Planning
Introduction
The VCE Vocational Major: Work Related Skills Study 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 1 to 4.
The program developed and delivered to students must be in accordance with the VCE Vocational Major: Work Related Skills Study Design (1 January 2023 – 31 December 2027).
Scope of study
VCE Vocational Major Work Related Skills (WRS) examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students will develop a broad understanding of workplace environments and the future of work and education, in order to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway.
The study considers four key areas: the future of work; workplace skills and capabilities; industrial relations and the workplace environment and practice; and the development of a personal portfolio.
Students will have the opportunity to apply the knowledge and skills gained from this study in the classroom environment and through Structured Workplace Learning (SWL).
Rationale
Students preparing to transition to the workforce and to further education are best placed for success when they have confidence, self-awareness and the skills to interpret relevant information and make informed decisions about their future goals.
In VM Work Related Skills, students will develop the knowledge, skills and experiences to be active and engaged citizens and future members of the workforce, with the ability to communicate effectively, advocate for themselves and be adaptable to change. The study of WRS leads to opportunities across all industries and areas of work as well as in further education, and provides young people with the tools they need to succeed in the future.
Aims
This study enables students to:
- understand and apply concepts and terminology related to the workplace
- understand the complex and rapidly changing world of work and workplace environments and the impact on the individual
- understand the relationship between skills, knowledge, capabilities and the achievement of pathway goals
- develop effective communication skills to enable self-reflection and self-promotion
- apply skills and knowledge in a practical setting.
Applied Learning
VM Work Related Skills is based on an applied learning approach to teaching, ensuring students feel 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 study 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 VCE Vocational Major: Work Related Skills Study Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the outcomes for a unit. The areas of study describe the specific knowledge and skills required to demonstrate a specific outcome in an applied manner. Teachers are required to develop a program for their students that meets the requirements of the study design including: areas of study, outcome statements, key knowledge and key skills.
This study examines a range of skills, knowledge and capabilities relevant to achieving individual career and educational goals. Students develop a broad understanding of workplace environments and the future of work and education, to engage in theoretical and practical planning and decision-making for a successful transition to their desired pathway.
Learning should be planned according to key knowledge and skills specific to an area of study, 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 key knowledge and skills 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.
Integration of studies
The Vocational Major 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 Study Design, the Work Related Skills Support materials have been designed to reflect the potential for Units 1 and 2 to be undertaken either as standalone units or concurrently. Units 3 and 4 must be undertaken as a sequence. It is possible to deliver the units in an integrated approach with other VCE Vocational Major studies, as flexible delivery of the VCE Vocational Major 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 VCE Vocational Major unit cannot be used to demonstrate achievement in any other VCE Vocational Major unit, Victorian Pathways Certificate unit, VET unit of competency or VCE study.
There are two portfolio components (portfolio development and portfolio presentation) that form the assessment of Unit 4. Students are required to include evidence and artefacts in their portfolio (including cover letter, resume, photographic evidence and written artefacts). As part of Unit 2, teachers need to ensure that students develop a physical or digital method to develop, collect and store evidence and artefacts, before they complete Unit 4.
Authentication
Teachers must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the VCE 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 whether 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.
Employability skills
The VCE Vocational Major 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 VCE study.
| Assessment task | Employability skills selected facets |
|---|---|
Case study |
Communication (sharing information) |
Video, podcast or oral presentation |
Communication (speaking clearly and directly; being assertive; sharing information) |
Response to structured questions |
Communication (writing to the needs of the audience; reading independently; sharing information) |
Role play or performance |
Communication (listening and understanding; speaking clearly and directly; empathising) |
Visual presentation, such as a graphic organiser, concept/mind map or annotated poster |
Communication (writing to the needs of the audience; sharing information) |
Digital presentation |
Communication (writing to the needs of the audience; sharing information) |
Participation in discussion and questions during excursion |
Communication (sharing information; speaking clearly and directly) |
Record of discussion or debate |
Communication (listening and understanding; writing to the needs of the audience; persuading effectively; sharing information) |
Research task or case study analysis |
Communication (writing to the needs of the audience) |
Presentation of a portfolio to a panel |
Communication (sharing information; speaking clearly and directly; empathising; understanding the needs of internal and external customers; persuading effectively; being assertive) |
*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.
Aboriginal and Torres Strait Islander knowledge, culture and histories
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 Work Related Skills. 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 Work Related Skills.
'… 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:
Aboriginal and Torres Strait Islander Curricula (University of Melbourne)
Glossary
| Key term | Definition |
|---|---|
Active listening | Carefully attending to what the speaker is saying in order to understand and comprehend the information, and respond thoughtfully. |
Digital portfolio | Presents the best work of an individual as a collection of evidence, examples and artefacts, collated in a digital format. |
Diversity and inclusion | Diversity recognises that each of us are unique and recognises, respects and values differences between people, through achieving a mix of people in a setting. 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. |
Employability skills | The general set of skills and attributes needed to be a valuable employee in any job. |
Evidence and artefacts | Evidence and artefacts are tangible items to show what is true or what has really happened. |
Hybrid portfolio | Presents the best work of an individual as a collection of evidence, examples and artefacts, collated in a combination of a physical/tangible and digital format. |
Industry growth | An industry or sector that is developing at a higher rate than other industries or sectors in the economy. |
Labour market | All the people that are willing and able to work in a country or area. |
Personal attributes | The qualities or features that someone has. |
Personal capabilities | The practical abilities or qualities someone has. |
Physical portfolio | Presents the best work of an individual as a collection of evidence, examples and artefacts, collated in a tangible and physical format. |
Portfolio | A compilation of the best work of an individual, usually consisting of evidence, examples and artefacts. |
Reliable and credible information | Reliable and credible information is very likely to be correct, obtained from a trusted source. |
Specialist and technical skills | Skills acquired through specific training, development, knowledge and experience, related to a particular type of work or activity. |
Transferable skills | The skills and abilities developed throughout life (for example, through education, work, projects, hobbies or sport) that are applicable from job to job and in a variety of workplace settings. |
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 practice, 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
Unit 1 Area of Study 1: Future careers
Outcome 1
On completion of this unit the student should be able to identify and discuss likely employment growth areas using credible data and apply findings to develop strategies to improve their future career prospects.
