Planning
This unit demonstrates how VCE VM Unit 2 PDS and Literacy can be integrated in one project, in a setting where students attend separate PDS and Literacy classes. Students complete the PDS elements of the integrated project in their PDS class, and the Literacy elements of the integrated project in their WRS class.
The activities in this unit will be integrated throughout the timeline of the Community Calendar Project timeline. Teachers should consistently relate the work students complete in the PDS class and Literacy class to the Community Calendar project. In some weeks students will complete tasks and activities which are directly linked to work they have done in their other class.
This table describes the timeline, activity and outcome
Project Timeline | Personal Development Skills Activity | Learning Outcome | Literacy Activity | Learning Outcome |
---|
Weeks 1–14 | Activity 14 – Reflections Activity 16 – Booklet | 1, 2, 3 | Activity 14 – Reflections Activity 16 - Booklet | 1, 2 |
Week 1 | Activity 2 – Intro – research and written task | 1, 2 | Activity 1 – Letter Activity 2 – Intro – research and written task | 1 |
Week 2 | Activity 2 – Intro – research and written task | 1, 2, 3 | Activity 2 – Intro – research and written task | 1 |
Week 3 | Activity 2 – Intro – research and written task | 1, 2 | Activity 2 – Intro – research and written task Activity 3 – Intro – Oral | 1, 2 |
Week 4 | Activity 4 – Vox Pops Video Activity 5 – Vox Pops Reviews | 1, 2, 3 | Activity 2 – Intro – research and written task Activity 3 – Intro – Oral | 1, 2 |
Week 5 | Activity 4 – Vox Pops Video Activity 5 – Vox Pops Reviews | 1, 2, 3 | Activity 4 – Vox Pops Video Activity 5 – Vox Pops Reviews | 1, 2 |
Week 6 | Activity 6 – Personal touch/human interest element | 1, 2, 3 | Activity 7 – Podcasts/Ted Talks/Speeches | 1 |
Week 7 | Activity 6 – Personal touch/human interest element Activity 8 – Community participation | 1, 2, 3 | Activity 7 – Podcasts/Ted Talks/Speeches Activity 10 – Text annotation | 1 |
Week 8 | Activity 9 – Community diversity | 1, 2, 3 | Activity 10 – Text annotation Activity 11 – Organisational profile | 1 |
Week 9 | Activity 13 – Calendar production | 1, 2, 3 | Activity 11 – Organisational profile | 1, 2 |
Week 10 | Activity 12 – Community calendar launch event | 1, 2, 3 | Activity 12 – Community calendar launch event Activity 13 – Calendar production | 1, 2 |
Week 11 | Activity 13 – Calendar production | 1, 2, 3 | Activity 12 – Community calendar launch event Activity 13 – Calendar production | 1, 2 |
Week 12 | Activity 13 – Calendar production | 1, 2 | Activity 12 – Community calendar launch event Activity 13 – Calendar production | 1, 2 |
Week 13 | Activity 12 – Community calendar launch event | 1, 2 | Activity 12 – Community calendar launch event Activity 13 – Calendar production | 1, 2 |
Week 14 | Activity 12 – Community calendar launch event Activity 15 – Unit review | 1, 2, 3 | Activity 15 – Unit review | 1 |
Teaching
Unit plan descriptor
The aim of this integrated unit is to create a calendar for a chosen community. Each month will have a focus that is linked to the community (mental health, special events, related issues etc.). The class create a month together so they can learn what is involved and then work in pairs or threes to create their own month. Students can choose a relevant focus of interest to them or one linked to an event in their month. For example, National Sorry Day is in May so this month could focus on indigenous issues/reconciliation, RUOK? Day is in September so could be about mental health, and Refugee Awareness Week is in June. Students choose what to include on the top half of the calendar (photos, information, an interview etc.) and then have different information, QR codes, tips, quotes etc. on the days throughout the month. Students then look at how to produce and share the calendar with the community. The aim is for students to explore different issues, see how they affect the community, and find ways to get the community involved.
