Teaching and learning

A range of suggested learning activities have been provided for each module in Units 1–4. It should be noted that the activities included cover a range of the Learning goals and Applications for each Module, but not all of them. Some activities could be completed within one class and others could be completed over an extended period. They include learning activities that involve group work, class discussion, and practical application of skills. Many of the learning activities could be adapted for use in other Modules or Units, or developed into assessment tasks. All are intended to be examples that teachers will use and/or adapt to suit the needs of their own students. It should be noted that teachers are encouraged to develop teaching and learning activities specifically suited to the needs to their students and context.

Included external links are for teacher reference purposes. They do not constitute VCAA endorsement of the views or materials contained on these sites and teachers need to ensure that any information or activities are appropriately adapted to meet the requirements of the VPC WRS Curriculum Design (1 January 2023 – 31 December 2027).

Unit 1 and 2

This unit has been designed for 16 to 17-year-old students attending a mainstream secondary school, learning in the same classroom as students undertaking the Vocational Major, attending school full time and undertaking VET 1 day per week.

Planning

Timeline	Activity	Module
Weeks 1–3	Activity 1: Introduction to Interests, skills and capabilities in the workplace	1
Weeks 4–6	Activity 2: Interests, skills and capabilities in the workplace: Industry audit, career quiz and research task	1
Weeks 7–10	Activity 3: PowerPoint presentation and interview in relation to barista course and hospitality industry	2
Weeks 11–12	Activity 4: Interview of café owner	2
Weeks 13–15	Activity 5: Pathway Plan, Careers Team meeting and reflective journal based on experience	3
Weeks 16–19	Activity 6: Prepare an application for employment opportunity: Resume and cover letter	3

Teaching

Unit plan descriptor

Students gain an understanding of the difference between interests, attributes and capabilities through the use of PowerPoint presentations, short clips, etc. Students apply the interests, attributes and capabilities to a range of industry groups by completing a set of structured questions, completing a mind map and through participation in a ‘Mix and Match’ activity, whereby students link these skills to different industry groups. To further develop their understanding, students complete a skills audit for a range of industries, as well as complete a research task based on their results from a career quiz, in which they will look at their own skills and develop strategies for future improvement.

As students will be completing a Barista course at school, students need to research information regarding employment opportunities within this field. Students need to research the skills and processes involved, products or services that can be provided, qualifications needed, including the hospitality sector as well as workplace conditions, including entitlements and safety. Students need to interview a café owner by developing a set of interview questions related to safety, wage agreements, roles and responsibilities.

Students create their own Pathway Plan, which involves having a meeting with the Careers Team to discuss and reflect on the importance of Pathway Plans. Students also collect samples of resumes and cover letters to gain an understanding of the strengths and weaknesses of a range of samples, which can then be applied when developing their own resume and cover letter. Students need to draft both a cover letter and resume, as well as apply feedback for improvement.

Integrated unit suggestion

VCE VM Unit 2 WRS: Students look at employability skills within different industries, specifically looking at their own skills, discussing strategies for improvement for future prospects and outcomes.

VCP WRS, Unit 4: Students prepare for a job application and redeveloping their resume and cover letter.

Suggested resources/required equipment

Industry videos
Access to internet
Laptops
Access to Career Quiz
School Career’s Team
Café owners (for interview)

Work Related Skills – Unit 1

Module 1
This module examines the skills, capabilities and attributes required within the workplace. Students understand 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.

Module 2
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 identify and describe employee and employer rights and responsibilities in the workplace relating to pay and conditions within a selected setting. Students interview an employee about their experiences and present their findings supported by appropriate technology.

Module 3
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 develop practical skills associated with drafting and finalising a resume and cover letter and use feedback to improve their resume and cover letter.

Module 1: Interests, skills and capabilities in the workplace

Activity 1

Introduction to Interests, skills and capabilities in the workplace

The teacher delivers a PowerPoint presentation using information and short clips in relation to interests, attributes and capabilities within a range of different workplaces/industries. Based on the information and short clips presented, students answer a set of structured questions to demonstrate their understanding.
Students discuss the application of a range of employability skills to different industries through a ‘Mix and Match’ activity where students will be given examples of specific interests, attributes and capabilities and a range of workplaces/industries. Students work in groups and select appropriate interests, attributes and capabilities that will make a workplace/industry more productive or an employee more productive. Students discuss their reasoning behind the mix and match selections made.
To apply the knowledge gained from the PowerPoint and ‘Mix and Match’ activity, the students then create their own mind map, based on workplaces/industries of interest, discussing how specific interests, attributes and capabilities are used within the workplace/industry. Students evaluate how these factors assist in creating a more productive workplace/industry. Students can draw on their own interests, attributes, capabilities and personal experiences when completing the mind map.