Examples of learning activities
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Reliable or Unreliable? In small groups, research employment information from a range of sources and collect examples of reliable and credible sources (such as government websites, careers specialists, industry publications, tertiary institutions and employment agencies) and unreliable and not credible sources of information (such as someone’s blog presenting their viewpoint). Collate the examples into a class quiz. |
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Use a bubble map to consider ways in which students can use reliable and credible employment information to inform planning and decision-making relating to their career pathway plan. |
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Visit the Labour Market Information Portal; using the ‘Explore the data’ section, summarise the local and national employment trends. |
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Use a double bubble map to compare and contrast labour market information for two different industries. |
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Visit the National Skills Commission and access the most recent edition of ‘Australian Jobs’ report. Working independently or in groups, determine a range of appropriate strategies (including summarising information, interpreting graphs and applying logic) to compare labour market information across a range of industries. |
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Visit the Employment Outlook Dashboard (from the National Skills Commission); use the interactive graphs to identify employment in low-growth, medium-growth and high-growth industries for five years. To extend students, collect and interpret data relating to sectors and regions of Australia. Use this information to generate the advantages and disadvantages of pursuing employment in low-growth, medium-growth and high-growth communities. |
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Create fictional case studies of people working in a range of industries in various locations around Australia. Students use the interactive graphs on the National Skills Commission Employment Outlook Dashboard to determine whether the person is working in low-growth, medium-growth or high-growth employment, and describe the advantages and disadvantages of each scenario. To extend students, include an evaluative opinion about the realistic employment prospects for each scenario. |
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Use a SWOT analysis to identify the strengths, weaknesses, opportunities and threats relating to a real career pathway or fictional career pathway. In the opportunities section, propose and justify strategies to improve career prospects. |
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Use a multi-flow map to explore the interconnection between personal skills and capabilities, finding and analysing information, and planning and decision-making for future employment. |
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Complete a short reflection (written or verbal) of the main ideas gleaned from finding and analysing information relating to future employment. |
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Unit 1 Area of Study 2: Presentation of career and education goals
Outcome 2
On completion of this unit the student should be able to forecast potential employment possibilities, and evaluate several education pathways that would support the acquisition of skills and knowledge required for the selected industry growth area.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Use the SMART acronym to develop goals relating to future employment, career possibilities and further education and training. |
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Identify and describe the key features of a Career Action Plan. |
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Explore the Youth Central Career Profiles. Select three careers and summarise the key information from the profile (information may include the skills and qualities, pros and cons and training required). |
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Explore and apply the variety of tools available on MyFuture. Tools include My career profile, Occupations, Industries and Career bullseyes. A log-in is required (free). |
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Use a SWOT analysis to engage in self-reflection about personal strengths, weaknesses, opportunities and threats relating to future employment and education opportunities. |
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Generate a list of questions relating to an industry growth area or industry of personal interest. Circle the key words and use these questions to guide online research and collation of information. |
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List well-known and frequently used domains (for example, .gov.au, .com, .edu.au, .com.au). Discuss which are perceived to be more reliable than others as sources of information. |
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Find information about the same career from two different sources. Use a double bubble thinking map or Venn diagram to compare the similarities and differences between the information presented from each source. |
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Select a short article related to employment or careers, that is relevant to your cohort. It could include images, graphs or charts. Give students one minute to read the article and practice skim reading. In small groups, discuss what stood out (for example, headings or bolded words) and feedback to the class. Then give the student 5–10 minutes to read the same article to practice deep reading. In small groups, compare skim reading and deep reading strategies, and feedback to the class. |
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Use a topic map or mind map to record research relating to an industry growth area or industry of personal interest, potential employment possibilities, education pathway options and entry-level pathways. |
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Watch The secret to giving great feedback. Describe the four-part formula to giving feedback and discuss how the formula can be applied when giving and receiving feedback. |
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As a class, define the terms ‘paraphrasing’ and ‘summarising’. Use a short article or extract of a website to practice paraphrasing and summarising. |
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Discuss different ways that information can be presented (for example, written report, oral presentation, poster, podcast, video or infographic). |
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Research an area of interest relating to future employment and present findings in an appropriate format. Use a rubric to self-assess and obtain feedback from other sources, such as peers, teacher or industry expert. |
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Unit 2
Unit 2 Area of Study 1: Skills and capabilities for employment and further education
Outcome 1
On completion of this unit the student should be able to identify and evaluate their individual aptitudes and interests as they relate to broad industry groups, and create an inventory of evidence of their identified core skills, attributes and capabilities required by an industry of their choice.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Engage in critical thinking relating to the changing nature of work using a PMI table (plus, minus interesting/implication) to respond to the key ideas presented in work-related online videos, for example TED Talks. |
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Analyse current research about the world of work, career pathways and skills. The New Work Order Series by Foundation for Young Australians (FYA) is a useful source for this activity. |
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Conduct research to list the top 10 strategies to improve career prospects individually or in small groups. Present findings to the class and justify reasoning for the rankings allocated. |
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Ask students to summarise the strategies they are using and plan to use to improve their career prospects in a chosen industry group. |
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As a class, create a word wall relating to personal skills and capabilities to identify, define and clarify the meaning of these key terms. |
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Predict the career/occupations that may fit into the Foundation for Young Australians (FYA) job clusters. Explain each cluster and students evaluate which cluster best suits their skills, knowledge or aspirations. (Detailed example, activity 1) |
