Teaching and learning

Activity 1

Job Interests – Brainstorming and reflection

Students should begin this unit by brainstorming a variety of industries they would be interested in working in once they finish high school. These should be completed in a Jigsaw-format, using a Graphic Organiser to assist:

1. Individually, students broadly brainstorm a variety of jobs they might be interested in working in.
2. In pairs, students discuss their brainstormed industries, and work together to identify the industries these jobs fall under.
3. Each pair choose the top three industries each student would like to work in.
4. Each pair joins another (forming a group of four) to research and identify possible career pathways for their chosen industries, dot-pointing these from entry-level positions onwards (minimum of three to five dot points).
5. Students individually complete a short written reflection, discussing why they are interested in each these brainstormed industries, and predicting possible skills, competencies and/or experiences they might need to obtain to work in these industries.

Activity 2

Career/industry incursions

Students undertake a career/industry incursion, in conjunction with the school’s appropriate Local Learning & Employment Network (LLEN), with presenters from a variety of industries. These presenters should provide students with an overview of work and career progression in their specific industry. Students should also have an opportunity to undertake some ‘Try a Trade’ sessions to gain practical experience of entry-level work undertaken in each Industry.

Ahead of the incursion, students should work together as a class to discuss questions to ask the presenters, as well as engage in a reflective discussion following the incursion, focusing on key information learned.

Activity 3

Industry visits

Throughout the area of study, it is encouraged that students undertake at least one and/or two industry visits (excursions), where students undertake activities to orient themselves in a variety of workplaces and practices.

Ideally, the industries chosen for these visits should be chosen from those identified during the job interests brainstorming and reflection sessions. Ideally, students should be involved in the process of deciding which industries to visit, as well as assisting in contacting industry representative and organising the visits.

Following each visit, students should write a short reflection, commenting on and evaluating their experiences.

Activity 4

Classwork

Throughout this area of study, students engage in classwork to consolidate the knowledge of key terms and definitions (i.e. Labour Market, Industry Growth, Green Industries, etc.), as well as strategies to research and analyse industry and employment information.

Students should be provided the option to present this information in a variety of forms, e.g. written, via chart, diagram, poster, etc.

Activity 5

Interpretation of job data

As students have now completed classwork to define key terms related to the Labour Market, as well as strategies to analyse information relating to employment, they will put this into practice through researching and interpreting job data for their industries of interest.

Students should aim to research and interpret data on the following elements of the Labour Market for their industries, framed through local, national and global trends:

• Range of occupations in this industry
• Skills shortage areas
• Geographic location/s
• Industry growth areas

Students appropriately reference their research and include a list of references in their careers research presentation.

Activity 6

Careers research presentation – summarising their research

This can be completed in a variety of formats, including (but not limited to) a written report, graph/chart, visual or digital presentation, or video recording. Students also submit a planning document along with their presentation.

This presentation should explore at least three careers/industries and how these industries are likely to develop in the future, outline key employment information and the skills and capabilities they would need to develop to work in these industries.

This presentation should demonstrate students’ ability to:

• Identify and discuss likely employment growth areas, including analysis of current and predicted employment information, labour market information (skills shortage areas, geographic location, growth areas, emerging industries and green industries) and local, national and global trends.
• Identify the advantages and disadvantages of pursuing employment in low-growth employment, medium-growth and high-growth industries.
• Discuss strategies to engage in planning and decision-making related to employment.
• Reflect on the interconnection between identifying personal skills and capabilities, finding and analysing information, and planning and decision-making for future employment.

Activity 1

Classwork – Defining key terms and consolidating knowledge

To begin this unit, students engage in classwork to consolidate their knowledge from AOS 1, in particular:

• Sources of reliable and credible employment information
• Labour market information
• Strategies to analyse information relating to employment
• Strategies to engage in planning and decision-making relating to employment
• The interconnection between identifying personal skills and capabilities, finding and analysing information, and planning and decision-making for future employment.

Once students have completed this, they then have time to brainstorm and pick an individual industry area, which forms the basis of their Digital Personal Portfolio, outlining key information and possible career pathways for the student in this industry.

Activity 2

Careers advisor meeting and development of career action plan

Once students have picked their individual industry area, they organise a meeting with their school’s Careers Advisor to discuss their choice, and begin the development of a Career Action Plan ( https://www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages/cap.aspx), which they will develop into their Digital Personal Portfolio.

Students should aim to complete the following components of the Action Plan:

• Personal characteristics
• Educational background
• Employment/volunteer achievements
• Community involvement

Activity 3

Creation of SMART goals

Once students have identified the industry for the focus of their Digital Personal Portfolio and met with their school’s Careers Advisor, they undertake goal setting to identify steps they can take to research career possibilities, future employment in this industry, and further education and training they may require, and how they may achieve these.

This goal setting focuses on the development of SMART Goals, outlining:

• Specific: What needs to be accomplished? Who is responsible for it? What steps need to be taken to achieve it?
• Measurable: How will the progress of completing these goals be measured/tracked?
• Achievable: Are these goals reasonable to achieve?
• Relevant: How will these goals contribute to the student’s overall career progression?
• Time-Bound: Is there clear time-related parameters in place to keep the achievement of these goals on track?

