to refine the pathway plan. | - seek feedback on and refine their pathway plan
| - seek feedback on their pathway plan from an appropriate professional then apply strategies to refine their plan
|
Complete and submit a final pathway plan. | - seek feedback on and refine their pathway plan
| - complete a final pathway plan
|
This module explores strategies for students to apply when collecting and assessing information about employment opportunities. Students will apply their knowledge and skills by preparing a job application in response to a job advertisement, including a resume and cover letter.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Use the
‘Occupations’ tab of the Your Career portal to investigate the training and development requirements of chosen careers/industry groups, found under the ‘How to become’ tab for each occupation. For each occupation investigated, identify whether training requirements are formal education, informal education, industry exposure or a combination. | - source and evaluate information relating to employment opportunities
| - engage with online platforms, personal networks and local services to identify and collect information about employment opportunities
|
Develop a range of case studies focused on young people accessing and assessing employment opportunities; students interpret the information presented and make recommendations about the best employment opportunity to pursue in the case study, based on personal interests, skills, personal attributes and/or capabilities. | - source and evaluate information relating to employment opportunities
| - use strategies to access and assess employment opportunities according to personal interests, skills, personal attributes and capabilities
|
Annotate the key elements of a job advertisement. | - source and evaluate information relating to employment opportunities
| - identify key elements of job advertisements and job applications, including different ways jobs are advertised and common processes involved in applying for a job
|
Discuss the purpose of ‘key selection criteria’ and describe strategies that can be used to address key selection criteria such as identifying a relevant situation to write about and outlining the key actions implemented in the situation to achieve a specific outcome. | - source and evaluate information relating to employment opportunities
| - apply the conventions of addressing key selection criteria
|
Create a flow chart or infographic outlining the typical steps to apply for a job. | - source and evaluate information relating to employment opportunities
| - identify key elements of job advertisements and job applications, including different ways jobs are advertised and common processes involved in applying for a job
|
Identify the features of a resume and explore a variety of resume templates that are available; the
myfuture job search resources provides a range of templates and articles relating to resumes, cover letters, job applications and interviews (no login required). | - source and evaluate information relating to employment opportunities
| - identify and use strategies to effectively promote relevant skills, knowledge, qualifications and experience in a resume
|
Brainstorm different sentences that can be used in a resume and/or cover letter to promote relevant skills such as communication, teamwork, organisation, time management or leadership. | - source and evaluate information relating to employment opportunities
| - identify and use strategies to effectively promote relevant skills, knowledge, qualifications and experience in a resume
|
Source a poor-quality resume and/or cover letter; working in groups, students make recommendations for how the resume and/or cover letter can be improved, such as layout, font, spelling, grammar, editing or including additional information. | - source and evaluate information relating to employment opportunities
| - identify and use strategies to effectively promote relevant skills, knowledge, qualifications and experience in a resume
|
Develop or re-develop a resume that effectively promotes relevant skills, knowledge, qualifications and experience; seek and apply feedback from multiple sources. | - apply their knowledge in preparing a job application
| - identify and use strategies to effectively promote relevant skills, knowledge, qualifications and experience in a resume
|
Develop or re-develop a cover letter that effectively introduces the student and expresses interest in a specific employment opportunity (real or fictional); seek and apply feedback from multiple sources. | - apply their knowledge in preparing a job application
| - develop or re-develop a cover letter and resume that complies with Australian spelling and grammar
- apply the conventions of addressing key selection criteria
- discuss and refine a cover letter and resume with the assistance of an appropriate professional
|
This module prepares students for future job interviews. Students will engage with sources to identify possible interview questions, plan suitable responses and prepare relevant questions to ask a potential employer. Students will participate in a mock interview and apply strategies to reflect on and evaluate their performance to improve future employment prospects.