At the start of the semester, take a few weeks with the students to work through the knowledge and skills they need to have some understanding of before the project. For example, in Literacy, look at how to identify purpose, audience and key arguments in texts, and persuasive language appeals and techniques, as well as appropriate ways to share and respond to opinions; and, in PDS, introduce the concepts related to community and citizenship, and explore the benefits of community cohesion and involvement. The aim of the first few weeks is to introduce students to the key terms/concepts and build their understanding of them so it starts to make sense when they see these things in action throughout the project. Students can also find grants or contact local organisations to outline their project and ask for financial support to produce the calendar.
The final few weeks of the semester can be used to give students time to reflect on the project, their involvement, and their learnings. Extra tasks can be set to add to portfolios if outcomes are yet to be met.
Integrated unit suggestion
Develop
one booklet for the Community Calendar project that includes the Literacy and PDS work to be completed. Having the work in the same booklet shows students how the two subjects are integrated and complement each other. It also means that if a student or group are working well, then they can move onto the next steps, or if they complete the work set in a PDS lesson they can use class time to finish their literacy work.
Some parts of the project may need to be explicitly taught, so creating
clear lessons around these is important. Some of these things may be known before we start teaching the unit, so can be pre-prepared (e.g. notetaking from a speech), while other things might come up as challenging during the project, so work needs to be stopped and a lesson created (e.g. dealing with difference of opinion).
Develop a
clear timeline and linked checklist for the Community Calendar project. This will help groups stay on track and know when milestones need to be met. Other useful strategies include having regular team meetings with the teacher or sharing sessions with the class as to where students are up to are. You could have the timeline/checklist on the wall and each group gets the milestones marked off as they are met to the appropriate standard. It is important students realise this is not a race, as otherwise work may not be completed to the required level.
Goal setting could easily be built into this project for both Literacy and PDS. For example, a student may focus on the proofreading part of the writing process or listening to others within group work. Goals could be set weekly or fortnightly, or there could be a goal for across the entire project.
Different types of assessment are important in this integrated project. The booklet can be one key element of assessment, but it should not be the only way. Assessment can be ongoing, formative and summative, and both formal and informal, throughout the project. Assessment can be through many avenues, including conversations with the teacher, written tasks, oral presentations, observation of group work and reflection activities.
Outcome trackers are useful to have to ensure the key skills and key knowledge for both Literacy and PDS are addressed and met by each student. Students will work through these at different rates, with some students meeting outcomes on the first attempt and others needing multiple opportunities to meet them. It is therefore important that a tracking device is used, so accurate records for each student are kept. Sharing the information with students at different times throughout the unit can be encouraging for students and they can clearly see how the work they are doing is helping them meet the required outcomes.
Suggested resources/required equipment
Rubrics are a great resource. It is useful to have one for each key task, so students get used to using them. It is beneficial to specifically introduce each rubric and teach students how to use them by starting at the bottom of each column and working their way up. Using simple and direct language within the rubrics makes them accessible for all students. You could have a rubric for a specific Literacy and a different one for a PDS task, or you could have one rubric that combines elements of Literacy and PDS.
Teaching both Literacy and PDS with the same group of students and in the same classroom is useful. This enables the allocated groups to work together across the two subjects and have all their resources in the one room. While having one teacher teach both subjects is useful, having two different teachers also has its advantages. See what works best within your school and its timetable.
Literacy – Outcome 1: Understanding issues and voices
Activity 1
Letter
- Students each choose an organisation to write a letter to, outlining the Community Calendar project and asking for support to produce and distribute the calendars.
- Students apply the writing process (brainstorm, plan, draft, proofread, feedback, final copy) to complete the text. Students send or email the text to their organisation.
Literacy – Outcome 1: Understanding issues and voices
PDS – Outcome 1: What is community?
Activity 2
Introduction – research and written task
In PDS, students research the topic of their month, including related issues, key people, supports available and relevant organisations. Using this information, in Literacy, students follow the writing process to create a written introduction to the topic. The text will be used to fill one of the quarters on the top of the calendar.