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Use a series of questions to guide students through a process of reflection for their strengths and weaknesses relating to employability skills, for example:
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Students self-select or are allocated a job/industry to complete the employability skills sheet on p.4 and 5 of the Employability Skills Framework resource. |
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Use the Your Career portal (www.yourcareer.gov.au) to explore the skills and capabilities for specific industry groups or occupations. Students can record their findings in a table. For students who have a specific career pathway, they can find information under ‘Occupations’, and for students who are still developing a career pathway plan, they can complete a short quiz to generate a range of career options suited to their preferences. The myfuture portal (using the industry or career tools tabs) is another resource that can be used for this activity (free login required). |
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Explore the application of skills and capabilities within a ranges of workplaces using a presentation and short clips. Students apply knowledge to ‘mix and match’ skills with the appropriate workplace/industry and create a mind map to discuss and evaluate how interests and capabilities are used within a workplace and create a more productive workplace. (Detailed example, activity 2) |
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Use a set of reflective questions to analyse the application of personal skills and capabilities in different situations: |
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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 reflective questions to facilitate reflection on how students applied employability skills, personal skills and capabilities during the activity. |
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Complete an industry audit of skills (employability, specialist and technical work skills) applied in and required for a range of industries. Analyse the audit to develop an understanding of the concept of ‘transferability’ of skills in preparation for Unit 2 AOS2. (Detailed example, activity 3) |
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Create a Venn diagram to clarify the similarities and differences between employability skills, specialist work skills and personal capabilities. |
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Brainstorm different examples of evidence and artefacts that can be collected over the working life of a person to demonstrate their personal skills and capabilities. Students establish a suitable method (physical or digital) to begin to collect and store evidence that will be used in Unit 4 WRS portfolio. |
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Complete the online career quiz. Based on the quiz results, students complete a research task to assess their employability skills and capabilities, evaluate the application of these skills and capabilities in a chosen industry/workplace, and justify strategies to improve future career prospects. (Detailed example, activity 4) |
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Run a school-based group project or community-based project. (This may be integrated with Unit 2 Personal Development Skills, if relevant in your context.) For the project plan, students will need to outline:
After the completion of the project, students:
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Detailed example
Planning
| Unit 2 Timeline | Activity |
|---|---|
Week 1 | Activity 1: Introduction to workplace skills and capabilities: Warm-up activity |
Weeks 2–3 | Activity 2: Introduction to interests, skills and capabilities in the workplace |
Weeks 4–5 | Activity 3: Interests, skills and capabilities in the workplace: Industry audit |
Weeks 6–8 | Activity 4: Interests, skills and capabilities in the workplace: Career Quiz and research task |
Descriptor
Students explore the infographics in the Foundation for Young Australian New Work Order research series and the employability skills to gain an understanding of skills, knowledge and aspirations for particular industries. Students further develop their understanding of interests, skills and capabilities within industry through the use of PowerPoint presentations/ short clips to identify industry specific skills as well as transferable skills across a range of industries. Students also complete an industry skills audit to help identify which skills are transferable across industries and reflect on their findings. Application of this knowledge will be used by students as they identity their own personal strengths and weaknesses/blockers in relation to their employability skills and personal capabilities through the completion of career quiz and research task. Students complete the research task by specifically looking at their own skills, discussing strategies for improvement for future prospects and outcomes.
Integrated unit suggestion
VPC WRS Unit 1: This unit can be related to Unit 1 VPC WRS, where students are focusing on interests, skills and capabilities required within a workplace. This would be demonstrated in Module 1, where the focus is related to the skills and capabilities required within a workplace, as well as how personal interest can be aligned with a pathway.
VPC WRS Unit 4: This unit can also be related to Unit 4 VPC WRS, Modules 1 to 3, where students are looking at employment opportunities and applying their knowledge and skills in by preparing for a job application, in particular developing a resume, cover letter and by participating in mock interviews.Suggested resources/required equipment
- Posters
- Post-its
- Access to internet
- Laptops
- External industry interviewers
Learning activities
Activity 1
Introduction to workplace skills and capabilities: Warm-up activity
- The teacher places seven posters around the classroom with the names of the seven job clusters found in the Foundation for Young Australian (FYA) New Work Mindset report. With no other information, students need to predict careers/occupations that may fit each category and record on post-it notes to stick on the posters.
- The teacher unpacks/explains each cluster and asks students to stand next to the cluster that best suits their skills, knowledge or aspirations. The student then adds or subtracts careers/occupation post-it notes.
Activity 2
Introduction to Interests, skills and capabilities in the workplace
- The teacher delivers a PowerPoint presentation using information and short clips in relation to interests and capabilities within a range of different workplaces/industries to further expand student knowledge. 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 they are given examples of specific interests and capabilities and a range of workplaces/industries. Students need to work in groups and select appropriate interests 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, students create their own mind map, based on workplaces/industries of interest, discussing how specific interests and capabilities are used within the workplace/industry, and evaluate how they assist in creating a more productive workplace/industry. Students can draw on their own interests, capabilities and personal experiences when completing the mind map.
Activity 3
Interests, skills and capabilities in the workplace: Industry audit
- The teacher shows students short clips/videos related to specific industries. Students need to watch the short clips/videos, making note of the transferable skills that are valued across industries as well as specialist and technical work skills required in the industries shown.
- Students are given a skills audit worksheet which outlines the specific industry, with a list of interpersonal skills, and specialist and technical work skills. To demonstrate their understanding, students need to tick the skills required for each industry as they watch the short clips/ videos. Students analyse the data/audit to demonstrate their understanding of how skills are transferable across a variety of industries.
Activity 4
Interests, skills and capabilities in the workplace: Career Quiz and research task
- Students undertake an online career 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 look at their own employability skills including communication, planning and organising, teamwork, problem-solving, self-management, initiative and enterprise, technology and commitment to continuous learning, as well as their own personal capabilities such as growth mindset, work ethic, self-regulation and conflict resolution. Students need to understand these terms and what they mean in a workplace/ industry, and discuss how their level of competency in relation to these skills will either assist or hinder their chances of success within that industry. Students identify which skills are considered ‘blockers’, then propose and justify strategies to improve these skills and future career prospects and outcomes.