| Examples of learning activities | Learning goals | Application of skills |
|---|
Interview a local business owner, industry expert or career specialist about the type of questions typically asked in a job interview; apply findings to draft a list of possible interview questions and suitable responses. | - identify possible interview questions and suitable responses
| - engage with several online platforms and professionals to identify possible interview questions
|
Engage with industry experts and online platforms to understand the application process and draft a set of potential interview questions and responses for a chosen employment opportunity; students can work in pairs to practice answering their drafted questions. | - identify possible interview questions and suitable responses
| - engage with several online platforms and professionals to identify possible interview questions
|
Construct a concept map to brainstorm a range of topics and related questions for an applicant to ask a potential employer. | - apply strategies to prepare for and participate in a mock interview and evaluate their performance to improve their future employment prospects
| - identify a range of suitable responses and relevant questions to ask potential employers
|
Discuss the concept of communication, including verbal, non-verbal, formal and informal communication using examples (both ‘good’ and ‘poor’) of communication in different workplaces. Apply knowledge and understanding by completing a set of structured questions and/or participating in role plays. | - identify possible interview questions and suitable responses
- apply strategies to prepare for and participate in a mock interview and evaluate their performance to improve their future employment prospects
| - practice and apply strategies to communicate and promote relevant skills, knowledge, capabilities, qualifications and/or experience in a job interview
|
Watch an online video about job interviews, and list the tips outlined in the video. Students can put the tips in order from most relevant to least relevant for their chosen employment opportunity. | - apply strategies to prepare for and participate in a mock interview and evaluate their performance to improve their future employment prospects
| - practice and apply strategies to communicate and promote relevant skills, knowledge, capabilities, qualifications and/or experience in a job interview
|
Read through
‘Interview Tips’ on the JobJumpstart website; individually identify and rank the top five interview tips and compared findings in small groups or with the class. | - apply strategies to prepare for and participate in a mock interview and evaluate their performance to improve their future employment prospects
| - practice and apply strategies to assess strengths and weaknesses relating to job interviews in order to improve future employment prospects
|
Apply knowledge of interview preparation to discuss the most appropriate attire and personal presentation for different types of jobs and industries; this could be done through bringing in a range of clothing and students selecting appropriate outfits or through collecting appropriate images from magazines or digital sources. | - apply strategies to prepare for and participate in a mock interview and evaluate their performance to improve their future employment prospects
| - practice and apply strategies to assess strengths and weaknesses relating to job interviews in order to improve future employment prospects
|
Participate in a mock job interview with an appropriate interview panel; based on self-reflection and interview panel feedback, identify strengths and areas for improvement; complete additional mock interviews to apply strategies and feedback. | - apply strategies to prepare for and participate in a mock interview and evaluate their performance to improve their future employment prospects
| - prepare for and engage in several mock interviews, using suitable responses and suitable questions
|
Prepare a report that summarises the outcome of the mock interview process, including strengths and areas for improvement. | - apply strategies to prepare for and participate in a mock interview and evaluate their performance to improve their future employment prospects
| - identify and report on areas of strength and improvement
|
Sample approaches to developing assessment
Assessment
Assessment must be a part of the regular teaching and learning program and should be completed mainly in the classroom within a predetermined timeframe. Assessment is to be undertaken as an ongoing process that integrates knowledge and skills with practical applications over a period of time. It will require a combination of evidence collected through teacher observations along with the collection of records of student work.
When developing assessment tasks, teachers should refer to the VCAA policies and school assessment procedures as specified in the
VPC Administrative Handbook.
The studies in a VPC program must be assessed in accordance with the requirements and guidelines outlined in the curriculum designs for the studies delivered in the learning program.
The assessment should be:
Valid and reliable
- Assessment tasks/activities should be designed to reflect the nature of the outcomes/elements of the study.
- Students should be assessed across a range of different tasks/activities and contexts.
- Assessment should be conducted on a number of occasions.
Fair
- Assessment tasks/activities should be grounded in a relevant context and be sensitive to gender, culture, linguistic background, disability, socioeconomic status and geographic location.
- Instructions for assessment tasks should be clear and explicit.
Flexible
- Assessment should be open-ended and flexible to meet the specific needs of students.
- Students should have the opportunity to demonstrate achievement at their own level and pace.
Efficient
- Assessment instruments that provide evidence of achievement across a range of outcomes/studies should be used.
The assessment tools used to collect evidence of student achievement (performance descriptors, rubrics and/or marking guide) should reflect the Modules, Learning Goals and Application of the unit.
Assessment tasks should be developed within the specific context of the setting and related to applied learning principles by being designed with authentic purposes and practical outcomes.
Teachers should develop a range of assessment activities in order to collect specific evidence of student learning in a unit and/or module. Teachers should develop an assessment guide or rubric to make decisions about the evidence of student learning.
The assessment task and assessment tools should be explained to students before they commence the task.
When developing assessment tasks, teachers should refer to the VCAA policies and school assessment procedures as specified in the
VPC Administrative Handbook.