Week 1
- Brainstorm topics for the calendar. Look at different events and days through the year.
- Divide these into the relevant months on the board.
- Finalise the focus of each month.
- Divide students into pairs or threes, based on the month they are interested in working on.
Week 2
- Research key information on their topic for the month.
- Look at who the topic is linked to (different members of the community), ways people can get involved and supports that are available. This can be done by internet research, visiting organisations, ringing key people etc.
- Using the information located through research in PDS, students follow the writing process to create a written introduction to the topic. The text will be used to fill one of the quarters on the top of the calendar.
Week 3
- Explore the different views and perspectives of the topic. Who do they come from? Why are they different? Is there a right and wrong? Are there key players in the topic?
- Do a reflection of how the team is working together. Use self-reflection and peer reflection skills learnt in Unit 1. Set protocols, if needed, and a goal for the rest of the project.
- Finish written introduction.
Week 4
- Finish planning and then record an oral welcome.
- A QR code can go in the box for the first day of the month so people can watch the students’ welcome and learn about the month’s focus.
Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
Activity 3
Introduction – oral
As a group, students apply the writing process to plan a script introducing themselves, their topic and related information to their audience. The group videos their introduction, which is shown to the class for feedback and revision. A QR link is made for the video and put in the 1st of the month box.
Week 3
- Students start planning an oral welcome to the month. Members of the group plan and write a script to introduce themselves, their thoughts, hopes and insights on the topic and the month. QR code on first of the month.
Week 4
- Share welcomes with the class. Give and receive feedback. Make changes as needed.
Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 4
Vox pops video
Week 4
- Introduce the idea of vox pop and show some examples.
- Students explore the different opinions, views and perspectives linked to their topic.
- Students create interview questions and interview a variety of people to get their input.
- Students learn how to edit their interviews into a vox pop video to show the variety of perspectives in the community.
- Brainstorm different people in your community to talk to about this issue – think outside of your normal box. Contact the people and make a time to meet with them.
- Come up with the questions you will ask.
- Do the interviews.
Week 5
- Finish interviews and edit them into a vox pop video.
- Students work together to decide which comments to include from which people.
- Ensure all relevant perspectives are shared.
Literacy – Outcome 1: Understanding issues and voices
Activity 5
Vox pop reviews
- Students watch the interviews conducted in PDS, and record the key points made in each vox pop interview recorded in Activity 4 in PDS on a chart.
- Students then write their personal response to the given information. The aim is for students to think about all the perspectives involved and then think about where they sit on the topic.
- Ensure all perspectives covered are responded to so you can see different sides of the one issue.
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 6
Personal touch/human-interest element
- Each group thinks of ways to give a person touch or human-interest element to their topic.
- This may be by doing a profile on a key person, promoting/reviewing a relevant event or looking at local news.
- Research the person/story to find out as much as you can. As a group, decide how you want to share this information with your community via the calendar.
Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
Activity 7
Podcasts/TedTalks/speeches
Week 6
- Students research and watch or listen to different podcasts, Ted Talks and speeches linked to their topic and view/listen to a collection of them.
- In a chart in the booklet provided by the teacher, students record the sources and key information presented, as well as their reactions.
Week 7
- Each group creates a list of podcasts/Ted Talks/speeches to access, with a short overview of each.
- Include the list on one quarter of the top of the calendar.
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 8
Community participation
- As a group, explore ways to get community participation linked to the issue for the month – fundraising, attending meetings or protests, volunteering, writing letters, joining in activities etc.
- Each group shares their ideas about community participation with the class.
- The class then decides on the top 5 ways people decide to get involved, and come up with the benefits of each of the 5 options.
- Groups record all their ideas and create a list to go on one quarter of the top of the calendar.
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 9
Community diversity
- As a class, discuss diversity in the community.
- Look at different groups, such as EAL, indigenous, multicultural, different ages, people with various types of disabilities etc.
- The class brainstorms specific needs of each group and ways to increase their access to the calendar.