Unit 2 Area of Study 2: Transferable skills and capabilities
Outcome 2
On completion of this unit the student should be able to demonstrate, through participation in a mock recruitment and selection process, their development of knowledge of the process itself, and of the essential and technical skills required by broader industry groups.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Define the concept of ‘transferable skills’ and discuss why transferable skills are an important part of being employable in the 21st century. |
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Brainstorm how skills such as communication, problem-solving and teamwork can be transferred to different situations, experiences or contexts in real life. |
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Part 1: 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. Share findings with the class. Part 2: Investigate other careers and industries that require similar training and development requirements, and assess the extent to which the skills gained through training and development can be transferred to other jobs/industries. | Part 1:
Part 2:
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Compare and analyse a range of case studies to explore the importance of transferable skills and the role of ongoing training and development. Complete a set of structured questions to deepen knowledge and understanding of key concepts and ideas. (Detailed example, activity 5) |
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Investigate how employability and specialist skills are applied in a range of careers, jobs and broader industry groupings. Findings could be presented as an infographic, case study, short video or short podcast. |
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Host an industry guest speaker or panel of speakers to discuss the expectations that employers have of employees relating to recruitment and selection, training, development, skills and capabilities. To extend and challenge students, individually or in small groups write three to five questions to ask the guest speaker/panel. |
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Identify and describe the key concepts relating to the recruitment and selection process. Create a flow chart or infographic about the elements of the recruitment and selection process. |
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Investigate the different ways jobs are advertised and outline the common steps taken to apply for a job, based on the advertising methods used by the employer. |
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Search for jobs within the chosen career or industry grouping. In a table, summarise the job title, job description, key skills/capabilities required, training/qualifications required, application process. |
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Apply knowledge and understanding of job advertisements and job applications to complete a mock application for jobs from a chosen career or industry group. |
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Identify the features of a resume and explore a variety of resume templates that are available. The myfuture job seeker resources provides a range of templates and articles relating to resumes, cover letters, job applications and interviews (no login required). |
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Collect two samples of cover letters and resumes, one labelled as ‘high’ and one labelled as ‘low’ to compare and discuss the features of a high-quality and low-quality cover letter and resume. Apply knowledge and understanding of resumes to draft a cover letter and resume. The resume could be general or specific to a chosen career or industry grouping, depending on the career pathway plan of individual students. Apply teacher feedback, to complete a final copy for submission. (Detailed example, activity 6) |
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Apply knowledge and understanding of resumes to write a resume. The resume could be general or specific to a chosen career or industry grouping, depending on the career pathway plan of individual students. |
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Brainstorm different examples of evidence and artefacts that can be collected over the working life of a person to demonstrate their knowledge, experience and qualifications. Students collect and store relevant evidence/artefacts in their physical or digital folder (to be used in Unit 4 WRS portfolio). |
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Watch an online video about job interviews and tips for interviewing well. List the tips outlined in the video. Students can put the tips in order from most relevant to least relevant for their chosen career or job grouping. |
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Using examples (both ‘good’ and ‘poor’) of communication in different workplaces, discuss the concept of communication, including verbal, non-verbal, formal and informal communication. Apply knowledge and understanding by completing a set of structured questions and/or participating in role plays. Students could engage with industry experts and online platforms to understand the application process and develop a set of potential interview questions and responses for their chosen industry. (Detailed example, activity 7) |
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From the Job Jumpstart initiative, read through Interview Tips. The teacher could select one or two articles to focus on, or a jigsaw approach can be used to allocate articles for students to read, summarise, rank and share back to a small group. |
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Apply knowledge of interview preparation to analyse and 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. |
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Part 1:
Part 2:
Part 3:
Part 4:
(Detailed example, activity 8) | Parts 1 and 3:
Parts 2 and 4:
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Detailed example
Planning
| Unit 2 Timeline | Activity |
|---|---|
Week 9 | Activity 5: How transferable skills and capabilities increase employability: Case studies |
Weeks 10–12 | Activity 6: Preparing for a job application: Redeveloping/refining a resume and cover letter |
Weeks 13–14 | Activity 7: Communication: ‘good’ vs ‘bad’ examples |
Weeks 15–17 | Activity 8: Mock interview and reflection |
Descriptor
Students examine the link between transferable skills, ongoing training and development, industry exposure, formal and informal education to employability using case studies and a set of structured questions to demonstrate their level of comprehension. Students will then be drawing on their knowledge of communication to identify ‘good vs bad’ communication skills. To develop their understanding of recruitment and selection processes, students will need to apply for a job and complete mock interviews. They will 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 apply this knowledge to complete a mock interview with their peers/teacher/industry specific individual and evaluate their interview skills based on feedback. Students will then list improvement strategies based on the feedback and apply this to conduct a second mock interview.
Integrated unit suggestion
VPC WRS Unit 1: This unit can be related to Unit 1 VPC WRS, where students are focusing on interests, skills and attributes required within a workplace. This would be demonstrated in Module 1, where the focus is related to the skills, capabilities and attributes required within a workplace as well as how personal interest can be aligned with a pathway.
VPC WRS Unit 4: This unit can also be related to Unit 4 VPC WRS, Modules 1 to 3, where students are looking at employment opportunities and applying their knowledge and skills in by preparing for a job application, in particular developing a resume, cover letter and by participating in mock interviews.Suggested resources/required equipment
- Posters
- Post-its
- Access to internet
- Laptops
- External industry interviewers
Learning activities
Activity 5
How transferable skills and capabilities increase employability
- Students draw upon prior knowledge to emphasis the importance of transferable skills, as well as the role ongoing training and development has in terms of employability. Students compare individual case studies.
- Students complete a set of structured questions to help examine the case studies, linking the relationships between transferable skills, industry exposure, formal and informal education, ongoing training and development in terms of employability.
Activity 6
Preparing for a job application: Redeveloping/ refining resume and cover letter
- Students look at the key features of a resume and cover letter to determine how relevant skills and knowledge can be effectively promoted. Students use the Seek Job website to select a job advertisement for their chosen industry. Students need to read the job advertisement and list and describe the knowledge, skills and attributes required for employment in the chosen industry.
- Students find two samples of cover letters and resumes, labelling one as ‘high’ and one as ‘low’ and discuss the reasons why they have classified the sample at that level.
- Students use this information to draft a resume and cover letter using a template.
- Once students have completed their draft resume and cover letter, they apply feedback given by their teacher to make a final copy for submission.
Activity 7
Communication: ‘Good’ vs ‘bad’ examples
- Students are given information based on communication such as verbal, non-verbal, formal, informal etc., with an emphasis on ‘good’ vs ‘poor’ examples and the positives and negatives of these examples in relation to the workplace. This information 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 information presented, students complete a set of structured questions, in particular the positive and negative aspects of ‘good’ vs ‘poor’ communication.
- Students 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, as well as looking at the common processes involved in applying for a job.
- Once the student has developed a set of interview questions, they identify a range of interview question responses, as well as questions to ask potential employers.
Activity 8
Mock interview and reflection
- Students prepare for and engage in mock interviews using the interview questions and responses completed previously.
- The teacher arranges to either have industry specific individuals visit the school, based on the industries chosen by students, or if this is difficult, the teacher may choose to ask other teachers for assistance for students to complete their mock interview. All outside individuals or teachers will be briefed on requirements/ criteria and feedback to give to students.
- 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 the feedback given and strategies identified in their reflection.