Students then present a collated outline of these SMART Goals related to:

• Gaining a ‘foothold’ in the industry
• Developing strategies to achieve future employment and career progression opportunities
• Identifying further education and training opportunities

Activity 4

A collection of annotated resources

After creating SMART Goals, students begin collecting a variety of resources to help them consolidate how to achieve them. Each resource should be annotated (either as a printed hard-copy or digitally), and collected, scanned (if required) and added to the student’s Digital Personal Portfolio. These annotations should compare and evaluate the information presented in the resource collection and include a reflection on how these will assist students in developing their SMART goals.

Activity 5

Visit to a community-based program or organisation

As a class, students undertake a visit to a community-based program or organisation, such as a volunteer organisation, NGO, etc. to expand their understanding of alternative career possibilities.

Prior to the visit, students should work together to develop a series of questions to ask presenters or organisation guides, focusing on personal strengths and challenges related to community-based employment. While undertaking the visit, students are encouraged (with permission) to take notes and photographs of aspects of interest at the organisation.

Following the visit, students collate their notes and photographs (which they annotate) and write a short reflection on their visit.

Activity 6

Digital Personal Portfolio

Finally, students develop their Digital Personal Portfolio, outlining key information and possible career pathways in their chosen industry. The Career Action Plan provided forms the basis of their Portfolio, comprising the following sections:

• My Profile
• Personal characteristics
• Educational Background
• Employment/Volunteer achievements
• Community involvement
• My Future
• My career choices
• My Plan
• My goals
• Resources I need to help me

This Personal Portfolio should be developed on an online platform (such as Google Sites), to help develop students’ digital literacy.

Finally, throughout the development of their Personal Portfolios, students should seek feedback from their teacher.

Activity 1

Introduction to workplace skills and capabilities: Warm-up activity

• The teacher places seven posters with the names of the seven job clusters found in the Foundation for Young Australian (FYA) New Work Mindset report around the classroom. 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 then 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, attributes 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, whereby students will be given examples of specific interests, attributes and capabilities and a range of workplaces/industries. Students then need to work in groups and select appropriate interests, attributes and capabilities that will make a workplace/industry more productive or an employee more productive. Students discuss their reasoning behind the mix and match selections made.
• To apply the knowledge gained from the PowerPoint and ‘Mix and Match’ activity, the students create their own mind map, based on workplaces/industries of interest, discussing how specific interests, attributes and capabilities are used within the workplace/industry. They need to evaluate how this assists in creating a more productive workplace/industry. Students can draw on their own interests, attributes, capabilities and personal experiences when completing the mindmap.

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.
• To demonstrate their understanding, a skills audit worksheet will be given to students which outlines the specific industry, with a list of interpersonal skills, specialist and technical work skills. Students need to tick the skills required for each industry as they watch the short clips/ videos. Students then need to 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 the online Job Outlook Careers Quiz and note down their top three ‘working styles’ on completion.
• Based on their top three ‘working styles’, students complete a research task. This task allows students to 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 and attributes, 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 need to identify which skills are considered ‘blockers’ and include strategies to improve these skills and therefore future career prospects and outcomes.

Activity 5

How transferable skills and capabilities increase employability

• Students use and draw on prior knowledge to emphasise the importance of transferable skills, as well as the role ongoing training and development has in terms of employability. Students compare individual case studies; for example, an individual who has not completed secondary education and yet has had multiple industry exposures; an individual who has completed tertiary education and yet did not pursue a career in their chosen field; and an individual who completed a trade and has gone back to university to change profession.
• Students complete a set of structured questions to help examine the case studies, linking the relationship 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 a resume and cover letter

• Students need to look at the key features of a resume and cover letter in order to effectively promote relevant skills and knowledge. Students use the website www.seek.com.au to select a job advertisement for their chosen industry. Students need to read the job advertisement and 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 ‘bad’ 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 ‘bad’ communication.
• Students participate in a role play where they portray the ‘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.

Activity 1

Workplace wellbeing and personal accountability – Safe and healthy workplace

• Students are given the following information to read, followed by class discussion.

What is a risk?

To put it simply, a hazard causes a risk.

A risk is the possibility of something bad happening and causing somebody harm. Risk involves doing something that you know may be potentially dangerous or life threatening, and the uncertainty about the effects/implications of the activity to a person’s health and wellbeing. In most cases, it ends badly.

For example, working alone in your office can be a hazard. The risk of personal danger may be high if the office is in an isolated environment and may be a target to being harmed or assaulted.

What is a hazard?

A workplace hazard is any condition, practice, behaviour, or a combination of these that can cause injury or illness to a person or damage to property. Here are some examples.

Safety hazards

• Poor housekeeping can cause trips, slips and falls. This means leaving equipment and various items lying around and not put back where they should safely go.
• Machine belts and pulleys, sharp blades, and moving parts which are left on unnecessarily and unsupervised
• Energy hazards: electricity, hydraulics, steam, heat, or any equipment which is not working properly and needs to be replaced or maintained
• Material handling using conveyors, lift trucks, tow motors and manual lifting by workers who have not had enough training or become complacent in their job
• Inappropriate or unsafe work practices

What should you do?