- Relevant pages in the booklet are completed after the discussion.
- Each group then looks at ways to make their month more accessible to different groups in the community. This may include having links to multilingual texts, large print for the elderly, subtitles for the hearing impaired etc.
- Each group then includes these additions to their pages to make it more accessible.
Literacy – Outcome 1: Understanding issues and voices
Activity 10
Text annotation
- Each student chooses one podcast/Ted Talk/speech from Activity 8 and accesses a script for it.
- Students read through the script and annotate the text.
- Annotations should include audience, purpose, key points, important quotes and own thoughts.
- Finish annotation and create QR link for them to go in the calendar.
Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
Activity 11
Organisation profile
Week 8
- Each student chooses one organisation linked to their topic from the list brainstormed in Week 1 and completes detailed research about them.
- Students apply the writing process to produce a written profile for the organisation.
- Students need to include key information on their organisation (an overview, contact details, supports available), as well as giving their own opinion on why it is an important and valuable resource.
Week 9
- Students finish writing the profile for the chosen organisation, including their thoughts on them.
- Students present their organisation to their group.
- One member of the group’s profile goes on one quarter of the top of the calendar. The others can be provided as QR links on different days of the month.
Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 12
Community Calendar launch event
Students are involved in the planning and running of an event to launch their Community Calendar.
Week 10
- Spend the week brainstorming and planning for the Community Calendar launch event. Where will it be? Who will we invite? What resources do we need? How will we promote the event?
- Students need to work within a budget to organise the location, food, speakers and guests.
- Create texts for the Community Calendar launch event. Work in groups to design and write the invitations. Other groups can brainstorm and prepare ways to promote the event – fliers, posters, social media, radio segments etc.
Week 11
- Finish invitations and send them. Finish promotional texts and display/record/share them.
Week 12
- Prepare speeches for the launch event. Each group will introduce their month and topic, outlining why this is an important issue.
Week 13
- Use the week to prepare for the launch event.
- Include a way to get feedback from participants about the event and the calendar.
- Finish speeches and practice by presenting them to the class.
- Give and receive feedback. Make changes as needed.
Week 14
- Students set up for and run the Community Calendar launch event. welcome people, serve food, act as MCs, and clean up.
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 13
Calendar production
Students bring the pages of their month together to create the 12-month calendar.
Each group uses a class designed checklist to ensure all required parts are included.
Students proofread their own pages, as well as another group’s, to ensure accuracy.
Week 9
- Students reflect on individual and team practices and goals. Identify some strengths and challenges within the team, and look at ways to improve relationships and productivity for the rest of the project.
Week 11
- Look at ways to inspire people using the calendar and ways to brighten their days. Find quotes, comedy links, art, movies, songs etc. that are linked to the topic.
- Include these on the calendar so lots of the days (or even all of the days) of the month have some level of inspiration or thought provoking.
- Run a lesson on proofreading and key things to be looking for. Proofread your own pages.
Week 12
- As a class create a checklist of what groups should have completed for their calendar page.
- Use the week to finalise the calendar. Review the layout, check links work, make any required changes etc. Send the calendar to the printers.
- Proofread another group’s pages remembering the whole calendar is a representation of our class, so the more accurate it is, the better for us all.
PDS – Outcome 2: Community cohesion
Activity 14
Reflections
- Throughout the project, PDS teams meet to check their progress and support each other. They complete self- and peer-reflections, as well as set protocols and goals. Teams also meet with the teacher for input and feedback.
Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 15
Unit review
- The class collates and reflects on the feedback gained from the launch event.
- Each student completes a traffic light reflection on the whole project, including their own role, teamwork, calendar production, issues explored, texts created, community impact etc.
- Students also review their personal and group goals for the project.
- Students use their traffic light to complete a written reflection and participate in a class discussion to round off the project.
Literacy – Outcome 1: Understanding issues and voices
Literacy – Outcome 2: Responding to opinions
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 16
Booklet
- Throughout the project, students complete activities and document processes in their Community Calendar booklet.