Unit 3
Unit 3 Area of Study 1: Workplace wellbeing and personal accountability
Outcome 1:
On completion of this unit the student should be able to analyse and evaluate the characteristics of a healthy, collaborative, cooperative and harmonious workplace and identify and explain strategies to contribute to a healthy workplace environment.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Refer to the Australian Taxation Office for information relating to the four most common business structures in Australia: sole trader, partnership, trust and company. Define each term and summarise the key features of each structure. |
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Create a table to outline the role of the statutory and national policy bodies in Victoria and Australia. Table headings may include: name, jurisdiction, role and impact on workplaces. |
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Investigate the role of advocacy organisations such as unions and employer associations using recent newspaper articles or well-known examples where advocacy organisations have exerted influence. |
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Examine the website of your school or institution. Identify key elements of culture, such as vision and/or mission statement, values, logo, motto and policies. Discuss how these elements shape the characteristics of culture of your school or institution. |
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Investigate the concept of workplace culture. Source examples of relevant local, national or international examples (such as video, podcast or written articles) of different workplaces to demonstrate the characteristics of a supportive, harmonious, safe and/or healthy workplace. |
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Create role play scenarios for workplace cultures that are positive and negative. |
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Investigate the work–life balance for Australia, according to the OECD Better Life Index. Consider the following:
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Create an infographic that outlines employer expectations and individual responsibility in a chosen workplace or industry. |
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Perform a role play for different scenarios relating to employer expectations and individual responsibility in a workplace. Scenarios may include demonstrating how an employer or individual fulfils responsibilities and expectations, or situations where an employer or individual does not fulfil responsibilities or meet expectations. |
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Conduct an audit of the key employer expectations and individual responsibilities in a real-life workplace or industry. Feedback to the class and compare findings. |
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Using reputable sources such as the Fairwork Commission or the Australian Human Rights Commission, research employee rights in the workplace. |
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Create a portfolio of newspaper articles that relate to employee rights in the workplace. |
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‘People are the greatest asset of any business.’ Discuss or debate this statement in light of the relationship between employee and employer expectations, and the impact of work habits, culture and commitment to the success of the workplace. |
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Explore the concepts of collaboration, teamwork and communication by conducting a range of team building activities for the class. Examples may include blind drawing, the barter puzzle, helium stick or reverse charades. Following each activity, reflect on the degree to which the group applied collaboration, teamwork and communication effectively and appropriately, and methods to improve. |
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Watch Pixar’s short film Purl to explore the concept of inclusion and diversity in the workplace. Questions may include: How far is Purl willing to go in order to fit in? What are some examples of the strategies she tries? What are some of the cultural cues and signs that this workplace does not necessarily value diversity and inclusion? In the end, was it worth it for Purl? Note: Zootopia is an alternative film that you can watch to explore this key knowledge dot point. |
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Unit 3 Area of Study 2: Workplace responsibilities and rights
Outcome 2:
On completion of this unit the student should be able to outline the National Employment Standards and methods for determining pay and conditions, explain the characteristics of workplace bullying, discrimination and sexual harassment, and outline the processes and legal consequences for breaches and analyse the personal ramifications that may follow.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Examine the National Employment Standards on the Fair Work Commission Website. |
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Create a summary or infographic of the National Employment Standards. |
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Distinguish between mediation, conciliation and arbitration as ways the Fair Work Commission can help to resolve workplace disputes. |
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Create scenarios relating to different worker classifications (employees, contractors, apprentices and trainees) to highlight the differences between the classifications and examples of when these classifications are appropriate for different industries. |
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Use a table to outline the characteristics of awards, agreements and individual contracts as methods for determining pay and conditions. |
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Develop a set of appropriate questions students can use to interview family, friends or acquaintances about their industry, worker classification, method for determining pay and conditions and interaction with employee advocates. Students collate and share their findings with a small group or the class. |
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Create an ‘icebreaker bingo’ with categories relating to the National Employment Standards, worker classification, methods for determining pay and conditions, and employee advocates. |
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Research the role of employee advocates (unions and professional associations). |
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Collect and analyse articles relating to unions and/or professional associations to determine how these organisations act as employee advocates. |
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Investigate the unions and professional associations associated with a chosen industry and outline the process to apply for membership and the benefits and limitations of membership. |
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Investigate workplace bullying using bullying case studies detailed on Worksafe Victoria. What was the impact on the victim? How was health and safety at risk? What was the outcome? |
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Using real-life case studies and examples, examine individual employee responsibilities in relation to colleagues and the health and wellbeing of community. |
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Examine the Australian Human Rights Commission ‘quick guide’ to Australian discrimination to understand the state and federal laws relating to discrimination and equal opportunity. What are some examples of legislation? What are the areas covered? How is the legislation different across the states and territories of Australia? |
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Brainstorm strategies owners and managers of a workplace can implement to ensure the workplace is free from discrimination and adheres to equal opportunity laws. |
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Create a poster to raise awareness of rights and responsibilities relating to workplace sexual harassment. |
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Investigate the legal consequences of workplace bullying, workplace discrimination and sexual harassment for employees and employers, and apply this knowledge by creating scenarios and outlining the applicable legal consequences for each scenario. |
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Host an incursion with the Young Workers Centre. |
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Develop a questionnaire for young people to investigate the common issues affecting young workers in the local community. Include questions about their experiences in the workplace, with a focus on pay and conditions, processes relating to termination and employment classification. |
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Brainstorm reasons for disputes and issues in the workplace. |
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Using the Fair Work Commission ‘best practice guides’ for managing and resolving disputes, create a poster or infographic to raise awareness about strategies and processes for effectively resolving disputes. |
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Investigate different statutory bodies that are responsible for enforcing workplace rights and summarise the role each body plays. Examples include Work Safe Victoria, Safe Work Australia and the Human Rights Commission. |
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Unit 3 Area of Study 3: Communication and collaboration
Outcome 3:
On completion of this unit the student should be able to apply a variety of appropriate questioning and listening techniques within a workplace or simulated workplace, and understand how to develop networks, professional relationships and work effectively in diverse teams.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Apply the knowledge and skills of this area of study through the completion of a team project, either within the school/institution or local community. Where appropriate, use digital or electronic methods for communication and collaboration. Students to complete a logbook or journal reflecting on their experiences working productively within a team. |
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Write a reflective piece about participation in a team or group (for example, in the workplace, sports, music, drama, at school or within a family or social setting). Prompts may include:
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With reference to a chosen industry, individually or in small groups, research different methods teams use to communicate and collaborate in a modern workplace, including traditional, digital and electronic methods. When working in a small group, apply what you have learnt in the way you communicate and collaborate within the group. |
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Students conduct a communication audit of their workplace or school/institution. What are the methods and mechanism used? Are they effective? How are the needs of individuals considered and met? |
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Distinguish between active and passive listening and identify the key characteristics of active listening. |
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Apply active listening through completing some active listening activities. Examples include back-to-back drawing, respecting pluralism, train of thoughts or mime it out. |
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Understand the benefits of diversity and inclusion within a team through the activity, ‘I am, but I am not’:
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Create a list of the top 10 benefits of diverse teams and networks. |
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To demonstrate the importance of sharing all relevant information within a team, in small teams, design an activity that can be broken down into a step-by-step process. In the instructions, remove one or two of the steps. Other teams need to work out:
and/or
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To illustrate the effectiveness of open questions, split the class into pairs. One person in the pair is given a set of words or problems and in the first round, the other person in the pair can only ask closed questions to guess the word or problem. In the second round, the other person in the pair can only ask open questions to guess the word or problem. Reflect on the benefits of open-question techniques to find out information or solve problems. |
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Create an infographic, poster or digital presentation that summarises effective strategies and the key benefits of establishing and maintaining effective working relationships within teams. |
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Students create a mind map of their existing formal and informal networks, using lines to show the interrelationships within the network. Reflect on how they build, maintain, contribute to, and benefit from these networks. |
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Summarise the benefits of using different digital and electronic tools and methods for collaborating and communicating in the workplace. |
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Unit 4
Unit 4 Area of Study 2: Portfolio development
Outcome 1:
On completion of this unit the student should be able to analyse the limitations and advantages of the features and uses of physical and digital and/or hybrid portfolios as they relate to potential employment in a chosen industry area or application to higher education.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Collate a collection of articles, blogs and videos that address the purpose and use of a portfolio in different contexts (including employment and education), and the different types of portfolios used (physical, digital and hybrid). |
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Source examples of portfolios and conduct a gallery walk to consider:
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Examine examples of cover letters and resumes to assess the characteristics of high-quality documentation. |
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Review, edit and update existing student resumes and cover letters using a combination of peer feedback and self-reflection. |
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Critically assess the evidence and artefacts collected and stored by students during Units 2 and 3 to propose the relevant evidence to be included in a portfolio. |
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Research the different portfolio practices and requirements relating to a chosen industry/s and/or tertiary education institution/s, and identify the key elements required to meet the expectations of a target audience. |
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Individually or in small groups, brainstorm different practices and strategies that can be applied to continually develop, update and curate a physical, digital and hybrid portfolio. |
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Select examples of physical, digital and hybrid portfolios and discuss and examine different perspectives (relating to advantages and disadvantages) of the three portfolio types for different contexts. |
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Select examples of physical, digital and hybrid portfolios and apply the ‘double bubble’ thinking map to determine the similarities and differences between the three types of portfolios. |
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Create scenarios relating to the practice of using and requirements of portfolios for a range of industries and tertiary educational institutions. Students propose the most appropriate type of portfolio for each scenario and justify their selection. |
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In response to research findings, draft a portfolio proposal for a chosen field and justify reasoning for choices. Include reference to elements such as:
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Unit 4 Area of Study 2: Portfolio development
Outcome 2:
On completion of this unit the student should be able to present their personal skills and attributes in the form of a physical and/or digital portfolio in a formal interview with a panel and evaluate their evidence and artefacts for future enhancement.
| Examples of learning activities | Key knowledge | Key skills |
|---|---|---|
Review the concepts of employability skills, personal skills, knowledge and capabilities (from Unit 2) using a think, pair, share. |
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Create an ‘About me’ concept map to brainstorm the relevant employability skills, personal skills, knowledge and attributes to be included and communicated in the portfolio. |
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Source examples of portfolios (physical, digital and hybrid) and conduct a gallery walk to assess the relevance, suitability and appropriateness of evidence and artefacts included in each portfolio. |
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Review, edit and update existing collections of evidence and artefacts using a combination of peer feedback and self-reflection. |
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Brainstorm practical strategies that can be used to present a portfolio to a target audience. Examples may include:
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Brainstorm practical strategies that can be used to communicate personal skills and attributes in a portfolio. Examples may include:
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Develop a script to accompany the portfolio presentation using cue cards or similar. |
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Apply strategies when rehearsing the presentation of a portfolio to a panel of peers or when presenting it as a recording. Sources of feedback may include peers, self, the teacher or external expert, and may include feedback on the composition and presentation of the portfolio and the degree to which the portfolio adhered to criteria or entry requirements (where applicable). Rehearsal simulations could include physical, online or telephone presentations. |
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Discuss strategies about giving and receiving feedback (such as the feedback sandwich, chronological feedback and the Pendleton model) and consider the barriers to effective feedback (such as generalised feedback, fear of upsetting someone, being resistant or defensive or a lack of confidence). |
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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 VCE Administrative Handbook.
The studies in a VCE VM 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.
Assessing the task
The assessment tools used to collect evidence of student achievement (performance descriptors, rubrics and/or marking guide) should reflect the Outcomes, Key Knowledge and Key Skills 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 VCE Administrative Handbook.
Conditions of task
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.
Sample approaches to assessment
The following sample assessment tasks represent a range of sample assessments teachers can choose to use as formative assessment or summative assessment for key knowledge and skills in each outcome. The sample approaches to assessment include a detailed outline of the development of one assessment task for unit 1 and unit 2; and a range of sample assessments for unit 3 and unit 4. It should be noted that teachers are encouraged to develop assessment tasks specifically suited to the needs of their students and context.
Unit 1
One of the assessment tasks for Unit 1 Outcome 1 is a video, podcast or oral presentation. The following provides advice on selecting a focus for this presentation and a suggested framework for the research process and presentation of the findings via a video, podcast or oral presentation.
Guide to establishing the assessment task
The key knowledge for Unit 1 Outcome 1 is a combination of topics related to understanding employment prospects and strategies to source and analyse information to make decisions.
There are range of topics that are addressed in the key knowledge of Unit 1 Outcome 1, such as:
- Sources of credible employment information
- Labour market information
- Low-growth, medium-growth and high-growth industries
There are a range of strategies addressed in the key knowledge of Unit 1 Outcome 1, such as:
- summarising information, interpreting graphs, seeking multiple sources of information and applying logic
- SWOT analysis, decision-making models and consulting with trusted people.
