Accreditation period Units 1 and 2: 2024-2025
A range of suggested learning activities have been provided for each area of study in Unit 1 and Unit 2
Unit 1
| Outcome 1: | Examples of learning activities |
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On completion of this unit, the student should be able to investigate SWL options related to the VET qualification they are undertaking; describe their individual skills, interests, transferable skills and career plan; and explain the WHS practices of the workplace
| - Complete structured questions about the relationship between the VET course and career pathway options, such as: What is my VET course? Why did I choose it? How does it relate to my career aspirations?
- Create a concept map that shows the relationship between the further education and training and different industries and employment options.
- Create an infographic that outlines different employments sources such as SWL portal, websites, employment agencies and personal networks.
- Create a checklist relating to SWL arrangements and documents required by the school and host employer.
- Prepare a flowchart that details processes to apply for SWL.
- In pairs, interview each other about personal interests, individual skills and transferable skills in preparation for the development of a Learner Profile.
- Examine examples of Learner Profiles and identify different methods used to communicate personal strengths, interests and skills.
- Develop a Learner Profile using a template or as an infographic.
- Annotate examples of work health and safety, and emergency evacuation procedures from workplaces in different industries.
- Create an informative poster about how to use personal protective equipment (PPE) appropriately in a VET related workplace.
- Create a short video about identifying health and safety hazards in the workplace.
- Research health and safety laws relevant to the VET workplace and related industry.
- Create a word cloud of industry- and workplace-specific terminology used in the workplace.
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Detailed example – SWL Checklist
Overview of the task
The purpose of this task is for students to identify the documents, tasks and actions they need to initiate or complete for their first SWL placement. The checklist could be paper-based or developed using ICT.
Developing the task
- The teacher provides students with an overview of the school requirements for SWL and the documents required by the school and host employer for the placement.
- Students research arrangements and documents required for their chosen industry and employer to identify additional requirements they must follow.
- Students create a categorised checklist of documents, tasks and actions they need to initiate or complete for SWL. The checklist may be categorised by time, task type, or setting (school and workplace).
- Students use the checklist to ensure all requirements for their SWL placement are completed.
| Outcome 2: | Examples of learning activities |
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On completion of this unit, the student should be able to describe the skills they have acquired through the workplace learning experience, how these relate to the VET units of competency, and the changes they would make to improve their employability skills.
| - Develop an organisational chart of the workplace.
- Write a paragraph that describes the structure and operation of the workplace..
- Create a concept map of the key stakeholders of the workplace, including internal and external stakeholders.
- Hold a class discussion about the key work tasks, processes and activities conducted in different workplaces.
- Write a short procedures manual about cleaning and maintaining tools, equipment and technology in the workplace.
- Create a ‘how to’ guide for new employees about time management, dress, and behaviour expectations in the workplace.
- Annotate samples of workplace-specific documents and/or correspondence to outline how workplace knowledge and feedback is shared within the workplace.
- Create an infographic to identify and describe the industry- and workplace-specific digital competence in the workplace.
- Annotate examples of work health and safety, and emergency evacuation procedures from workplaces in different industries.
- Create an informative poster about how to use personal protective equipment (PPE) appropriately in a VET related workplace.
- Complete a graphic organiser to identify and describe how employability skills are applied in the workplace.
- Answer structured questions about the connection between VET units of competency and observations in the workplace.
- Use the SMART goal approach to develop future career goals.
- Conduct peer interviews to discuss SWL performance in response to feedback from supervisor/host employer
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Detailed example – Peer interviews
Overview of the task
The purpose of this task is for students to interview each other about their SWL experiences and develop their capabilities for discussing and applying feedback.
Developing the task
- Hold a class discussion about the purpose of feedback, the types of questions to ask in the interview, and how to establish parameters for the task, such as:
- For the Interviewers: have a neutral perspective, be non-judgmental, maintain confidentiality, allow the interviewee time and space to talk without interruption, focus on the experiences of the interviewee without bringing personal examples into the conversation, ask questions to help the interviewee generate their own ideas about how they can apply the feedback they have received.