Module 1: Interests, skills and capabilities in the workplace

Activity 2

Interests, skills and capabilities in the workplace: Industry audit, Career Quiz and research task

The teacher shows the students short clips of different industries, and students compare the interests, attributes and capabilities demonstrated in each. Students complete an audit based on these skills, writing a summary of their findings.
Students undertake the online Job Outlook Careers Quiz and note down their top three ‘working styles’ on completion.
Based on their top three ‘working styles’, students complete a research task. This task allows students to describe how different technical skills, capabilities and attributes are applied to different industry groups. They then look at their own skills to discuss how their level of competency in relation to these skills will either assist or hinder their chances of success within an industry. Students identify which skills are considered ‘blockers’ and need to also include strategies to improve these skills and therefore future career prospects and outcomes.

Module 2: Employment opportunities and workplace conditions

Activity 3

PowerPoint presentation and interview in relation to barista course and hospitality industry

To complete their barista course, students create a PowerPoint presentation to research barista employment opportunities, the roles and responsibilities of employees and employers, and pay and working conditions within a café. Students need to include the following information within their presentation:

What is a barista? Outline the skills and processes involved in creating a coffee.
Explain the products or services that can be provided by a barista.
Find three job advertisements for a barista, annotate them and explain the differences between each and which one you would apply for and why?
What qualifications does a barista need? Describe a range of career pathways in the industry (hospitality) that could be pursued after completing this training.
Open up this URL: https://www.fairwork.gov.au/employee-entitlements and research the workplace conditions and list the entitlements for a barista (include hourly rate, penalty rates, annual leave and sick leave). Does it change if you are a manager in the café?

Department of Education and Training - Risk Assessment Template document

Module 2: Employment opportunities and workplace conditions

Activity 4

Interview of café owner

Students will interview a café owner by creating ten questions they would like to ask, focusing on:

current workplace safety issues
wage agreements
roles and responsibilities of employers and employees with safety
taking photos of and classifying OH&S signs and symbols in the workplace
the risk control measures for OH&S issues in this workplace (what PPE is worn, how they eliminate hazards)

Students will be involved in mock interviews, either with peers or teachers/ teacher’s aides to help gain confidence when interviewing a café owner.

Module 3: Applying for an employment opportunity

Activity 5

Pathway Plan, Careers Team meeting and reflective journal based on experience

The teacher discusses what a Pathway Plan is and the importance of having a Pathway Plan.
Students are then given pro-formas to fill in to create their own Pathway Plans.
The Pathway Plan will look at student interests, abilities, skills, workplace values, as well as career options, such as the name of courses, what the career involves and prerequisites and/ or subjects recommended. It will also look at their short- and long-term goals in terms of personal management, learning and work exploration and career building. An example can be found at the Department of Education, Skills and Employment - Schools to work transitions
Students organise a meeting with the school’s Careers Team to discuss their Pathway Plan.
Students write a reflective journal about the process of creating a Pathway Plan, the importance of having one and their experience for the meeting with the Careers Team.

Module 3: Applying for an employment opportunity

Activity 6

Prepare an application for employment opportunity: Resume and cover letter

Students create an e-portfolio using OneNote or similar.
Students create the following tabs in their e-portfolio to help gain an understanding of how to apply for a barista employment opportunity (please note that VCP WRS, Unit 4 allows students to redevelop their resume and cover letter, which can be more specific to their Pathway Plan).
Job opportunities (students research an employment opportunity within the coffee/café industry that is advertised online and includes selection criteria for applicants).
Samples of resumes and cover letter (students research and collect different sample resumes and cover letters, annotating the strengths and weaknesses of each sample).
Job application (students draft a resume and cover letter application [version 1] for a barista position in a café).
Feedback / improvement (students seek feedback on the application created and identify areas for improvement. Students make a final copy of their resume and cover letter [version 2] using the feedback).

Rubrics

Unit 1, Module 1 – Research Task

Unit 1, Module 2 – Interview Task

Unit 1, Module 3 – Resume and Cover Letter Development

This unit has been designed for 16 to 17-year-old students attending a mainstream secondary school, learning in the same classroom as students undertaking the Vocational Major, attend school full time and undertaking VET 1 day per week.

Planning

Timeline	Activity	Module
Weeks 1–2	Activity 1: Coffee Cart Project: Introduction	1
Weeks 3–4	Activity 2: Coffee Cart Project: Surveys for coffee cart and snacks	1
Weeks 5–9	Activity 3: Coffee Cart Project: Planning for coffee cart and snacks	1 - 2
Weeks 10–15	Activity 4: Coffee Cart Project: Implementing coffee cart and snacks plan	2
Weeks 16–18	Activity 5: Coffee Cart Project: PowerPoint of planning and implementation of Coffee Cart Project	3
Weeks 19–20	Activity 6: Coffee Cart Project: Oral PowerPoint presentation	3

Teaching

Unit plan descriptor

Students gain an understanding of transferable employability skills based on a Coffee Cart Project. The Coffee Cart Project will be run like a business within the school, where students make coffees and snacks for the school community. In order to do this, students first brainstorm ideas related to the project and develop and distribute surveys to gain an understanding of the coffee and food preferences of the school community, and also possible allergies. Once students evaluate the data collected from the surveys, students start planning their project. Students use their interpersonal skills such as problem-solving, communication, creativity, time management, teamwork, leadership, decision-making skills as well as the use of technological skills to help plan the project. After students have planned their project, they will implement their plan and start their business venture, providing the school community with coffees and snacks. At the end of their project, students make a PowerPoint presentation which will include the planning and implementation phases of the project, including annotated pictures. Students also develop surveys to distribute to the school community, which they use to collect data and include in their PowerPoint presentations, including strategies for improvement. Students present their PowerPoints in groups to the class.