• Be sure to receive training specific to the equipment, materials and work processes in your workplace.
• Ask questions about any potential hazards in your job and the hazards in the workplace around you.
• Always be on the lookout for hazards.
• Report hazards to your supervisor as soon as you identify them.

Task 1

• Students watch the video, The Unsafe Risk Taker ( https://www.youtube.com/watch?v=9UW_afuUFlQ)
• As a class, they discuss the hazards and the risk (what resulted) from the unsafe risk taker’s poor work habits.
• Students are given the following information to read, followed by class discussion.

Personal Protective Equipment (PPE)

Your workplace is responsible for telling you what protective equipment you need to perform your work; however, you are responsible for properly wearing any special protective equipment that your job requires. Using it will help protect you from injury and illness. Be sure it fits right and meets approved standards.

Here are some examples:

• Hard hats to protect your head from objects or moving parts
• Hair nets to keep your hair from becoming caught in machine parts
• Non-slip safety boots for construction sites and in particular factory floors
• Gloves to protect your hands from contamination, burns, cuts, and abrasions
• Hearing protection to block out dangerous levels of noise
• Safety glasses or goggles to protect your eyes

What should you do?

• Make sure you receive workplace and OH&S training on correct use of protective clothing.
• Check warning labels and ask to see the MSDS (Material Safety Data Sheet) before you start handling substances and chemicals you know nothing about.
• Read and follow the guidelines for correct use and storage.
• Ask if there is any protective equipment that you should be wearing when doing your job. If there is, learn how to wear it properly.
• Always ask for training on how to do the job properly and safely, or you do not completely understand how to do the job you are given.
• Know where the fire alarms, extinguishers and exits are located and make sure the exits are always clear of any blockages.
• Find out who the first aiders are and where they are located, in order to prevent wasting valuable time in case of emergencies.
• Learn how to apply basic first aid.

Undertaking tasks in a workplace that stores chemicals, working in a noisy environment, using equipment that may be dangerous, or working on high constructions will involve wearing some form of PPE. Items may include earmuffs, protective eyewear, safety harnesses, and so on.

PPE is available for a reason and is compulsory in most industries to protect you. However, when you wear PPE, do not let it give you a false sense of security. The hazards are still there, particularly if the PPE is not worn correctly. It’s important to make sure your PPE fits correctly and is comfortable. If you do not know how to correctly wear an item of PPE, or you are not sure if it matches the hazards involved, you must consult your supervisor before commencing the tasks.

You must make sure that other control measures are in place to reduce the risks to yourself and others.

Task 2

• List some PPE items that are commonly used by workers, where you might wear these garments, and for what purpose.

What is a Material Safety Data Sheet (MSDS) and what is it used for?

• Students are given the following information to read, followed by class discussion.

The MSDS lists the hazardous parts of a process and what you need to do to work safely.

The list of hazardous parts:

• physical and chemical characteristics (e.g. flammability, explosive properties) and their effect on human health
• chemicals that can react with each other unpleasantly and handling precautions
• measures that can be used to control exposure
• emergency and first aid procedures
• methods to contain a spill.

When new regulatory information, such as exposure limits, or new health effects becomes available, the MSDS must be updated to replicate the previous information.

Employers and employees need the information contained in the MSDS to protect themselves from hazardous chemical exposures and to work safely with chemical products. The result will be a reduction in chemical source illnesses and injuries in the workplace. The use and distribution of MSDSs have proved to be an effective and efficient way to ensure that employers and employees obtain necessary information on the hazards associated with exposure to chemicals in the workplace.

It should also be noted that MSDSs are only required for hazardous chemicals. MSDSs were prepared and made available by many producers prior to implementation of regulatory requirements. In addition, many customers request MSDSs on all products, whether or not they are hazardous. This practice has also encouraged producers to provide MSDSs for non-hazardous products.

Task 3

• Students watch the video Working Safely with Chemicals ( https://www.youtube.com/watch?v=jQ0e39NCxy4)
• Students learn about reporting Issues as a major component of handling OH&S. Focusing on an industry, students answer the following questions:
• How would you report an OH&S issue?
• To whom would you report the issue?

Activity 2

Workplace wellbeing and personal accountability – Employee rights and individual responsibility

• Students are given the following information to read, followed by class discussion.

Worker rights

You have the right to:

• know about hazards in your workplace
• participate in keeping the workplace healthy and safe
• refuse to do unsafe work.

Worker responsibilities

• Always practise safe work procedures.
• Report unsafe conditions as quickly as possible to your supervisor or employer.
• Properly wear any protective equipment the job requires.
• Do not do anything on the job that will endanger yourself or others.

Task

• Explain the rights and responsibilities of all members within a workplace regarding OH&S.
  • What are your rights as an employee?
  • What are your responsibilities as an employee?
  • What are the rights of your employer/workplace?
  • What are the responsibilities of your employer/workplace?
  • What are your rights as a volunteer and visitor at a workplace?
  • What are your responsibilities as a volunteer and visitor at a workplace?

Activity 3

Workplace Rights and Responsibilities – Part 1: Workplace rights, roles and responsibilities
[Participation in discussion and questions during excursion to Union or Trades Hall Council]

• Students are given the following information to read, followed by class discussion.

A significant number of workplace injuries occur in the first few days of employment or after a change in duties. Getting oriented when you start a new job with a new employer or even with the same employer helps you prevent being injured.