Schools may determine the conditions for assessment tasks. Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Students should be advised of the timeline and conditions under which the task is to be completed. It is recommended that assessment tasks be completed in class under supervision within a limited timeframe.
The overall assessment program for the unit should include a variety of activities, include provision for authentication of student work and take into consideration the overall workload for students.
The assessment task and assessment tools should be explained to students before they commence the task.
The following sample assessment tasks represent a range of sample assessments teachers can choose to use as formative assessment or summative assessment for learning goals in each module. It should be noted that teachers are encouraged to develop assessment tasks specifically suited to the needs of their students and context. The sample tasks are for Units 3 and 4, however similar tasks can be used for Units 1 and 2.
Unit 3
The following is an overview of an approach to designing assessment for one module:
- Determine an appropriate combination of activities to assess the module. Considerations include equipment available, time available, scope and demand of each activity, and opportunities to develop and apply a range of skills over time.
- Identify the nature and sequence of teaching and learning activities related to each assessment activity.
- For each assessment activity, identify the learning goal/s that will be achieved and how the learning goal will be applied in the task. If students can choose between tasks, the tasks set need to be comparable in demand and scope.
- For each assessment activity, teachers decide whether there is a template or specific format that needs to be followed or whether students can select the format of their choice.
- Develop an appropriate set of criteria and marking scheme for each activity.
- Decide on the most appropriate time to set the task and the conditions under which an assessment task is completed.
- Students are assessed according to the criteria on the marking scheme.
- Feedback is provided to the student by the teacher about their performance according to the assessment criteria.
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: Creation of a report template
Scope of task
Teachers should develop a set of instructions and expectations that address the learning goals and skills related to the module, and guide students in the creation of a report template to be used to develop a report on a topic or issue of student choice in relation to the workplace, including healthy workplace practices, workplace rights and responsibilities, and physical health and safety in the workplace. The template should include the topic or issue that is being addressed in the report. The report template should be created digitally. Assessment and feedback may consist of teacher assessment and feedback, peer feedback and self-assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a topic relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students flexibility around their selected topic
- it can be completed and assessed at a range of ability levels
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A digital presentation
Scope of task
A digital presentation is a tool to communicate knowledge, ideas, concepts and thoughts using a combination of words and images such as pictures, diagrams, charts and tables. Students should develop an informative digital presentation outlining the relevant healthy workplace practices, workplace rights and responsibilities, and physical health and safety requirements of a workplace or industry of their choice. The teachers should select an appropriate medium for the digital presentation (such as PowerPoint or Prezi) and provide instructions and criteria relating to the learning goals and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a topic relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students flexibility around their selected topic
- it can be completed and assessed at a range of ability levels
- It can be completed in a range of digital formats, and students and teachers can select the most appropriate for them
Module 2: Rights and responsibilities
Assessment task: Participation in a safety drill
Scope of task
Students participate in a mock workplace safety drill. Teachers should develop a set of instructions and expectations that address the learning goals and skills related to the module and guide participation a safety drill, including the processes that need to be followed and the roles and responsibilities that need to allocated. The instructions and expectations should be scaffolded to provide access at a range of student ability levels, enabling students to participate in the safety drill and demonstrate performance at the highest levels. Assessment and feedback may consist of teacher assessment and feedback, peer feedback and self-assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows the teacher to base the drill on a workplace that is relevant to the class
- it can be completed and assessed at a range of ability levels
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A mock hearing
Scope of task
Students participate in a mock workplace hearing about unlawful workplace practice. Teachers should develop a set of instructions and expectations that guide participation in the mock hearing, including the topic or issue that is being addressed in the mock hearing and address the learning goals and skills related to the module. The instructions and expectations should be scaffolded to provide access at a range of student ability levels enabling students to participate in the mock hearing and to demonstrate performance at the highest levels. Assessment and feedback may consist of teacher assessment and feedback, peer feedback and self-assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows the teacher to base the mock hearing on a workplace and issue that is relevant to the class
- it can be completed and assessed at a range of ability levels
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: An OHS poster or display
Scope of task
An OHS poster or display is a communication tool to visually show ideas, concepts and thoughts relating to OHS and improving workplace health and safety. Students will develop a poster or display outlining healthy workplace practices, rights and responsibilities and physical health and safety requirements in a selected workplace. The task can be completed individually or collaboratively. The display can be in the classroom or as part of another initiative or event in the school/institution. The poster or display can be a physical or digital presentation. Teachers should provide instructions and criteria relating to learning goals and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a workplace relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to select workplace that is interesting and relevant to them