Teachers should keep in mind that part of the applied learning practices involve students relating new knowledge and skills to the real world, using authentic materials and resources, presenting activities using different modalities and applying technical language using authentic examples.
When developing an assessment task for Unit 1 Outcome 1, teachers should consider which topic/s are most relevant for their cohort, and how to relate the assessment task to the career pathway plan of individual students.
Students should be encouraged to engage with credible and reliable information that helps them to follow their interest and connect what they have learnt with their future employment and education prospects.
There are three possible formats through which the assessment task can be presented:
- Video
- Podcast
- Oral presentation
When considering the format of the presentation, teachers should take into account:
- availability of technology for recording, editing and presenting
- accessibility to technology for recording, editing and presenting
- student skills when using technology for assessment
- student preference relating to the format.
Where there is not sufficient access or availability to technology for recording, editing and presenting, teachers can select an oral presentation format.
Guide to topic selection
Topics must be related to employment prospects, and it is recommended that students are encouraged to link their presentation to their chosen industry and/or career pathway plan.
| Topic | Examples of points of interest | Relevant strategies and skills |
|---|---|---|
Sources of credible employment information |
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Labour market information |
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Low-growth, medium-growth and high-growth industries |
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The research process and presentation should incorporate the following steps:
- selection and approval of an appropriate employment-related topic, expressed as a topic statement or focused question
- identification of credible sources of information
- description of how the topic relates to an industry of choice or career pathway plan
- explanation of key findings
- description of how the key findings can be used by the student for planning and/or decision making
- a conclusion which summarises main points.
Other considerations for developing the assessment task:
- Will the task be completed individually or in small groups?
- Do the students need to focus on one topic in depth, or a range of topics with breadth?
- How will the information be presented (video, podcast or oral)?
- What style of presentation can be used: summary of information, as an interview or narrative style?
- How will evidence of data be included: as a visual within a presentation or as a footnote in the ‘show notes’?
- How can I prepare my students for presenting information in the chosen format? For example, watching ted talks or listening to employment-related podcasts.
- What is the time limit? For example, between 3 and 5 minutes.
- How will the students present and who is the target audience?
Unit 2
Unit 2 culminates in students participating in a mock recruitment and selection process. Part of the assessment options for Unit 2 Area of Study 2 include activities to assess active application of knowledge and skills through participation in practical activities.
The following provides advice about how to develop an assessment task for Unit 2 Area of Study 2 that achieves the following objectives:
- student participation in a mock recruitment and selection process
- assessment consists of a combination of activities listed in the study design to demonstrate learning
- the suitability of the assessment task based on the context and student cohort for individual schools/institutions.
Guide to establishing the assessment task
The recruitment and selection process includes job design, job advertisements, job applications, shortlisting and interviews. Teachers should keep in mind that the mock recruitment and selection process needs to be designed in a manner that allows students to respond to a job advertisement by applying for a mock job and participating in a mock interview in an authentic manner.
Guiding questions when designing the summative assessment task for Unit 2 Area of Study 2 include:
- Which elements of the recruitment and selection process are going to be assessed? All elements or some elements?
- How many assessment activities are appropriate to use for the context and student cohort?
- How are the mock interviews going to be run? Who will be on the panel? Where and when will the interviews be held?
- How will students be expected to provide information to the panel before the interview and complete the application process?
- How will students be expected to collate and submit the assessment activities?
- How will feedback be given?
- What is an appropriate amount of time to allocate to this task?
Assessment design considerations
In a real-world context, the employer would be responsible for the following aspects of the recruitment and selection:
- writing the job design and job advertisement
- specifying the job application process required for the role
- screening job-applications and shortlisting applicants
- writing interview questions, conducting the interviews and selecting the best applicant for the job.
Therefore, requiring students to write a job design or job advertisement or writing interview questions would not be an authentic part of the mock recruitment and selection process being assessed in this task, and may be more appropriate as a learning activity as part of the teaching and learning program.
In a real-world context, the employees would likely be participating in the recruitment and selection process by doing a combination of the following:
- Searching for job advertisements and choosing appropriate jobs to apply for based on their skills, experience and qualifications.
- Writing a resume, cover letter and completing any other parts of the job application required (for example, providing evidence of the right to work in Australia or responding to key selection criteria).
- Preparing for the interview.
- Participating in the interview.
- Reflecting on the interview.
Therefore, a combination of activities relating to the real-world recruitment and selection process from the perspective of a job applicant facilitates a more authentic assessment of the application of knowledge and skills by students.
Important decisions for the teacher to make include:
- What elements of the recruitment and selection process will be assessed?
- Which key knowledge and skills are more appropriate to be demonstrated through formative assessment as part of the learning program?
- Which key knowledge and skills are more appropriate to be assessed through a combination of summative assessment activities related to the mock recruitment and selection process?
- What is the most appropriate combination of activities to include in the summative assessment of the knowledge and skills of the students within the school/institution context?
Here are some possible ways in which the relevant key knowledge and skills can be assessed using a combination of selected assessment activities listed for Unit 2 Area of Study 2 in the study design:
| Unit 2 AOS 2 assessment activities | Examples of knowledge that can be assessed | Examples of skills that can be assessed |
|---|---|---|
A collection of annotated position descriptions or advertisements | Annotations identify the following elements:
| Annotations can demonstrate the following skills:
|
A cover letter | To what extent does the cover letter:
| To what extent does the cover letter:
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A resume | To what extent does the resume:
| To what extent does the resume:
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Participation in mock job interview | During the job interview, students can demonstrate their knowledge of:
| During the job interview, students can apply the following skills:
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A plan of action/response to feedback | After receiving feedback from the interview panel, students can use reflection to respond to feedback and demonstrate knowledge, such as:
| Through responding to feedback and/or developing a plan of actions, students can demonstrate skills such as:
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Unit 3
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Case study
Scope of task
Teachers should develop a case study that depicts a real-life situation or fictional scenario related to workplace wellbeing and personal accountability, workplace rights and responsibilities, and communication and collaboration.
Teachers should develop a set of questions to guide students through case study analysis, using the key skills of the unit to guide the different stage of the analysis; understand (identify/describe/explain), connect (compare/discuss/analyse), apply (metacognition/problem-solving/decision-making) and evaluate (form/justify an opinion).