Integrated unit suggestion

This unit can be further developed for VCE VM PDS Unit 4, whereby students have to plan, implement and reflect on a community project. The Coffee Cart Project can be used to raise money for a particular charity relevant to issues identified within their community.

Suggested resources/required equipment

Coffee cart
Materials needed for coffee (e.g. coffee beans, milk, sugar, cups, etc.)
Kitchen utensils/ equipment (for baking snacks)
Ingredients for snacks
Paper, scissors, glue, pencils, etc. for advertisement or laptops with access to programs such as Canva for electronic development of advertisement

Work Related Skills – Unit 2

Module 1
This module commences the planning process for a small-scale work-related activity. Working in teams, students identify and explore a range of activities, identify an achievable small-scale work-related activity and collaboratively plan for the activity. Students consider how their activity aligns with employability skills, seek and apply feedback and evaluate the effectiveness of their plan.

Module 2
This module focuses on the completion and review of a small-scale work-related activity. Students apply a range of skills when implementing their plan and engage in a process of reflection and evaluation about the implementation of the small-scale work-related activity and application to other work contexts.

Module 3
This module develops students’ communication and technology skills through reporting on their small-scale work-related activity. Students learn about the structure and conventions of writing a report and apply this format to describe the planning, implementation and evaluation of the small-scale work-related activity. Students reflect on how they can improve future work-related outcomes.

Module 1: Identifying and planning for a work-related activity

Activity 1

Coffee Cart Project: Introduction

The teacher introduces the Coffee Cart Project to students.
Students start the planning process for a small-scale work-related activity by brainstorming ideas to run a coffee cart and snack business within their school community. The brainstorm should include ideas related to coffee, snacks, prices, possible allergies, technology, resources (equipment/ materials) required roles and responsibilities, rostering, prices, advertisement, budget, skills required, etc.
The teacher identifies and discusses the skills required for the project and demonstrates the transferable skills required for the project and how these will assist them in their future. Students demonstrate their understanding of employability skills and transferable skills by answering a set of structured questions.

Module 1: Identifying and planning for a work-related activity

Activity 2

Coffee Cart Project: Surveys for coffee cart and snacks

The teacher leads the class in establishing possible survey questions for students to include in their surveys that they will be distributing to the school community. Aspects that can to be included are: prices, coffee types / coffee strength, sweet vs savoury snacks, healthy vs unhealthy snacks, packaging of snacks, e.g. list of ingredients to be included, choice of packing (biodegradable), discount for reusable cups, etc.
Students use a survey template to create their surveys. Students ensure that they have proofread their surveys, submitting their final copy to the teacher, who will print multiple copies for the students to distribute.
Students distribute and collect the surveys. The data from the surveys is gathered, and students then present this data in a logical way, e.g. a graph for quantitative data. Students write about their findings based on the surveys/graph and use the evaluation to suggest strategies to assess the strengths and weaknesses of the project.

Module 1: Identifying and planning for a work-related activity
Module 2: Completing a reviewing a small-scale work -related activity

Activity 3

Coffee Cart Project: Planning for coffee cart and snacks

As students have assessed the strengths and weaknesses of the project, they can now begin planning the project, using the information gathered from the surveys. Students apply a range of skills when implementing their plan to run the coffee cart and sell snacks to the school community.

The planning process should include, but is not limited to the following aspects:

Overview of plan for the coffee cart activity, including all steps/goals/tasks required (using information from surveys, e.g. types of coffee, snacks, prices, days for roster)
A daily or weekly checklist of tasks and requirements for the project
Communication skills (meeting minutes with group to discuss plan)
Problem solving (what if things go wrong? what about allergies? adding information from surveys/ and peer feedback)
Technology (posters, bulletin entries, other advertisement for project)
Delegate (roles and responsibilities of group members)
Time management (action plan/timeline and rosters)

Module 2: Completing a reviewing a small-scale work -related activity

Activity 4

Coffee Cart Project: Implementing coffee cart and snacks plan

Students carry out their small-scale work-related project within the agreed timeframes using the class roster. This will require a range of transferrable skills such as time management, problem-solving, communication, teamwork, leadership, use of technology, barista and cooking skills, as well as mathematical skills to ensure the success of the project.
It is important that photos are taken during this time to record the project, as students will use this photographic record in their final presentation.