Here’s what you need to know whenever you start a new job.

The Law

There are health and safety laws that specify rights and responsibilities for everyone in the workplace.
The Occupational Health and Safety Act 2004 (the Act) is the first place to go when looking for legal rights within a workplace. These laws and regulations outline the rights, roles and responsibilities of workers, supervisors, employers and other workplace parties.

Roles and Responsibilities

As an employee, your role is to: 

• know how to identify hazards in your workplace and to whom to report any hazards that you believe may be a risk to yourself and other persons within your workplace
• participate in keeping the workplace healthy and safe for all persons entering the facility
• refuse any unsafe work which you believe may be a risk to your health and wellbeing and risk to others within your workplace
• always practise safe work procedures according to your workplace policies and procedures
• report unsafe conditions as quickly as possible to your supervisor/employer and monitor that the issue is resolved within an appropriate timeframe
• properly wear any protective equipment the job requires and ensure other employees are correctly using their PPE.

As an employer, your role is to:

• take every reasonable precaution to protect a worker’s health and safety
• make sure necessary safety equipment is provided, used properly, and kept in good working order and up-to-date with specific guidelines according to the manufacturer
• inform workers and supervisors of any potential hazards to be aware of, and correct procedures for reporting and attending to the hazard before it becomes a risk
• ensure that correct procedures are followed in the workplace by everyone who enters the workplace, including any visitors or volunteers
• provide correct and up-to-date information and instruction, and proper supervision to protect the health and safety of workers and anyone who enters the workplace.

As a supervisor, your role is to:

• take every reasonable precaution to protect a worker’s health and safety at all times and make sure all workers know the procedures; and identify hazards in order to avoid risk and dangerous situations
• ensure all workers have the correct training to perform their jobs safely
• ensure that workers work safely and know how to use the equipment and protective devices, including PPE, properly where required.

All visitors to a workplace have work health and safety responsibilities.

Visitors can include:

• customers
• friends and family
• delivery people
• utility workers.

If you are a visitor you must ensure you:

• take reasonable care for your own and others’ health and safety
• comply with any reasonable instructions, policies and procedure given by the employer, business or organisation.

All volunteers in a workplace have the same duties as paid workers in relation to taking reasonable care for health and safety.

They must take reasonable care for their own health and safety and ensure they don’t adversely affect the health and safety of others. Volunteers must also:

• comply, so far as they are reasonably able, with any reasonable instruction that is given to them by their organisation
• co-operate with any reasonable policy or procedure that their organisation has provided to them.

The role of a Health and Safety Representative (HSR) follows:

• The primary purpose of the health and safety representative (HSR) role is to represent members of a work group in health and safety matters.
• Other powers and functions are:
• Investigating complaints from work group members
• Representing members within a work group in work health and safety issues
• Regularly inspecting a workplace to ensure best practice is being used to ensure safety to all members who attend the premises
• Accompanying an investigator during an investigation when a health and safety complaint is made
• Initiating emergency stop-work procedures, and issuing a provisional improvement notice (PIN) when necessary to eliminate any possible risk to workers and people entering the worksite.
• HSRs are elected by the employees; therefore employees often feel more comfortable about approaching and speaking to them about any work-related issues.

The role of Worksafe Victoria is to:

• play a critical role in the lives of Victorian employers and workers, as the state’s health and safety regulator and as the manager of Victoria’s workers compensation scheme
• aim to keep all workplaces healthy and safe, and to deliver high quality care and treatment when workers are injured.

Note: In both capacities, employers and workers are both important factors relating to Health and Safety issues.

Task

• Watch the video Funny Workplace Safety Training Video ( https://www.youtube.com/watch?v=Fcst9n5bgh4)
• Students answer the following questions:
• List three activities that the construction workers did not comply with.
• What is the role of a Worksafe Victoria officer?
• Who is responsible for workplace safety?
• Answer the question in Activity 4, Task 1 and complete the table.

Activity 4

Workplace Rights and Responsibilities – Part 2: Workplace rights, roles and responsibilities
[Participation in discussion and questions during incursion – TBD by teacher]

Task 1

• Students answer the following question in a table or graphic organiser:
• What are the OH&S roles, duties and responsibilities of the following personnel in a workplace? Use dot points to add information to the table below. (Sample answers shown in italics)

Task 2

• Students complete a research task based on the following:
  • Write an OH&S definition for the term ‘notifiable accident’.
  • Describe the duties of an employer in relation to notifiable incidents. (See sample answers in red.)
  • Explain the term ‘risk management’.
  • Write three examples of possible risks in a workplace.
  • Using your knowledge of the hierarchy of controls, write one strategy to manage each risk example.
• Sample answers (shown in italics) may include:
  • Notifiable accident: A serious workplace accident that must be reported to Worksafe Victoria.
    • When there is a notifiable accident the employer must contact and report the accident to Worksafe Victoria immediately.
    • The employer must make sure that the accident site is not disturbed until a Worksafe Victoria inspector arrives – they must make sure that no other workers are hurt by this issue/site.
  • Risk management is when everything is done to minimise the risks and hazards in the workplace.
  • Risk 1 example: Electrical cords on the floor across paths where workers move.
  • Risk management strategy: Install new power points or run cords across the roof so they don’t go across paths.
  • Risk 2 example: Storing heavy items up high.
  • Risk management strategy: Make shelves and spaces so that heavy items can be stored low and easy to get to.
  • Risk 3 example: Factory with loud machines going all day.
  • Risk management strategy: Give workers PPE ear/hearing protection.