- These tasks cover both Literacy and PDS. Some activities may be written, while others may be having the teacher sign off that a meeting/discussion has occurred.
- All the work in the booklet is linked to meeting the two Literacy and three PDS outcomes and to support students to work through the Community Calendar project successfully.
Planning
This unit demonstrates how Unit 2 VCE VM Personal Development Skills (PDS) and Work Related Skills (WRS) could be integrated in one classroom.
This table describes the timeline, activity and outcome
Timeline | Activity | PDS Outcome | WRS Outcome |
---|
Weeks 1 – 2 | Activity 1: Introduction to community, workplace skills and capabilities | 1 | 1 |
Weeks 3 – 4 | Activity 2: Understanding local community careers and occupations – interests, skills and capabilities | 1 | 1 |
Weeks 5 – 6 | Activity 3: Understanding local community careers and occupations – interview and reflection | 1 & 2 | 1 |
Weeks 7 – 8 | Activity 4: Transferable skills and capabilities related to employability and possible issues within the community | 1 & 2 | 2 |
Weeks 9 – 10 | Activity 5: Learning how to preparing for a job application – developing/ refining a resume and cover letter | | 2 |
Weeks 11 – 12 | Activity 6: Learning effective communication – ‘good’ vs ‘bad’ examples | | 2 |
Weeks 13 – 14 | Activity 7: Learning about effective interview strategies – Mock Interview and Reflection | | 2 |
Weeks 15 – 17 | Activity 8: Planning a community workshop on ‘How to Prepare for a Job Application’ increasing community skills and capabilities | 1 & 3 | |
Weeks 18 – 20 | Activity 9: Implementation and reflection of ‘How to Prepare for a Job Application’ project | 1, 2, 3 | |
Teaching
Note: References to PDS are in
bold, and references to WRS are in
italics.
Unit plan descriptor
Students gain an understanding of the
community, types of communities, both local and global, community members and their importance. When looking at
characteristics and benefits of a diverse community, content delivered will also be linked to
interests, skills and capabilities of different
community members and
industries, as well as the
linking of transferable skills. Students also focus on
characteristics andrights and responsibilities of community groups and
specific industries. Students apply their knowledge by
identifying their own personal strengths and
weaknesses/blockers in relation to their employability skills and personal capabilities. Students will be able to discuss how
interests, skills and capabilities help
shape their local community and ways in which they can improve their local community members’ skills for future employment. Students then focus on
community groups/ members and analyse the formation of community and the factors that influence community groups, relating to cultural, social, environmental and /or economic issues (in particular skill and capability level for employment).
Once students have gained knowledge of the main concepts, as part of their project they apply this information.
Planning and implementing a project assists the community in developing the necessary
interests, skills and capabilities to apply for a job and therefore improve unemployment rates within the local community. Students
plan and implement a project based on community workshops ‘How to prepare for a Job Application’. Before students undertake the planning and implementation of these workshops, it is important that students have completed tasks enabling them to run the workshop. For example, if students are
running a workshop on ‘How to write a cover letter and resume’, it is important that they have looked at
sample cover letters and resumes as well as written their own, collected feedback and re-drafted their final cover letter and resume. (Note: possible community workshops and corresponding prior knowledge tasks are discussed in more detail below.)
Once students have
planned and implemented their community project, they then reflect on the project to demonstrate an understanding of the
benefits of community involvement, as well as personally reflect on their interpersonal skills and
capabilities. The reflection involves discussing
strategies relating to solving the chosen issue (unemployment rates or lack of knowledge when applying for jobs) and how these
strategies will include a diverse community and promote inclusion and cohesion of the community. Students also focus on self-reflection in relation to the
interpersonal skills and
how their interests, skills and capabilities help with the planning and implementation of the project.
Integrated unit suggestion
This is an integrated unit of work that encompasses all key skills and knowledge from
VCE VM Unit 2 WRS and
VCE VM Unit 2 PDS.