Module 3: Reporting on a small-scale work-related activity

Activity 5

Coffee Cart Project: PowerPoint of planning and implementation of Coffee Cart Project

Students report on their small-scale work-related Coffee Cart Project. In order to do so, students make a PowerPoint presentation that demonstrates appropriate structure and conventions of a report and describes the planning, implementation and evaluation of the project.
The teacher will first explain the structure of the report and its importance, and provide students with a template and rubric in order to complete the PowerPoint.
It is important that photos are taken at each stage of the planning and implementation stages of the project. These photos will be used in the PowerPoint, each one being annotated.
Examples of what to include in PowerPoint include the following:

A caption – description of task/phase/goal/steps.
Start and completion date – make sure students state if they completed before, on time or after the due date.
Resources needed – include any companies/prices/rooms/equipment used and related costs. Note: include individual pictures of all resources, stating how they were used.
Risk assessment – this can be related to specific resources used. This should include a comment on how the risks were avoided, prevented or resolved the issue in relation to the hazard. Note: include photos of the item/situation where risk assessment was needed.
Which student in the group oversaw each task – include an evaluation of their performance, using both positive and negative factors. Note: include a picture of the group member completing the task.
Evaluation of project from surveys given during the implementation process – make sure to include both positive and negative aspects, using examples from surveys to justify responses as well as strategies for improvement.

Module 3: Reporting on a small-scale work-related activity

Activity 6

Coffee Cart Project: Oral PowerPoint Presentation

Once students have completed their PowerPoint Presentations, they then present them to the class.
Students need to ensure that they are well prepared by creating cue cards and practising with peers.

This unit has been designed for 16–17 year old students who are completing a Victorian Pathways Certificate alongside students who are completing a Vocational Major. Students will use the entire second semester to complete this unit of work.

Planning

Timeline	Activity	Module
Week 1	Activity 1: Instructions – Why do we need to be clear?	1
Week 2	Activity 2: Employability Skills	1
Week 3	Activity 3: OH&S	1
Weeks 4–5	Activity 4: Brainstorm, contingency and feasibility Plan (planning overview) – pick 6 to run	1
Weeks 6–7	Activity 5: Teams – Creating roles and responsibilities, SMART Goals	1
Weeks 8–9	Activity 6: Work-Related Activity Planning – reflection and feedback on planning and OHS	1
Weeks 10–11	Activity 7: Running of the Work-Related Activity (6)	2
Week 12	Activity 8: Reflection and review (Strengths and Weaknesses) of activity	2
Weeks 13–14	Activity 9: Creating on visual diary (showing all stages, planning through to completion of activity)	2
Weeks 15–17	Activity 10: Report planning and writing	3
Weeks 18–19	Activity 11: Presentation Skills (and preparation planning/practice)	3
Week 20	Activity 12: Presentations	3

Teaching

Unit plan descriptor

Module 1

Students gain an understanding of how to plan all elements of a small-scaled work-related activity. Students have the opportunity to collaborate as a team, identify and explore a range of suitable activities and plan how to run the activity effectively and efficiently.

Module 2

Students run through and complete their work-related activity. Students gain an understanding of the complexities of running a small-scale work-related event including planning, safety, on the day needs, employability skills required and reviewing the strengths and weakness of the activity.

Module 3

Students gain an understanding of how to create an Activity Report, reporting on how they planned, executed, reviewed and improved their small-scale work-related activity.

Integrated unit suggestion

This unit can also be part of an integrated program, linking the written tasks to topics relating to Literacy and the practical tasks to Personal Development Skills.

Teachers can change the final product and/or planning to be more self-directed and focus on elements such as community and sense of belonging etc. All written tasks can be extended in Literacy, with more focus on structure and grammar extending students capacity and writing ability.

Suggested resources/required equipment

Coffee cart
Materials needed for coffee (e.g. coffee beans, milk, sugar, cups, etc.)
Kitchen utensils/ equipment (for baking snacks)
Ingredients for snacks
Paper, scissors, glue, pencils, etc. for advertisement or laptops with access to programs such as Canva for electronic development of advertisement

Work Related Skills – Unit 2

Module 1: Identifying and planning for a work-related activity

Activity 1

Instructions, why do we need to be clear?

Students complete a verbal instruction task.

In groups of four, students select a leader
The leader comes up to the teacher who will show them an image (three in tota, of varying complexity)
the leader will have to explain to the other three students how to draw what they have seen, without telling them what it was or drawing it themselves.

The class brainstorms how the task went, how to improve instructions and why logical instructions are important.
Students explain how to perform a physical activity (from memory/something they know) and write a step-by-step set of instructions.
Students then compare their instructions with one written set of instructions and one visual set of instructions performing the same physical activity.
Students compare the three (personal, written and visual instructions) using a Venn Diagram and then create an ‘Ultimate Set of Instructions’ using their comparison.
The class creates a universal set of rules (based on the last two activities) regarding giving directions and instructions.

Module 1: Identifying and planning for a work-related activity

Activity 2

Employability Skills

Students look through the following websites, list and rank the six most important employability skills that they will need to demonstrate while planning and running their work-related activity (including reasoning for their rank).
Each group will need to explain each employability skill, give examples of how they will be used throughout this unit and explain how they can improve these skills.