Task 3

• Students develop a script for a role-play to demonstrate their understanding of health and safety matters between an employer and employee.
• The script should cover the conversation between the employer and employee including:
• Description of a health and safety concern that has arisen at the selected work environment
• How this matter is resolved effectively using consultation by the employer and employee(s) involved.

Activity 5

Workplace Rights & Responsibilities – OH&S signs and risk management

Task 1

Visual text:

• Students photograph or provide images of at least SIX relevant workplace health and safety signs/symbols from a chosen workplace.
• Students create a visual text (for example a poster or PowerPoint slides) showing the photos/images and:
• describing the meaning of each of the symbols
• identifying the workplace in which they were located.
• The visual text information should be very clear, suitable for someone with low literacy or from an EAL background to understand.

Task 2

Risk assessment:

• Students explore the difference between a workplace hazard and a workplace risk.
• Students complete a risk assessment on a workplace of their choice.
• Identify the hazards and risks in the chosen work environment.
• Using your knowledge of the hierarchy of controls, outline risk management strategies for each identified hazard and risk.
• Make suggestions for improvement. (You might comment on current tasks and practices, equipment used, etc.)
  
• Sample risk Assessment (Sample answer shown in italics):

Workplace risk assessment
Name or type of work environment	Retail shop (Spotlight)
Identified hazard/risk		Possible control measures	Suggestions for improvement
Customers can’t reach the linen stored up on the high shelves.		Try to keep small samples of all linen in reach of customers.	Store extra stock and other extra linen up high where only the workers need to reach it.
Children are playing in between the rolls of material and the material is falling on them.		Get visual signs in these areas to show parents that playing under the materials is not permitted.	Find a better way to display the rolls of material.

Activity 6

Workplace Rights & Responsibilities – Employment opportunities and working conditions

• For this task students are required use appropriate technology to research and present their findings on employment opportunities and workplace conditions in a selected work environment.
• They are also required to interview an individual who represents workers from the selected workplace.

Task 1

Evidence of Research:

• Students submit notes from their research, including a list of sources.
• The notes should contain the following information:
  • An introduction to the selected workplace
  • The organisation’s name
  • Where they operate from (head office address, phone/fax numbers, email address, other sites)
  • Number of employees, years trading, ownership, history (if stated)
  • Products and/or services offered
  • Any other relevant information.
• Students submit further information about:
• the employment opportunities available in the selected workplace, including the qualification requirements to work in these roles (e.g. certificate, diploma, degree) and the personal attributes and abilities required.
• workplace conditions and wage entitlements for several areas of employment within the selected workplace, for example:
  • Workplace conditions, including awards, agreements, and entitlements (e.g. paid leave, benefits, RDOs, uniforms)
  • Wage entitlements – What is the recommended or minimum wage/salary conditions from entry level (traineeship/apprenticeship, base level) to fully qualified wage?

Task 2

Record of interview:

• Students interview someone who represents workers from the selected workplace (a current or past worker, a person who works in support or related industry but has knowledge and experience).
• During the interview students focus on collecting information about:
  • Current workplace issues (wages, working conditions etc.)
  • Workplace agreements
  • Workplace requirements including qualifications, career progression, skills, qualities and attributes required to fill these roles
  • Unions and other organisations representing and supporting workers in the industry.

Task 3

Presentation of findings:

• Students present their findings supported by appropriate technology. For example:
  • PowerPoint slides containing text and visual images such as tables, charts, diagrams, photos
  • Podcast or recording of the interview
  • Video footage of the interview and/or workplace
• Students ensure their presentation is interesting.
• The presentation must include the information gathered from online research and interview.
• Optional extra information can include:
  • Why students chose the selected workplace
  • How they would improve their chances of employment in this industry
  • The future of the industry – what might it be like in 10 years?

Activity 7

Communication and Collaboration – OH&S team activity

For this task students will work as part of a team to plan and undertake a complex OHS activity.

Evidence of their participation in this activity will consist of a record of participation in the form of:

• personal journal entries
• teacher observation.

Task 1

Journal:

• Students write a journal containing regular entries including the following evidence of participation:
  • Notes from team meetings attended
  • A project plan including
    • Timeline
    • Allocated roles of team members
    • Outline of student’s personal role and level of responsibility in relation to the OHS activity.
  • Risk assessment of the activity including identified potential hazards and the hazard control measures the team will use to minimise risk.
  • Record of discussion of advantages and disadvantages of teamwork.
  • Entries describing personal interaction with team and individual contribution to the activity
  • Feedback on contribution (teacher and/or team members will provide feedback)
  • Personal evaluation of contribution
  • Evaluation of effectiveness of the activity.