Students respond to the case study with a written report, a video recording or an audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is part of a range of assessments in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
This task is fair because
- it allows the teacher to develop a case study that is relevant to students’ context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides 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 forms
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Digital presentation
Scope of task
Students produce an informative digital presentation about workplace or industry of their choice, covering the relevant workplace wellbeing and personal accountability considerations, responsibilities and rights in that workplace, and communication and collaboration in that workplace.
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.
The student should select an appropriate medium for the digital presentation and the teacher should provide instructions and criteria relating to the key skills and knowledge 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 key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is part of a range of assessments in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
This task is fair because
- it allows students to focus on a workplace or industry relevant to their context and sensitive to their gender, culture, linguistic background, disability, socioeconomic status and geographic location
- the teacher provides clear and explicit instructions, templates, feedback, support and assessment details to students.
This task is flexible because
- it allows students flexibility around the workplace or industry they focus on
- it can be completed and assessed at a range of ability levels.
- it can be completed in a range of forms
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: 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 key knowledge and skills related to the unit. 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 key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is part of a range of assessment for AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
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
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Participation in discussion and questions during an excursion
Scope of task
Students attend an excursion or guest speaker presentation related to a workplace or industry relevant to the class. Students work with the teacher to develop a set of open-ended questions they will ask during the activity. Students should ensure their questions cover all relevant key knowledge and skills in the unit.
Teachers should develop a set of instructions and expectations that guide participation in discussion and questions during excursion. The instructions and expectations should be scaffolded to provide access at each part for students to participate and enable demonstration of performance at the highest levels.
Students produce a record of their questions and the answers they receive. The record could be submitted as a written record, or a video or audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is part of a range of assessment for AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
This task is fair because
- it allows the teacher to arrange an excursion or guest speaker that is relevant to students’ 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.
- it can be completed in a range of forms
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Record and reflection of excursion or guest speaker/s
Scope of task
Students attend an excursion or guest speaker presentation related to a workplace or industry relevant to the class, and ask a series or pre-prepared questions, recording the responses (see previous assessment task).
Students produce a reflection on their questions and the responses. The teacher should provide a template or series of questions to support students to complete their reflection. The template or questions should guide students to reflect on the information they gathered and how it relates to workplace wellbeing and personal accountability, workplace responsibilities and rights, and communication and collaboration.
The reflection can be completed as a written response, a video recording or an audio recording.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is part of a range of assessment for AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is linked to another assessment task
This task is fair because
- it allows students to reflect on the elements of the excursion or guest speaker that are most relevant to students’ 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 the flexibility to focus on the elements of the activity most 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 forms
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Research task
Scope of task
Students produce a research task about a specific workplace or industry, focusing on relevant workplace wellbeing and personal accountability, workplace responsibilities and tights, and communication and collaboration. Teachers should determine the parameters of the task, including the development of a research question, the research process, suitable research strategies and resources, the format the task needs to be completed, the key knowledge points that need to be addressed in the research and the key skills that need to be addressed in the task. Teachers should provide a template or series of questions to support students research and development of report.
Students can produce the research task as a written report, a video or audio report, or a visual presentation.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is part of a range of assessment for AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
This task is fair because
- it allows students to select a workplace or industry that is relevant to students’ 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 the flexibility to focus on a workplace or industry 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 forms
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Response to structured questions
Scope of task
Teachers should develop a set of questions that target both key knowledge and key skills related to workplace wellbeing and personal accountability, workplace responsibilities and rights, and communication and collaboration. 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 complete the structured questions in writing, as a video or audio recording, or as a visual presentation.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- it is part of a range of assessment for AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
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 forms
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Role play or performance
Scope of task
Students develop and record a role play about workplace wellbeing and personal accountability, workplace responsibilities and rights, and communication and collaboration. Teachers should develop a set of instructions that guide participation in a role-play or performance, that address the key knowledge and skills in the unit. 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 key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration.
- it is part of a range of assessment for AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
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
AoS 2: Workplace responsibilities and rights
AoS 3: Communication and collaboration
Assessment task: Visual presentation, such as a graphic organiser, concept/mind map or annotated poster
Scope of task
Students develop a visual presentation to workplace wellbeing and personal accountability, workplace responsibilities and rights, and communication and collaboration 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 key knowledge 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 key knowledge and skills in AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration.
- it is part of a range of assessment for AoS 1: Workplace wellbeing and personal accountability, AoS 2: Workplace rights and responsibilities, and AoS 3: Communication and collaboration
- It is linked to another 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
Unit 4
Assessment task: Portfolio development - research
Scope of task
Students produce a research report about industry qualifications and requirements for a range of industries they are interested in. The teacher should provide a range of guiding questions to scaffold student research. Students should present their research as a written report with a range of artefacts as evidence.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Portfolio development
- it is part of a range of assessment for AoS 1: Portfolio development
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 forms
Assessment task: Employment artefacts
Scope of task
Students are required to review a range of employment applications and prepare their own application for an employment opportunity. Students will review a range of sample resumes and cover letters and list their strengths and weaknesses.
Students find an advertised employment opportunity that is relevant to their own skills, interests, and future pathways. Students draft a resume and cover letter for the employment opportunity
The teacher will view student work, offer advice and feedback at appropriately arranged times, and students make notes on the feedback that they receive.
Students create final copies of cover letter/applications and resumes in response to the feedback and submit both drafts and final copies.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Portfolio development
- it is part of a range of assessment for AoS 1: Portfolio development
- 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
AoS 2: Portfolio presentation
Assessment task: Portfolio
Scope of task
Students should present personal skills and attributes in the form of a physical and/or digital portfolio in a formal interview with a panel and evaluate their evidence and artefacts for future enhancement.
The teacher lists the key knowledge and key skills to be assessed in the visual presentationn and communicates them clearly to students.
In this example, students are required to apply key knowledge and skills to present their portfolio to a panel. Part of the teaching and learning program would include drafting, rehearsal and peer and self-reflection prior to presentation to the panel.
To extend students (where applicable), the teacher may choose to include the evaluation of the portfolio presentation in the assessment task.
Teachers decide how to structure the panel, including panel formation, location, technology requirements and other equipment requirements.
Teachers decide on the time limits and presentation guidelines.
The teacher provides feedback to the student about their performance according to the assessment criteria.
Curriculum and assessment principles
This task is valid and reasonable and efficient because
- it assesses multiple key knowledge and skills in AoS 1: Portfolio development and AoS 2: Portfolio presentation
- it is part of a range of assessment for AoS 1: Portfolio development and AoS 2: Portfolio presentation It is linked to another 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