Teaching and learning
Accreditation period Units 1 and 2: 2024-2025
A range of suggested learning activities have been provided for each area of study in Unit 1 and Unit 2
Unit 1
Unit 1 Area of Study 1: Plan and prepare for Structured Workplace Learning
Outcome 1: | Examples of learning activities |
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On completion of this unit, the student should be able to investigate SWL options related to the VET qualification they are undertaking; describe their individual skills, interests, transferable skills and career plan; and explain the WHS practices of the workplace |
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Detailed example – SWL Checklist
Overview of the task
The purpose of this task is for students to identify the documents, tasks and actions they need to initiate or complete for their first SWL placement. The checklist could be paper-based or developed using ICT.
Developing the task
- The teacher provides students with an overview of the school requirements for SWL and the documents required by the school and host employer for the placement.
- Students research arrangements and documents required for their chosen industry and employer to identify additional requirements they must follow.
- Students create a categorised checklist of documents, tasks and actions they need to initiate or complete for SWL. The checklist may be categorised by time, task type, or setting (school and workplace).
- Students use the checklist to ensure all requirements for their SWL placement are completed.
Unit 1 Area of Study 2: Develop employability skills through SWL
Outcome 2: | Examples of learning activities |
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On completion of this unit, the student should be able to describe the skills they have acquired through the workplace learning experience, how these relate to the VET units of competency, and the changes they would make to improve their employability skills. |
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Detailed example – Peer interviews
Overview of the task
The purpose of this task is for students to interview each other about their SWL experiences and develop their capabilities for discussing and applying feedback.
Developing the task
- Hold a class discussion about the purpose of feedback, the types of questions to ask in the interview, and how to establish parameters for the task, such as:
- For the Interviewers: have a neutral perspective, be non-judgmental, maintain confidentiality, allow the interviewee time and space to talk without interruption, focus on the experiences of the interviewee without bringing personal examples into the conversation, ask questions to help the interviewee generate their own ideas about how they can apply the feedback they have received.
- For the Interviewee: be objective about the feedback received and be open to exploring options for applying the feedback
- Students develop a set of interview questions to enable the interviewee to describe, discuss and reflect on the feedback they have received from a supervisor/host employer using the question stems: Who, What, When, Where, Why and How. Where required, the teacher can scaffold this task by providing a list of questions suitable for students to use
- Students work in pairs to interview each other about their SWL experiences and the feedback they have received from a manager/host employer.
- Students complete a reflective journal entry about the feedback they received and how they plan to address/apply the feedback.
Unit 2
Unit 2 Area of Study 1: Participate in Structured Workplace Learning
Outcome 1: | Examples of learning activities |
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On completion of this unit, the student should be able to identify and describe different types of workplaces their chosen VET qualification can lead to and apply industry- and workplace-specific knowledge and transferrable skills to a different workplace setting or context to participate in a second SWL placement. |
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Detailed example –Instructional video
Overview of the task
The purpose of this task is for students to apply communication skills when creating a short video to demonstrate industry- and/or workplace-specific methods for cleaning and maintaining tools, equipment and/or technology.
Developing the task
- Research different video formats used to present instructional videos. Platforms may include social media and online video, such as YouTube. Videos could include animation, live-action or screencast
- Students plan their video by considering their topic, target audience, video format, video length, setting/location and resources needed.
- Students create a script or storyboard for the video, with consideration given to the story being told in the video, the imagery they want to include, how humour will be used, and whether there will be a voiceover or onscreen text.
- Students create their video and share with the class.
Unit 2 Area of Study 2: Evaluate participation in Structured Workplace Learning
Outcome 2: | Examples of learning activities |
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On completion of this unit, the student should be able to apply industry- and workplace-related knowledge and transferrable skills to a different setting or context, make comparisons between settings, and describe changes they would make to improve their employability skills, and explain future career goals. |
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Detailed example – Structure and operations infographic
Overview of the task
The purpose of this task is for students to communicate their understanding of digital compentencies, key work processes and key work activities in a workplace setting or context. The infographic can be paper-based or created digitally.
Developing the task
- Students view infographic examples and begin to plan how their infographic will be presented.
- Students who are creating a digital infographic can use an infographic maker such as Canva, Piktochart, Venngage, or programs such as PowerPoint, Google Slides, Paint or Google Draw.
- Students display their infographic in the classroom.
Tips for making an effective infographic
- Use a combination of colours and graphics to grab the attention of the reader.
- Focus on key words and thoughtfully use fonts to highlight important information.
- Remember that ‘less is more’ and include only critical information; do not write chunks of information.
- Use diagrams, flowcharts, bullet points, lines, icons and other related images.
- Arrange key information in a visual hierarchy, in order of importance. Make sure important information is more prominent.