Task 2

Participation:

• The teacher observes student participation in teams when planning, conducting and evaluating an OH&S team activity.
• The teacher keeps a record of participation and contribution to the activity as evidence for assessment.
• Students should demonstrate the following:
  • An ability to work as part of a team
  • Assisting the team to identify, prepare and allocate roles within the team
  • Actively listening and contributing to all team discussions
  • Contributing to a discussion on the advantages and disadvantages of teamwork while planning OH&S activity
  • Asking for feedback and making changes if required.

Activity 8

Communication and Collaboration - Using collaborative technologies

• Students are given the following information to read, followed by class discussion.

Collaborative technologies are web applications that allow users to create, analyse, exchange and share information in a collaborative and interactive way.

Examples:

Google Docs – allows you to create a document, spreadsheet or presentation and share it with team members. You can even get a shareable link and let anyone who clicks on it view the document.
Multiple people can edit at the same time, leave comments, and make editing suggestions.
Google Keep – is a note-taking tool. It allows you to take and save notes, photos, voice memos and checklists, and share them with your team.
Other examples: Zoom, Yammer, Microsoft Teams.

Task 1

• Students research and brainstorm with other team members to determine what tools are available and which of these would be useful to help the team work collaboratively on the activity or project.
• In small groups, students brainstorm and discuss the possible social and ethical considerations for the responsible use of technology within your activity/project.

Task 2

• Students discuss the following scenarios in small groups.
• Students complete a table with an example for each.
• Students come up with two examples/scenarios of their own.
• Example scenarios:
• Inappropriate language use in a professional email
• Looking up personal information about other people
• Sending personal emails from work email account
• Employers using tracking technology to determine staff whereabouts during the day
• Using work tools and equipment for private use
• Forwarding of other people’s private email
• Personal internet/email/social media use during work hours
• Deliberate sending of viruses

Activity 9

Communication and Collaboration – Communication in the workplace

Task 1

• Students write safety information advice for various groups.
• Students write one method they will use to communicate with this group and give a reason why they chose the method for each group. (See sample answers in italics.)

Task 2

• Students are given the following information to read, followed by class discussion.

Scenario

Amal has been working with your company for more than 10 years. She is a team supervisor and is well liked by other workers. She communicates with all of her workers in Arabic, which is their first language. Her English is OK. She is very shy around management and wears a hijab as part of her Muslim faith. Amal prefers to stay quiet in department meetings but you know she has great knowledge about her job and how the company can improve worker safety.

• Students answer the following questions about the scenario provided. (See sample answers in italics):
  • Give an example of how you could use communication to improve your work relationship with Amal.
    Use greetings and eye contact and smile when making casual conversation so that you become familiar and overcome some of her shyness.
  • What non-verbal and verbal communication strategies will you use to cater for Amal’s personality and cultural differences?
    Respect that Amal may not want to shake hands or be in a room with males. Ask Amal how, where and when she would prefer to meet with you. Encourage a small casual meeting to help with her shyness
    Avoid scheduling meetings when Amal would like to take a prayer break.
  • Give one example of how you could treat Amal with respect and sensitivity.
    Compliment Amal on her work knowledge and ask if she would help you improve the workplace – and how she would prefer to work with you (e.g. via email, in person, with a small group of workers, using an interpreter.)
  • If Amal’s first language is not English, what strategy could you use to help her share her ideas about improving safety?
    Use an interpreter so Amal can share knowledge easily; use video and visual and non-verbal communication (demonstrations of work processes) to show areas for improvement.
  • Write an example of a law and policy that you will need to understand and apply when communicating with Amal.
    Answers can vary and may include anti-discrimination policy and Equal Opportunity laws.
    

Task 3

• Students work in pairs to role-play communication in the workplace.
• The teacher will observe students:
  • using effective speaking skills to give safety information
  • using active learning behaviours to listen to responses, feedback and questions
  • getting feedback from partners about:
    • The information – did they understand it?
    • Are there any more details they think could be included in future safety presentations?
    • Use of open questioning to get one piece of additional information.

Task 4

• Students research and record information about an important OH&S issue in the workplace.
• Some examples of this include:
  • bullying in the workplace
  • drug and alcohol use at work
  • asbestos
  • Personal Protective Equipment
  • deaths and injuries suffered by young workers
  • how the 40-hour week started – Labour Day
  • any other topic that relates to a workplace issue.
• Students prepare a PowerPoint presentation of the information from their research showing what has caused these problems and what solutions have been put forward to help solve problems related to this issue.
• The PowerPoint should include:
  • What the issue is about
  • What the consequences are, for people at work if someone does not follow proper OHS rules
  • What is being done to solve the problems that are raised about the issue.
• Students edit and revise their work after discussions with the teacher.
• Students present their work by giving a presentation to the class on their findings.

Activity 1

Portfolio Development – Employment opportunities

• Students are given the following information about employment to read, followed by class discussion.

Employment opportunities

• Types of employment
• Permanent or fixed-term employees
• Casual employees
• Apprentices or trainees
• Employment agency staff – also called labour hire
• Contractors and sub-contractors – hired staff

Employment options

The key options listed below will help you decide on your employment choice.

Hiring people as employees means they:

• receive payment as wages or salary
• have their tax taken out by their employer
• are based at your business, work at your home or are mobile
• can be full-time, part-time, apprentices, trainees or casual, and can be directed as to when, what and how to do a task.