Teacher will show examples of how not to demonstrate employability skills (for example, YouTube videos).
The class brainstorm the issues and how to resolve them.
The class create a master list of employability skills with advice on how to make sure they are demonstrated throughout the unit.

Module 1: Identifying and planning for a work-related activity

Activity 3

OH&S

The class watch a range of videos or view a range of resources about the importance of OH&S.
Students create a whole class definition of what OH&S means.
Once the definition has been created, the class brainstorms some additional tips to stay safe while creating and participating in their work-related activity.
Teacher to show the following web page:

What’s wrong with this photo? - WorkSafeBC

Students are to brainstorm the issues and come up with resolutions.
Students are to use the following website to complete an OH&S audit of their classroom and surrounding environment (where acceptable):

Safe@Work Resource- Do your own inspection - WorkSafe

Teacher to show examples of risk assessment templates).
Students are to use the examples to create their own risk assessment for their work-related activity.

Module 1: Identifying and planning for a work-related activity

Activity 4

Feasibility plan

Teacher introduces the feasibility plan task – the feasibly plan is our justification as to why the activity needs to run and why the activity is relevant to Work Related Skills.

Students get into groups of two to three and come up with several ideas for their work-related task.
The class creates a list of possible work-related tasks. Each group will pick two tasks from the list, one activity they want to complete and one as a back-up.

Feasibility plan

Teacher to lead class on how to create a feasibility plan/study.
Students create two feasibility plans – one for their activity and one for their contingency plan.

Module 1: Identifying and planning for a work-related activity

Activity 5

Smart Goals

The class discuss why SMART Goals (or setting any goals) are important educational goals. The teacher shows the class an example of a SMART Goal and provides a template that they can use to create their own.
Students create a SMART Goal related to their work-related activity.
SMART Goals can be recorded on paper or digitally.

Roles and responsibilities

The class discuss why roles and responsibilities are important when running an activity. The teacher shows the class an example of how to organise roles and responsibilities.
Students create roles and responsibilities for the following:

The planning of the work-related activity
The running of the work-related activity
Contingency planning and activity

Module 1: Identifying and planning for a work-related activity

Activity 6

Work-Related Activity Planner

*Teacher to introduce Visual Diary Activity so students can obtain information and evidence while working on their planning*

The teacher introduces the Planning Journal task.
The journal needs to include the following:
- Creation of relevant surveys
- SMART Goals
- Transportation (if required)
- Feasibility plan
- Develop a checklist for planning and delivery of this activity and explain its importance.
- List employability skills you and your group will use – include why each of these skills are important
- Activity equipment checklist
- Roles and responsibilities
- Contingency plans and explain how your group will implement if needed
- Complete OH&S risk assessment – Identify possible OH&S hazards and solution
- What procedures will you need to follow to comply with OH&S?
- Describe the procedures to be followed in case of emergency
- Explain how you will ensure your activity is conducted safely
- Consider factors such as evacuations, SunSmart policies, privacy and access for all abilities; what are these and how will your group take them into consideration? Create an action plan for each.
- Determine signs and symbols that will be required on the day (both before and during the activity or at the event).

Module 2 – Completing and reviewing a small-scale work-related activity

Activity 7

Running of the work-related activity

Students will be responsible for running their activities. Student must keep a record of their activities, create appropriate run sheets, and take notes of what went right and wrong.
Students should do this for each activity that runs, even if it is not their own, this will allow the class to obtain more meaningful and evidence-based feedback.
Evidence of the activity must be collected on the day.
Teacher can provide a feedback template or utilise the board for this (depending on location of activity).

Module 2 – Completing and reviewing a small-scale work-related activity

Activity 8

Reflection and review

Students create a personal review and reflection questionnaire that will include the following:

Review the whole project – how can we make it better?
Review your groups performance
Strengths and weaknesses of your activity
Identify and address challenges associated with working in a team.
Review and evaluate employability skills used in the activity/project that can be transferred to other work contexts.

Students also create a review questionnaire that they will provide to students in order to obtain feedback on their event.
All questionnaires must be drafted and checked over by the teacher before being made into final copies.

Module 2 – Completing and reviewing a small-scale work-related activity

Activity 9

Visual Diary

Students create a visual diary that includes all the information from the planning journal, this will be used later when preparing for student presentations.
Students can use this time to catch up on all tasks that need to be finalised.

Module 3 – Reporting on a small-scale work-related activity

Activity 10

Activity Report

Students will create an Activity Report based on their activity.
The class discuss the writing structure of an Activity Report, including:
writing style
Information required – results and discussion
Information required – improvement strategies (based on their activity’s strengths and weaknesses)
Information required – transferable capabilities/skills
Information required – key takeaways from the review process completed earlier
language that should be used.
Teachers give students a report pro forma/template that they can use.
Teachers can provide a research planner (depending on student’s needs) to assist in the planning process.
Students draft their reports, seek feedback and make amendments before moving on to their final copy.