Suggested resources/required equipment
- Photos of members of the community
- Reflective journal
- Laptops/internet/Office 365
- Project/Interactive whiteboard
- Cue cards
- Worksheets
- Short clips/PowerPoint presentations
- Local community members
- Cameras
- Paper/ coloured printing / scissors / coloured pencils and paper, etc.
- Access to poster making technology, e.g. Canva
- Tables to set up stalls
- Posters
- Post-its
- Access to internet
- Laptops
- External industry interviewers
- Network / partnership with local community members
Note: References to PDS are in
bold, and references to WRS are in
italics.
PDS – Outcome 1: What is community?
Activity 1
Introduction to community, workplace skills and capabilities
- The teacher delivers content related
to citizenship and community (local, national and /or global), characteristics that influence the formation of the community (geography and demographics), groups within the community. The teacher further expands on this,
discussing careers/ occupations within the community and characteristics that influence job opportunities such as education, training, employability skills, personal capabilities and attributes, as well as the
social, cultural, environmental and economic factors that influence these careers/ occupations within the community. Examples may include PowerPoint presentations, short clips, class discussion, brainstorms, guest speakers of local community members, e.g. café owners.
- Based on the chosen format/way in which the content is delivered, students respond to a set of structured questions to demonstrate their understanding. (Note: the teacher develops a set of structured questions for both the
WRS and
PDS components, e.g.
Part A and
Part B.)
- The teacher then places around the classroom 7 posters with the names of the 7 job clusters found in the Foundation for Young Australian (FYA) New Work Mindset report. With no other information, students predict
careers/occupations that may fit each category and record on post-it notes to stick on the posters.
- On a different colour post-it, students then
list the social, cultural, environmental and economic factors that influence these career/ occupations within the community.
- The teacher then unpacks/explains each cluster, as well as discusses
the roles and responsibilities of each, and asks students to stand next to the cluster
that best suits their skills, knowledge or aspirations. The student then adds or subtract careers/occupation post-it notes.
PDS – Outcome 1: What is community?
Activity 2
Understanding local community careers and occupations – interests, skills and capabilities
- The teacher delivers a PowerPoint presentation using information and short clips in relation to
interests, attributes and capabilities, as well as
roles, rights and responsibilities within a range of different
local workplace/ industry, to further expand student knowledge. Based on the information and short clips presented, students answer a set of structured questions to demonstrate their understanding. (Note: the teacher develops a set of structured questions for both the
WRS and
PDS components, e.g.
PartA and
Part B.)
- Students discuss the application of a range of
employability skills, as well as
roles, rights and responsibilities to different industries through a ‘Mix and Match’ activity whereby students are given examples of
specific interests, attributes and capabilities and a range of workplaces/industries. Students then work in groups and select
appropriate interests, attributes and capabilities, as well as
roles, rights and responsibilities that 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 then create their own mind map,
based on workplaces/industries of interest, discussing how
specific interests, attributes and capabilities are used within the workplace/industry, and 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 mind map. Students can use their own personal interests, capabilities and attributes when selecting a local community career/ occupation for the upcoming interview process. - Students then focus on their chosen career / occupation and analyse the formation of community and the factors that influence community groups. In order to achieve this, teachers give students a set of photographs of a range of local community careers/ occupations, which they annotate,
with a focus on characteristics that influence these careers/ occupations, such as interests, attributes and capabilities,the rights and responsibilities that make the community workplace/industry more productive or an employee more productive, as well as social, cultural, environmental and economic factors that influence a community workplace/industry.
- Students then research and identify ways to connect with members of these career/ occupation groups. Once they have identified ways to connect,
they apply their knowledge by choosing a local member of the community or an employee based on their chosen career/ occupation choice to interview.
-
Students invite/ask for permission to interview the community member/ community group. Examples may include writing an email, writing a speech for a phone call/ asking in person, formal letter, etc.
- Interview questions should encompass concepts related to
community, citizenship, influences that help form the career/ occupation, roles and responsibilities, social, cultural, environmental and economic influences as well as
personal attributes and capabilities, such as growth mindset, work ethic, self-regulation, conflict resolution and employability skills, such as communication, planning, organisation, teamwork, leadership, problem solving, self-management, initiative, enterprise, technology, commitment to continuous learning, etc.