A contractor or independent contractor usually:

• doesn't receive wages, but instead produces invoices for the hours of work they need to be paid for
• runs their own business with an Australian Business Number (ABN)
• organises their own insurance cover
• performs a set task (such as designing a computer system, completing plumbing or electrical work, building a house) and once the task is done, the engagement ends
• can work for more than one customer at any time
• can subcontract their work to others and pay them their costs
• provides their own equipment, or works from their own base.

Hiring staff through an agency means that:

• the employment agency employs the worker, and you pay the agency for the use of the worker for agreed hours or a set period
• an organisation can hire people with specific skills at short notice or for short- or long-term projects
• workers are usually short-term so they may not develop a loyalty to your business and they take their knowledge with them when they move on
• the agency pays the worker's wages and other entitlements
• the agency charges a commission, agency or finder's fee – adding extra expense.

Permanent (full-time or part-time) employees

• A full-time employee can work a standard day – for example, Monday to Friday 9 am to 5 pm.
• A part-time employee works regular set hours but less than a full-time week – for example, Wednesday to Friday 11 am to 1 pm.
• Some awards require an employer to roster a part-time employee for a minimum of three consecutive hours on any shift.

Casual employees

Casual employees can be used for short irregular periods of work, but can also work in long-term arrangements. Some awards also require casuals to be paid for a minimum of three or four hours work, depending on the award.
Casual employees:

• can be asked to work at short notice, with no guarantee of regular hours
• are not entitled to annual or personal/carer's leave
• can be terminated without notice – unless they're covered by an agreement or contract that specifies otherwise
• are good for irregular and short-term work demands
• offer a flexible arrangement for the employer and employee.

Casual employees are paid an extra 20–25 per cent (or more depending on the agreement or award) above the base rate of pay to compensate them for not receiving the entitlements such as sick leave and annual leave.

Apprentices and trainee employees

• Australian Apprenticeships (also known as traineeships) are training contracts between an employer and an employee.
• The employer provides training and the apprentice learns the occupation or trade. At the end of the training, the apprentice gains a nationally recognised qualification.
• Apprentices may be employed on a full- or part-time basis, can be of any age, and may already hold a qualification. Training can be totally on-the-job, or a combination of on- and off-the-job programs.
• An apprentice wage varies depending on qualification, type of training and industry, and is generally entitled to the same superannuation, workers' compensation or other requirements as that of an employee.
• Businesses that employ apprentices may be get some financial assistance from the government to help pay wages – this encourages businesses to hire apprentices.

Qualification

An academic degree is a qualification awarded to students upon successful completion of a course of study in higher education, usually at a college or university.

Wage entitlements

• Employee entitlements include wages or salary (your pay), annual leave, long service leave, sick leave, redundancy pay, superannuation and other benefits. Disputes about employee entitlements could relate to failure by your employer to pay superannuation, withhold tax, or issue pay slips.
• Workplace conditions and employee entitlements include paid leave, benefits, RDOs, uniforms, indoors/outdoors, factory, medical centre

Related Occupations

Other job roles and organisations to which you can transfer your skills in other areas of the workforce

Unions

A union is an organisation that acts as an intermediary between its members (the employees) and the business that employs them. The main purpose of unions is to give workers the power to negotiate for better working conditions and other benefits through collective bargaining, which is the process of negotiating contracts with employers to determine terms of employment, including pay, benefits, hours, leave, job health and safety policies, ways to balance work and family, and more.

Workplace Agreements

A workplace agreement is a formal written document that must by law contain certain terms. A workplace agreement must be formally lodged with an authority. A workplace agreement can be inconsistent with an award so long as the employee is not at a disadvantage overall.

Task 1

In pairs, students complete the following activities:

• Find an example of a workplace union and explain what it does. Each pair shares their information about a different union with the class.
• Referring to the Fair Work best practice guide explain entitlements in relation to:
  • hours of work
  • overtime and weekend penalty rates
  • breaks
  • public holidays
  • superannuation
  • deductions from pay
  • union membership.
• List the associations or government bodies you can contact for more information about:
  • employment or termination issues
  • tax or superannuation queries
  • minimum age of employment
  • discrimination.

Activity 2

Portfolio Development – Employment

• Students research industry qualifications and requirements for a range of industries.
• Students research the following industries:
• Motor Mechanic
• Hairdresser
• Dentist
• For each industry, students research and investigate:
• What qualifications are required?
• Annual income
• Job specifications
• What are some of the personal requirements?
• What are some of the main duties and working conditions?
• What are some of the related occupations?
• Where would you find out about a career in this area?