Module 3 – Reporting on a small-scale work-related activity

Activity 11

Presentation Skills

Class discuss and brainstorm what to do when presenting to the class.
Teacher to run a lesson on presentation skills.
Students are to create and practice their presentations, all elements of this project must be included, such as the whole planning process, evidence of the activity (photos or recording), the review with suggested improvements and activity report. Cue cards should be used.

Module 3: Reporting on a small-scale work-related activity

Activity 12

Presentation

Students deliver their presentations.
Class give constructive feedback.
Teacher can provide feedback pro forma (depending on student’s ability).

Rubrics

Exemplar 1 – Coffee Cart Project

Unit 2, Module 1 – Project Preparation

Unit 2, Module 2 – Project Delivery

Unit 2, Module 3 – Project Reflection

Exemplar 2 – Workplace Project

Unit 2, Module 1 – Feasibility Report

Unit 2, Module 1 – SMART Goals, Roles & Responsibilities

Unit 2, Module 2 – Visual Diary

Unit 2, Module 3 – Plan and Run Event (Activities 6 & 7)

Unit 2, Module 3 – Presentation

Unit 2, Module 3 – Written Report

Unit 3 and 4

This unit has been designed for 16 to 17-year-old students attending a mainstream secondary school, learning in the same classroom as students undertaking the Vocational Major, attend school full time and undertaking VET 1 day per week.

Planning

Timeline	Activity	Module
Week 1–3	Activity 1: Healthy workplace practice: Introduction	1 - 2
Week 4–7	Activity 2: Research task: Unlawful workplace practice case studies (bullying, sexual harassment and discrimination)	1 - 2
Week 8–9	Activity 3: Presentation of research task: Unlawful workplace practice case studies (bullying, sexual harassment and discrimination)	1 - 2
Week 10–12	Activity 4: OH&S poster: Laws and Rights	1 - 2
Week 13–17	Activity 5: Physical health and safety in the workplace assignment	3
Week 18–20	Activity 6: Structured Workplace Learning OH&S Project	3

Teaching

Unit plan descriptor

The unit begins with an introduction to the topic, whereby the teacher delivers information in relation to physical and mental health within the workplace, the roles and responsibilities of employers and employees, as well as policies that promote respect and inclusion. Students participate in a hands-on activity to brainstorm positive and negative physical and mental health of self and colleagues where they can consolidate and apply information presented. In order to gain an understanding of unlawful workplace practices, students will be given a range of case studies which look at bullying, harassment and discrimination, and complete a research task based on the case studies. Based on the case studies, students need to describe the unlawful practices, discuss processes to address and report the unsafe or unlawful practices, and examine employee and employer responsibilities in relation to the unsafe workplace.

Students look at a range of strategies to improve safety in a workplace and identify and assess potential hazards within a specific workplace that is relevant to their chosen industry. Students apply the key elements of workplace health and safety by providing a site map of their workplace, identifying all possible hazards and strategies in place to reduce risk, as well as interview the employer regarding OH&S policies and procedures, and reflect on the process.

Integrated unit suggestion

This unit can relate to VCE WRS Vocational Major, Unit 3, as the unit focuses on healthy, inclusive and harmonious workplaces for employees and employers, as well as employee and employer roles and responsibilities within a workplace. Outcome 2 of VCE VM WRS Unit 3 outlines the National Employment Standards and methods in relation to workplace bullying, harassment and discrimination, which is a further extension to the key focus area of this unit for Module 2.

Suggested resources/required equipment

Butchers paper
Post-its
Poster paper, scissors, texters, pencil, etc. and/or access to Canva – online poster making resource
Access to work placement environments
Camera/ phone to take pictures
Interactive Whiteboard to present PowerPoint
Laptops/ computers with internet access

Work Related Skills – Unit 3

Module 1
This module introduces students to the workplace and the role of physical and mental health in the workplace. Students 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.

Module 2
This module distinguishes between a safe and an unsafe workplace and explores how students can address unlawful practices. Students identify unlawful workplace practices including bullying, harassment and discrimination, and internal and external processes to report unsafe practices. Students examine employee responsibilities in the workplace and present their findings.

Module 3
This module explores physical health and safety in the workplace. Students 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.

Module 1: Healthy workplace practice

Activity 1

Healthy workplace practice: Introduction

The teacher delivers Information to students using a range of formats, such as PowerPoint Presentations, short clips, Work safe ads, case studies, guest speakers, etc.
Based on the information presented, students answer a set of structured questions in relation to physical and mental health within the workplace, the roles and responsibilities of employers and employees, as well as policies that promote respect and inclusion.
Students participate in a group activity where they will be given butchers paper and required to draw an outline of one member in their group. On the human figure, students will need to identify and describe all positive and negative physical and mental health aspects within a workplace. (Note: it is best to ensure that a variety of workplaces are used when completing this task.)
Students move around the classroom and identify similarities and differences of contributing factors to positive and negative health.
Students discuss these factors as a class.