-
Examples of active participation to involve community members based on career/ occupation may include an excursion/zoom calls/incursions/guest speakers with a retirement village, aged-care facility, local shopping centre, family members, etc.
- Note: teachers may choose to conduct mock interviews in preparation, asking for volunteers from the local community.
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
WRS – Outcome 1: Skills and capabilities for employment and further education
Activity 3
Understanding local community careers and occupations – interview, research task and reflection
- Once interview questions are created,
students then interview their local community member based on the chosen career/ occupation. Students record the interview, ensuring permission is granted.
- Students record responses to interview questions, which they then use to make a digital presentation for the class. (Note: students add this information to the research task outlined below based on the Job Outlook Quiz.)
- Students then undertake
the online Job Outlook Careers Quiz and note down their top 3 ‘working styles’ on completion.
- Based on their top 3 ‘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. Based on knowledge gained from the interview and the research tasks, students need to understand these terms and what they mean in terms of the chosen career/ occupation. Students also discuss
their level of competency in relation to these skills which will either assist or hinder their chances of success within the chosen career/ occupation. Students identify which
skills are considered ‘blockers’ and also include
strategies to improve these skills and therefore future career prospects and outcomes based on the career/ occupation.
- Students then write a reflective journal about the experience,
looking at their own interests, skills and capabilities and how they are transferable to the chosen career/ occupation from the interview. Students discuss
both positive and negative aspects, as well as strategies for improvement, with an emphasis on personal and emotional growth. Students also write in their reflective journals analysing how their chosen career/ occupation helps form their local community and the factors that influence this group within the community.
- Students then present all the information gained from the interview, research task and reflection to the class.
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
WRS – Outcome 2: Transferable skills and capabilities
Activity 4
Transferable skills and capabilities related to employability and possible issues within the community
- 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 look at
social, cultural, environmental and economic factors that affect careers/ occupations within the local community, as well as local demographics of their local community, such as education level, ethnicity, unemployment rates, etc. Students compare individual case studies, for example students could compare case studies based on someone who has not completed secondary education; however, has had multiple industry exposure, someone who has completed tertiary education; however, did not pursue a career in their chosen field, and someone who completed a trade and has gone back to university to change profession. Another example could be a comparison of individuals from different cultural groups and the career/ occupations they chose/ were best suited to them. (Note: these case studies aim to gain an understanding of employment rates, education levels and economics which forms the basis for students to develop a project related to local community issues surrounding these factors, e.g. unemployment rates/ lack of skill level/education/training.)
- 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, as well as
social, cultural, environmental and economic factors in terms of employability.
- They then discuss and conduct a brainstorm in relation to issues within the community based on
transferable skill levels of individualsbased on cultural, social, environmental and economic factors. Teacher and students begin with a class discussion,
focusing on employment rates, education/ training and economics, to brainstorm possible project ideas/ activities to help increasethe community’s skills and capabilities to assist with employability.
- Students then conduct their own research to choose an
issue relating to individuals in the community, as well as local community organisation or community support system that can assist individuals with the issue identified, for example unemployment rates in young people and services Centrelink offers to help individuals find employment. The impacts of the issue should be researched to include
social cohesion and health and well-being within the community. Students also need to look at
barriers and enablers to the local community to work together to solve the issue and strategies to foster diversity, inclusion and cohesion within the local community.
- Students then present this information to the class, which forms the basis to help
students plan and implement a community project/ activity to help the issue chosen.
- Note:
The project / activity students plan and implement will be based on community workshops on ‘How to Prepare for a Job Application’. Students choose what age group / community group to focus on when planning. Examples of project ideas to help increase the
community’s skills and capabilitiesand therefore increase unemployment rates include the following:
-
How to find a job
-
Resume and cover letter writing workshop
-
Good vs bad communication – the importance during an interview
-
How to present yourself in a job interview
-
Interview style questions and mock job interviews
-
How to apply for further education and training
Note:
Activities 5, 6 and 7 will be completed prior to the planning stage of the project/activity to best prepare students when implementing the project/activity within the community.