Activity 3

Portfolio Development – Job vacancies

• Students read a range of job vacancy advertisements and highlight or underline the key words and important details
• Students create a list of the important conditions and details so they can decide if the advertised job meets their needs.
• Students answer the following questions about the job advertisements:
• Which two positions do not offer training?
• Which two jobs require an oral application?
• How long does the bread shop apprenticeship take to complete?
• The tourism traineeship requires good people skills. What does this mean? Why are such skills necessary in this job?
• What does ‘well presented’ mean?
• Which position offers a long-term career?
• List two jobs that require applicants to work on weekends.
• When do applicants for the apprenticeship at Mighty Motors have to be in by?
• What training is offered at Finger Lickin’ Chickens?
• Which position would suit you best and why?
• Example Job advertisements:
  • Apprentice Spray Painter and Panel Beater
    Mighty Motors have a position for an apprentice. Ideal for early school leavers. No experience needed. Must be willing to work Saturday mornings. Most training provided on site.
    Forward resume to:
    Mighty Motors, 22 High Street
    Closing date: 23 May
  • Apprentice Baker
    An apprenticeship is offered in Brad’s Bread Shop. The apprentice will learn bread-making and customer service skills over four years. All training will be provided on the job. Applicants must be prepared to work early mornings, shift work, and weekends. Must be eager to work and be well presented.
    Written application and resume to:
    E.J. Job Centre, 9 Cook Street
    Melbourne, 3000
  • Fast food Traineeship (Retain Certificate II)
    Finger Lickin’ Chickens Fast Food Chain is seeking an energetic person interested in a long-term career in the fast food industry. Position would suit early school leaver. On-the-job training for customer service, cleaning, food handling, etc. Applicants should be people-oriented, willing to learn and be a good team member.
    Applicants to call Mr Gray on 0438 011 011
  • Supermarket Assistant (casual)
    Expressions of interest are required for casual positions at Rock Bottom Supermarket. Applicants must be reliable, hardworking and willing to work shift work and weekends. Duties include cash register operation, packing and filling and general duties.
    Resume to:
    E.J. Job Centre, 9 Cook Street
    Melbourne, 3000
  • Shop Assistant (casual)
    A casual position at Pete’s Pizza Parlour is available. Applicants need to be well presented, polite, and hard-working. Shifts include early morning, nights and weekends.
    Ring Mr Davies on 9561 1782 any time after 6.00 pm until closing date 25 May

Activity 4

Portfolio Development – Applying for employment

• Students are required to prepare an application for an employment opportunity
• The teacher will view student work, offer advice and feedback at appropriately arranged times if required.

Task 1

Compare and evaluate:

• Students review a range of sample resumes and cover letters
• For each sample students list the strengths and weaknesses.

Task 2

Application for Employment:

• Students find an advertised employment opportunity that is relevant to their skills and interests.
• Students draft a resume and cover letter customised to the employment opportunity.
• Students complete the application for the selected employment opportunity.

Task 3

Response to feedback:

• Students seek feedback on their applications and identify areas for improvement.
• Students meet with the teacher and 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.

Activity 5

Portfolio Development – Career research

• Students use what they already know and online research to answer the following questions. Students need to research two different careers.
• Questions:
  • Which tasks would you spend most time on?
  • Which tasks would be most challenging?
  • Which tasks do you think you would enjoy?
  • Which tasks do not interest you?
• Online research sources:
• www.myfuture.edu.au
• https://www.fairwork.gov.au/pay-and-wages
• www.seek.com.au
• www.youthcentral.vic.gov.au

Activity 6

Portfolio Review

• The teacher provides the class with a range of examples of employment portfolios, including physical and digital portfolios
• The class review the portfolios, and the teacher leads a discussion about the strengths and weaknesses of each approach, the intended audiences of each, what content they have in common, and which approach students prefer for a variety of contexts and industries or workplaces
• Students review the artefacts they have created in the unit so far (through activities 1-5) and decide which additional artefacts and documents they need to produce
• Students create any additional documents needed for their portfolio

Activity 7

Interview practice activity

• Students develop and practise interview skills in pairs.
• Students practise interviewing one another for their ideal job/career positions.
• Students repeat the interview activity with four different partners.
• Students make note of the questions and answers and provide their partners with feedback for future improvement.

Activity 8

Portfolio Presentation – Presentation skills and mock interview

• Students participate in a panel style interview for a position they researched and prepared for in Activities 5 and 6.
• Students receive feedback from their panel.
• Students use structured questions to reflect on their feedback and prepare to apply it to their next panel style Interview.

Tips for preparing for a presentation

• Give yourself time to put it together.
• Write up a plan of what needs to be included.
• Draft your presentation.
• Summarise your notes – it’s better to organise your information into dot points.
• Avoid just reading your notes to the audience.
• Practise several times. This will help you to feel more confident and will improve your delivery.

Tips for delivering a good presentation

• Be aware of your non-verbal communication.
• Have good posture.
• Smile and act relaxed. It will make you look and feel more confident.
• Make eye contact with your audience instead of reading off your notes the entire time. If you are not comfortable making eye contact, look at their shoulders, foreheads or focus just above their heads.
• Avoid distracting behaviours, like fidgeting.
• Watch for nervous gestures, such as rocking, or tapping.
• Take time to think. People tend to speak more quickly under pressure. Try to slow your pace and include pauses. Take a breath. Speaking slower will also help you avoid saying ‘ummm’ or ‘ahhhh’.
• Try to speak clearly so that your audience can easily understand your words.
• Volume: Think about projecting your voice to the back of the classroom so that everyone can hear what you have to say.
• Engage your audience. Try using visuals, ask questions, and include activities to hold your audience’s attention.

Teacher observation checklist

Student Name: ________________________________
Teacher to complete the following:

Activity 9

Interview practice activity

• Students repeat activity 6.

Activity 10

Portfolio Presentation – Panel style interview

• Students repeat activity 7, applying their feedback and reflection.