Module 1: Healthy workplace practice
Module 2: Rights and responsibilities

Activity 2

Research task: Unlawful workplace practice case studies (bullying, sexual harassment and discrimination)

To continue with the concept of physical and mental health within the workplace, students complete a research task looking at safe and unsafe workplaces and explore how to address unlawful practices.
Students complete three parts of the project, with each part to include a case study on each of the following: bullying, harassment and discrimination. (Note: teacher to provide a variety of case studies of each type of unsafe practices within different workplaces.)
Students describe the unlawful practices, discuss processes to address and report the unsafe or unlawful practices and examine employee and employer responsibilities in relation to the unsafe workplace.

Module 1: Healthy workplace practice
Module 2: Rights and responsibilities

Activity 3

Presentation of research task: unlawful workplace practice case studies (bullying, sexual harassment and discrimination)

Once students have completed their case study research task, they present their findings to the class.
As the teacher will have already provided a variety of case studies related to each of the following: bullying, harassment and discrimination, students need take notes of each presentation to further extend their understanding.

Module 1: Healthy workplace practice
Module 2: Rights and responsibilities

Activity 4

OH&S poster: Laws and rights

To further expand on healthy workplace practice within a workplace, students make an OH&S poster to distinguish between the rights and responsibilities of employers and employees. In order to complete this research task/ poster, students need to address the following: (Note: please use the following websites to assist www.ohsrep.org.au/tools_for_hsrs and www.workplace-safety.com.au/diy-templates.html)

Objectives and principles of the OH&S Act
Roles and responsibilities of employers and employees in a workplace, providing examples of types of staff members in a chosen work environment
Choose three OH&S documents from the workplace website and identify the main features of the form, the strengths and weaknesses, e.g.:

Hazard Control Register
Hazard Report form, Induction Form
PPE register
Visitor Attendance log
How to Guide: setting up a work station
Working in thermal conditions
Work Safety – your questions answered

Module 3: Physical health and safety

Activity 5

Physical health and safety in the workplace assignment

To further expand understanding of physical health safety, students complete an assignment for a specific workplace environment. (Note: it is encouraged that students use the industry in which they are completing their Structure Workplace.)
The focus of this presentation includes processes to assess risk, analyse safety and make recommendations to improve safety. In order to complete the assignment, students need to complete the following:

Map of workplace that is labelled and all significant OH&S aspects are annotated
Undertake a Risk Assessment of work environment. This includes identifying and listing hazards, listing current risk controls, providing a risk rating and listing any additional controls using the template: Department of Education and Training - Risk Assessment Template document
Discussion of Personal Protective Equipment (PPE) – including photos of the PPE to be used in the workplace and how each can help avoid the hazards listed above.

Create a flow chart that outlines the steps to REPORT & RESOLVE an OHS issue in the workplace https://www.ohsrep.org.au/2_2_issue_resolution_procedures
Explain the strengths and weaknesses of the OHS issue resolution process.

Module 3: Physical health and safety

Activity 6

Structured Workplace Learning OH&S Project

To apply understanding of the key elements of workplace health and safety, hazard reporting processes and knowledge of strategies to reduce hazards, students complete a Structured Workplace Learning OH&S Project where they will complete the following: (Note: this is to be directly linked to their work placement.)

Create an organisational chart to demonstrate OH&S responsibilities of all employers and employees in the workplace.
Take photographic evidence of OH&S procedures, such as information and reporting processes/documents used in the workplace.
Create interview questions and interview employer in relation to OH&S.
Reflection of interview process by creating a PMI chart (Plus Minus Interesting).

Rubrics

Unit 3, Module 1–2 – Research Task and Presentation

Unit 3, Module 3 – Workplace Assignment

This unit has been designed for student 16 to 17-year-old students attending a mainstream secondary school, learning in the same classroom as students undertaking the Vocational Major, attend school full time and undertaking VET one day per week.

Planning

Timeline	Activity	Module
Week 1–3	Activity 1: Careers Expo and TAFE opportunities	1
Week 4–6	Activity 2: Career action plan and meeting with MIPs/ Career’s Team	1
Week 7–9	Activity 3: Preparing for a job application: Industry specific job advertisement and ‘high’ vs ‘low’ cover letters and resumes	2
Week 10–12	Activity 4: Preparing for a job application: Redeveloping/ refining a resume and cover letter	2
Week 13–16	Activity 5: Communication: ‘Good’ vs ‘bad’ examples	3
Week 17–20	Activity 6: Mock interview and reflection	3

Teaching

Unit plan descriptor

Students focus on potential pathways by gathering information from a number of resources and external providers, and by using the school’s Careers Team/ Managed Individual Pathways (MIPs team). Students start by gaining an understanding of all possible career and employment opportunities, such as attending Careers Expos and gathering information/ resources from TAFE, Job Search, etc. They will then use this information to develop their own career action plan, which they will meet with the school’s MIPs team to discuss. Students then take a more direct approach and respond to a job advertisement related to their chosen career pathway. Student redevelop their resume and cover letter to allow them to apply for the selected job advertised. Students then draw on their knowledge of communication to identify ‘good vs bad’ communication skills. Students also need to develop a set of interview questions that may be asked during an interview for their specific job application, as well as possible interview responses to each question. They will then be able to apply this knowledge to complete a mock interview with their peers and evaluate their interview skills based on teacher and peer feedback. Students then list improvement strategies based on the feedback and apply this to conduct a second mock interview.