- it can be completed and assessed at a range of ability levels
- It can be completed in a range of digital or analogue formats
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: Participation in discussion and questions during excursion/incursion
Scope of task
Students attend an excursion or incursion linked to a worker safety or worker rights organisation relevant to the class. Teachers should develop a set of instructions and expectations that guide participation in discussion and questions during an excursion/incursion, that address both learning goals and skills related to the module. Students are given the opportunity to draft open ended questions they want to ask at the excursion/incursion and receive feedback from the teacher. The instructions and expectations should be scaffolded to enable students to participate and demonstrate performance at the highest levels. Assessment and feedback may consist of teacher assessment and feedback, peer feedback and self-assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a guest speaker relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to develop questions that are interesting and relevant to them
- it can be completed and assessed at a range of ability levels
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A record and reflection of presentations by guest speaker/s
Scope of task
Students attend a guest speaker session related to worker safety and /or workers rights. Teachers should develop a set of questions that guide the recording of and reflecting on a presentation by the guest speaker/s, that targets both learning goals and skills related to the module. The questions should be scaffolded to enable students to provide a response independent of prior responses and to demonstrate performance at the highest levels. Students should be instructed to make reflective notes during the experience, and the assessment task can be completed in class after the guest speaker/s visit. The reflection could be completed in written digital or recorded (video, podcast etc) format.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a guest speaker relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- It allows students to reflect on their own personal responses to the guest speaker, within their own context
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on elements of the guest speaker’s presentation which were relevant and interesting to them
- it can be completed and assessed at a range of ability levels
- It can be completed in a range of formats
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A record of an industry site visit
Scope of task
Students will visit an industry site of a workplace relevant to the class. Teachers should undertake a range of activities relevant to the module to prepare students for the industry site visit. Students should be provided with a structured task to complete during and after their participation to record the industry site visit. Students should focus on recording and reflecting on healthy workplace practices, employee and employer rights and responsibilities, and physical health and safety supports at the industry site. Teachers should determine the parameters of the task, including which activities or experiences related to the site visit are being assessed, and the learning goals and skills that need to be addressed.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select an industry site relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it can be completed and assessed at a range of ability levels
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A research task or case study
Scope of task
Students select a workplace or industry case study or situation of interest to them to research. Teachers should develop a research task or case study that guides students to select and research a real-life workplace situation or scenario that allows them to cover information about healthy workplace practices, employee and employer rights and responsibilities, and physical health and safety. Students are required to apply the learning goals and skills they have learned, such as identifying, describing, explaining, discussing, demonstrating, or applying knowledge and research. Teachers should develop processes (research task) or a set of questions (case study) to guide students through the task. Students can present the task as a written report, digital presentation, video or audio recording (podcast).
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a workplace or industry topic or case study relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on an industry or workplace that is relevant and interesting to them
- it can be completed and assessed at a range of ability levels
- It can be completed in a range of formats
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A response to structured questions
Scope of task
Teachers should develop a set of questions that target the learning goal and skills of each module. The questions should be scaffolded to enable students to provide a response independent of prior responses and to demonstrate performance at the highest levels. Structured questions should be completed in class, and can be completed in a range of forms, including written, video or audio recording.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it can be completed and assessed at a range of ability levels
- it can be completed in a range of formats
Module 3: Physical health and safety
Assessment task: A risk management plan
Scope of task
Students develop a risk management plan in response to a scenario or real-life situation provided by the teacher. Teachers should develop a scenario for students that depicts a real-life situation or identifies a real-life setting for the task to be completed. Students are required to apply the learning goals and skills they have learned to write a risk management plan. Teachers should develop a set of processes to guide students through the task and criteria for assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 3: Physical health and safety
- It is part of a range of assessment Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a workplace or industry relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on an industry or workplace that is relevant and interesting to them
- it can be completed and assessed at a range of ability levels
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A role play or performance
Scope of task