WRS – Outcome 2: Transferable skills and capabilities
Activity 5
Learning how to preparing for a job application – developing/ refining a resume and cover letter
- To help plan their
project, students first need to gain an understanding of how to find a job and apply for it. In order to equip students
to teach the wider community and run workshops on how to apply for a job, it is important for them to understand the importance of correct resume and cover letter writing.
- Students must first look at the
key features of a resume and cover letter to effectively promote relevant skills and knowledge. Students use the
website
www.seek.come.au and 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 then need to 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 then 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.
WRS – Outcome 2: Transferable skills and capabilities
Activity 6
Learning effective communication – ‘good’ vs ‘bad’ examples
- To help students gain the skills required to
plan a community project, they also need to gain an understanding of ‘good vs bad’ communication skills. By doing so, students understand how to apply the necessary communication skills in relation to job interviews. In this activity, students learn about communication skills and job interviews so that they can teach the wider community how to prepare for a job interview for
their community project.
- The teacher gives students 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 respond to a set of structured questions to ensure they have gained knowledge, in particular the
positive and negative aspects of ‘good’ vs ‘bad’ communication.
- The teacher also gives students the opportunity to participate in a role play whereby students portray
the ‘good’ vs ‘bad’ communication skills related to a variety of industry specific interviews.
- Students then 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 students have developed a set of interview questions, they identify a range of interview question responses, as well as questions to ask potential employers.
WRS – Outcome 2: Transferable skills and capabilities
Activity 7
Learning about effective interview strategies – Mock Interview and Reflection
- To also help students gain the skills required to
plan a community project and therefore teach the community how to prepare for a job interview, they
prepare for and engage in mock interviews using the interview questions and responses completed previously.
- The teacher arranges to 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 then
participate in the mock interview where they are 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.
PDS – Outcome 1: What is community?
PDS – Outcome 3: Engaging and supporting community
Activity 8
Planning a community workshop on ‘How to Prepare for a Job Application’, increasing community skills and capabilities
- Now that students have gained
an understanding of resume and cover letter writing as well as effective communication for interview processes, students will be better equipped to
start planning their project.
- The project students
plan and implement will be based on community workshops on ‘How to Prepare for a Job Application’. Students choose what age group / community group to focus on when planning. Examples of project ideas to help increase the
community’s skills and capabilitiesand therefore increase unemployment rates include the following:
-
How to find a job
-
Resume and cover letter writing workshop
-
Good vs bad communication
-
How to present yourself in a job interview
-
Interview style questions and mock job interviews
-
How to apply for further education and training
To help organise the planning of their project,
students need to present their work using a graphic organiser to include overview of project, roles and responsibilities of group members, meeting minutes, resources needed, etc. Students apply
critical thinking, problem solving, decision making, and metacognitive skills when working independently and/ or collaboratively during the project as well as leadership, teamwork and time management skills.
PDS – Outcome 1: What is community?
PDS – Outcome 2: Community cohesion
PDS – Outcome 3: Engaging and supporting community
Activity 9
Implementation and reflection of ‘How to Prepare for a Job Application’ project
- Students
implement their planned project within the community, based on the chosen workshop and planned project requirements.
- After completion of project students
write a reflective journal, evaluating the effectiveness of the project in helping the community prepare for a job application (both positive and negative) and to understand the benefits of community involvement. Students can evaluate the project by gathering data/information based on conversations with the community and surveys, and suggest strategies for areas of improvement. Students also evaluate the strategies relating to solving the chosen issue (unemployment rates) and discuss how these strategies will include a diverse community and promote inclusion and cohesion of the community. Students focus on self-reflection in relation to the interpersonal skills used during the planning and implementation of the project, such as communication, critical thinking, problem-solving, time management, decision making, leadership and teamwork skills.