- For the Interviewee: be objective about the feedback received and be open to exploring options for applying the feedback
- Students develop a set of interview questions to enable the interviewee to describe, discuss and reflect on the feedback they have received from a supervisor/host employer using the question stems: Who, What, When, Where, Why and How. Where required, the teacher can scaffold this task by providing a list of questions suitable for students to use
- Students work in pairs to interview each other about their SWL experiences and the feedback they have received from a manager/host employer.
- Students complete a reflective journal entry about the feedback they received and how they plan to address/apply the feedback.
Unit 2
| Outcome 1: | Examples of learning activities |
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On completion of this unit, the student should be able to identify and describe different types of workplaces their chosen VET qualification can lead to and apply industry- and workplace-specific knowledge and transferrable skills to a different workplace setting or context to participate in a second SWL placement.
| - Write a reflective journal entry about the relationship between previous experience in the workplace, VET qualification and the future career options in the chosen industry
- Research employment opportunities available for a Unit 2 SWL placement. Rank the opportunities and outline the processes that need to be undertaken to apply for each position.
- Deliver a short informative oral presentation about the process undertaken to identify and apply for a prospective SWL placement, with reference to the source(s) of employment opportunities, application process, and interview (where applicable).
- Participate in workplace-based training and complete a graphic organiser to outline the similarities and differences in workplace health and safety between the current workplace and a different setting or context.
- Complete a Venn diagram to compare employer expectations (e.g. job role and responsibilities, dress and behaviour, time management and organisation) in a different workplace setting or context.
- Participate in a speed discussion activity to discuss and compare experiences with employer expectations in different workplaces settings and contexts.
- Create a short instructional video demonstrating how to clean and maintain tools, equipment and/or technology in a chosen workplace setting or context.
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Detailed example –Instructional video
Overview of the task
The purpose of this task is for students to apply communication skills when creating a short video to demonstrate industry- and/or workplace-specific methods for cleaning and maintaining tools, equipment and/or technology.
Developing the task
- Research different video formats used to present instructional videos. Platforms may include social media and online video, such as YouTube. Videos could include animation, live-action or screencast
- Students plan their video by considering their topic, target audience, video format, video length, setting/location and resources needed.
- Students create a script or storyboard for the video, with consideration given to the story being told in the video, the imagery they want to include, how humour will be used, and whether there will be a voiceover or onscreen text.
- Students create their video and share with the class.
| Outcome 2: | Examples of learning activities |
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On completion of this unit, the student should be able to apply industry- and workplace-related knowledge and transferrable skills to a different setting or context, make comparisons between settings, and describe changes they would make to improve their employability skills, and explain future career goals.
| - Create an infographic about the structure and operation of a new workplace setting or context, including digital competencies, key work processes and key work activities.
- Create a do’s and don’ts checklist for the use of terminology and communication methods when engaging with key stakeholders.
- Create double bubble maps to compare the application of employability skills in two different workplace settings or contexts (including the current SWL placement).
- Write a script for a scenario where an employee is given negative feedback and responds verbally. Write a script for a scenario where an employee is given positive feedback and responds verbally.
- Annotate a fictional email exchange between an employee and manager where the manager is giving feedback, and the employee is responding.
- Brainstorm ways in which an employee can apply positive and negative feedback provided in fictional scenarios.
- In pairs, conduct peer interviews about the application of VET units of competency in the workplace/industry; partners will report findings back to the class
- Complete a SWOT analysis on the future direction of a chosen industry.
- Create an oral presentation, blog or vlog about future career goals; including goals relating to career pathway, employability skills, work-related skills and future learning needs.
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Detailed example – Structure and operations infographic
Overview of the task
The purpose of this task is for students to communicate their understanding of digital compentencies, key work processes and key work activities in a workplace setting or context. The infographic can be paper-based or created digitally.
Developing the task
- Students view infographic examples and begin to plan how their infographic will be presented.
- Students who are creating a digital infographic can use an infographic maker such as Canva, Piktochart, Venngage, or programs such as PowerPoint, Google Slides, Paint or Google Draw.
- Students display their infographic in the classroom.
Tips for making an effective infographic
- Use a combination of colours and graphics to grab the attention of the reader.
- Focus on key words and thoughtfully use fonts to highlight important information.
- Remember that ‘less is more’ and include only critical information; do not write chunks of information.
- Use diagrams, flowcharts, bullet points, lines, icons and other related images.
- Arrange key information in a visual hierarchy, in order of importance. Make sure important information is more prominent.