Students develop and record a role play about healthy workplace practices, employee and employer rights and responsibilities and workplace physical health and safety. Teachers should develop a set of instructions that guide participation in a role-play or performance, that address both learning goals and skills related to the modules. The instructions should be scaffolded to enable students to participate and demonstrate performance at the highest levels. The role play or performance should be recorded and viewed as part of the assessment and feedback processes, and can be recorded as a video or audio product. Assessment and feedback may consist of teacher assessment and feedback, peer feedback and self-assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a workplace or industry relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on an industry or workplace that is relevant and interesting to them
- it can be completed and assessed at a range of ability levels
- it can be completed in a range of formats
Module 1: Healthy workplace practice
Module 2: Rights and responsibilities
Module 3: Physical health and safety
Assessment task: A visual presentation, such as a graphic organiser, concept/mind map or annotated poster
Scope of task
Students develop a visual presentation to outline the healthy workplace practices, employee and employer rights and responsibilities and workplace physical health and safety they explored in the role play activity. A visual presentation is a communication tool to visually show ideas, concepts and thoughts, and the relationships between them. Students should select an appropriate format for the visual presentation, for example a concept/mind map could be used to classify information or a flow chart could be used to show a sequence. Teachers should provide instructions and criteria relating to learning goals and skills to guide the completion and assessment of the task. The task can be completed digitally or physically.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is part of a range of assessment for Module 1: Healthy workplace practice, Module 2: Rights and responsibilities, and Module 3: Physical health and safety
- It is linked to a previous assessment task
This task is
fair because
- it allows students and teachers to select a workplace or industry relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on an industry or workplace that is relevant and interesting to them
- it can be completed and assessed at a range of ability levels
- it can be completed in a range of formats
Module 3: Physical health and safety
Assessment task: A safety audit
Scope of task
Students complete a safety audit for a workplace scenario provided by the teacher. Teachers should develop a scenario that depicts a real-life situation or identify a real-life setting for the task to be completed. Students are required to apply the learning goals and skills they have learned to conduct a safety audit. Teachers should develop a set of processes to guide students through the task and criteria for assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 3: Physical health and safety
- It is part of a range of assessment for Module 3: Physical health and safety
This task is
fair because
- it allows students and teachers to select a workplace or industry relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on an industry or workplace that is relevant and interesting to them
- it can be completed and assessed at a range of ability levels
Unit 4
Module 1: Explore and plan for potential pathways
Assessment task: A collection of annotated resources from TAFE/employment agency
Scope of task
Students annotate a range of resources from TAFE or employment agencies. Annotations are a communication tool to show the relationship between a visual text and the knowledge, ideas and concepts learnt. Teachers can provide a set of resources or students may be required to collect their own resources during an incursion or excursion in preparation for assessment. Teachers should provide instructions and criteria relating to learning goals and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Explore and plan for potential pathways
- It is part of a range of assessment for Module 1: Explore and plan for potential pathways
This task is
fair because
- it allows students and teachers to select a TAFE or employment agency relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on a TAFE or employment agency that is relevant and interesting to them
- it can be completed and assessed at a range of ability levels
Module 1: Explore and plan for potential pathways
Module 2: Employment seeking activities and the application process
Assessment task: A collection of annotated position descriptions
Scope of task
Students annotate a range of position descriptions. Annotations are a communication tool to show the relationship between a visual text and the knowledge, ideas and concepts learnt. Teachers can provide a set of position descriptions or students may be required to collect their own descriptions from an online source in preparation for assessment. Teachers should provide instructions and criteria relating to learning goals and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
- It is part of a range of assessment for Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
This task is
fair because
- it allows students and teachers to select a range of position descriptions relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on a range of position descriptions relevant and interesting to them
- it can be completed and assessed at a range of ability levels
Module 1: Explore and plan for potential pathways
Assessment task: Participation in industry immersion and/or trade tasters
Scope of task
Students will participate in an industry immersion program or trade taster, including developing a set of questions they will ask during the program. Students will record and reflect on the questions they as and the answers they collect. Teachers should develop a set of instructions and expectations that guide participation in the planned experience that address both learning goals and skills related to the module. The instructions and expectations should be scaffolded to enable students to participate and demonstrate performance at the highest levels. Assessment and feedback may consist of teacher assessment and feedback, peer feedback and self-assessment.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Explore and plan for potential pathways
- it is part of a range of assessment for Module 1: Explore and plan for potential pathways
This task is
fair because
- it allows students and teachers to select a program and develop a set of questions relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on elements of the program which were relevant and interesting to them
it can be completed and assessed at a range of ability levels
Module 1: Explore and plan for potential pathways
Module 2: Employment seeking activities and the application process
Assessment task: A digital or visual presentation
Scope of task