Integrated unit suggestion

WRS: This unit can be related to Unit 1 WRS VCP, whereby students are developing resumes and cover letters. This unit allows students to redefine their resume and cover letters to a specific industry/ job application of interest.

WRS: This unit can also relate to Unit 2 WRS VCE VM, Outcome 2, whereby students can participate in mock interviews and develop resumes and cover letters.

Suggested resources/required equipment

TAFE resources
Job Search access
School MIPs/ Careers Team
Laptops
Internet
Access to industry specific individuals

Work Related Skills – Unit 4

Module 1
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.

Module 2
This module explores strategies for students to apply when collecting and assessing information about employment opportunities. Students apply their knowledge and skills by preparing a job application in response to a job advertisement, including a resume and cover letter.

Module 3
This module prepares students for future job interviews. Students engage with sources to identify possible interview questions, plan suitable responses and prepare relevant questions to ask a potential employer. Students participate in a mock interview and apply strategies to reflect and evaluate their performance in order to improve future employment prospects.

Module 1: Explore and plan for potential pathways

Activity 1

Careers Expo and TAFE opportunities

Students identify and discuss employment and education pathways by attending a Careers Expo, where they will gather a number of resources.
Students use this information to answer a set of structured questions targeted at comparing possible employment opportunities, in particular the positives and negatives of each.
Students will be given a pack of TAFE resources to annotate, outlining the requirements needed for each and whether or not the course interests them, discussing the reasons why/why not it would be a chosen pathway.
Students conduct their own online research using a variety of online platforms to identify and discuss further TAFE opportunities that interest them. Students use this information to answer a set of structured questions targeted at comparing the possible TAFE opportunities, in particular positives and negatives of each.

Module 1: Explore and plan for potential pathways

Activity 2

Career action plan and meeting with MIPs/Careers Team

Students apply their understanding of TAFE and employment opportunities to develop their own career pathway plan. Within their plans, students need to include details of these opportunities, such as possible locations, potential access options, prerequisites and application processes.
Students attend their MIP’s/Careers meeting, taking their career plan with them to discuss. The MIPs/ Careers Team member will provide feedback.
Students use this discussion to write a reflection based on the feedback.

Module 2: Employment seeking activities and the application process

Activity 3

Preparing for a job application: Industry specific job advertisement and ‘high’ vs ‘low’ cover letters and resumes

Students use the website www.seek.com.au to select a job advertisement for their chosen industry. Students need to read the job advertisement and describe the knowledge, skills and attributes required for employment in the chosen industry by answering a set of structured questions.
Students need to find at least two sample cover letters and resumes, categorise one as ‘high’ and one as ‘low’ and record a discussion of the reasons why they have classified each sample at that level.

Module 2: Employment seeking activities and the application process

Activity 4

Preparing for a job application: Redeveloping/refining resume and cover letter

Students need to either use their existing resume and cover letter from Unit 1 WRS to redevelop/refine or create a new cover letter and resume using a template related to the specific industry/ job application.
Once students have completed their resume and cover letter, they will apply feedback given by their teacher to make a final copy for submission.

Module 3: Interview

Activity 5

Communication: ‘Good’ vs ‘bad’ examples

Students are given samples of communication such as verbal, non-verbal, formal, informal, etc., with an emphasis on ‘good’ vs ‘bad’ examples and the positives and negatives of these examples in relation to the workplace. These samples can be conveyed in a variety of ways, such as PowerPoint presentations, guest speakers from specific industries, short clips and role plays.
Based on the samples presented, students complete a set of structured questions to ensure learning goals are met, in particular the positive and negative aspects of ‘good’ vs ‘bad’ communication.
Students also participate in a role play where they portray ‘good’ vs ‘bad’ communication skills related to a variety of industry specific interviews.
Students engage with several online platforms and professionals to identify and develop a set of interview questions specific to their chosen industry/ job application.
Once the student has developed a set of interview questions, the student develops a range of interview responses, as well as questions to ask potential employers.

Module 3: Interview

Activity 6

Mock interview and reflection

Students prepare for and engage in mock interviews using the interview questions and responses developed in Activity 5.
The teacher arranges to either have individuals visit the school, based on the industries chosen by students, or the teacher may ask other teachers/school staff for assistance in students’ mock interviews. All outside individuals or teachers will be briefed on requirements/criteria and feedback to give to students, including their communication and promotion of relevant skills, knowledge, capabilities, qualifications, experience and general strengths and weaknesses.
Students participate in the mock interview where they will be given feedback based on their performance and complete a reflection, identifying both strengths and weaknesses as well as areas for improvement.
Students then complete a second mock interview where they can apply feedback and strategies identified in their reflection.

Rubrics

Unit 4, Module 1 – Career Action Plan

Unit 4, Module 2 – Resume and Cover Letter

Unit 4, Module 3 – Communication and Mock Interview