Students develop an informative digital or visual presentation about their selected future pathway and how they would seek an employment opportunity in this pathway. A digital presentation is a tool to communicate knowledge, ideas, concepts and thoughts using a combination of words and images such as pictures, diagrams, charts and tables. Students can select an appropriate medium for the digital presentation and teachers provide instructions and criteria relating to learning goals and skills to guide the completion and assessment of the task.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
- it is part of a range of assessment for Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
This task is
fair because
- it allows students and teachers to select a future pathway relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on elements of their future pathways and employment seeking activities relevant and interesting to them
- it can be completed and assessed at a range of ability levels
- it can be completed in a range of formats
Module 1: Explore and plan for potential pathways
Module 2: Employment seeking activities and the application process
Assessment task: A record and reflection of presentations by guest speaker/s
Scope of task
Students attend presentations with a range of guest speakers covering various industries and workplaces, and how to seek employment in them; and keep a reflective journal about what they learn from these presenters and how they can apply those learnings to their own context. Teachers should develop a set of questions that guide the students in recording and reflecting on their experience with presenters, that target both learning goals and key skills related to the modules. The questions should be scaffolded to provide access at each part for students to provide a response independent of prior responses and enable demonstration of performance at the highest levels. Students can decide how to submit their reflective journal, for example, as a written document, a series of audio or video recording, etc.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
- it is part of a range of assessment for Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
This task is
fair because
- it allows students and teachers to focus the reflections on the elements of presentations most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on elements of their future pathways and employment seeking activities relevant and interesting to them
- it can be completed and assessed at a range of ability levels
it can be completed in a range of formats
Module 1: Explore and plan for potential pathways
Module 2: Employment seeking activities and the application process
Assessment task: A reflective journal of participation in practical tasks
Scope of task
Students keep a reflective journal documenting their learnings from and responses to practical tasks undertaken in class. Teachers should undertake activities relevant to the outcome prior to beginning the reflective journal assessment task. Students should be aware of the reflective journal assessment task prior to participating in the activities so that they can document their thoughts about their experiences, thinking and progress during participation in the activity. The reflective journal task should be completed in class. Teachers should determine the parameters of the task, including which activities or experiences are being reflected in the journal and the learning goals and skills to be addressed in the journal entry. Students can decide how to submit their reflective journal, for example, as a written document, a series of audio or video recordings, etc.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
- it is part of a range of assessment for Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
- it is linked to previous assessment tasks
This task is
fair because
- it allows students and teachers to focus the reflections on the elements of practical activities most relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on elements of the practical activities relevant and interesting to them
- it can be completed and assessed at a range of ability levels
- it can be completed in a range of formats
Module 2: Employment seeking activities and the application process
Assessment task: Creation of a personal profile
Scope of task
Students will create a personal profile for potential future employers. Teachers should provide an appropriate template for the written document and ensure students are aware of the purpose of the written document. Students and teachers should work together to determine the parameters of the task, including the intended audience (for example a particular employer or industry) the processes to follow and the learning goals and skills targeted by the task.
Curriculum and assessment principles
This task is
valid and reasonable and
efficient because
- it assesses multiple learning goals and applications in Module 2: Employment seeking activities and the application process
- it is part of a range of assessment for Module 2: Employment seeking activities and the application process
- it is linked to previous assessment tasks
This task is
fair because
- it allows students and teachers to develop a personal profile that is relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is
flexible because
- it allows students to focus on employment seeking activities relevant and interesting to them
- it can be completed and assessed at a range of ability levels
Module 3: Interview
Assessment task: A record of feedback from job interview and/or A record of responses to feedback
Scope of task
Students will take part in a mock job interview with other teachers or relevant community members arranges by the teacher. Teachers should establish an appropriate feedback process following the job interview, including a template for the interviewers to fill out and provide to the student, a template for the students to synthesise the feedback and/or a template for students to record their responses. Templates may include rating scales, emojis, structured questions, reflective questions or action steps. Teachers should determine the parameters of the task, including the process for the interviewers and students to follow, and the learning goals and skills targeted by the task.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple learning goals and applications in Module 3: Interview
- it is linked to previous assessment tasks on Module 1: Explore and plan for potential pathways and Module 2: Employment seeking activities and the application process
This task is fair because
- it allows students and teachers to complete and reflect on a mock interview for a position relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher will provide clear and explicit instructions, templates, feedback, support and assessment details to students
This task is flexible because
- it can be completed and assessed at a range of ability levels