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It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of The Career Education Association of Victoria, Building A Level 2 61 Civic Drive Greensborough Vic 3088

CAREER EDUCATION IN THE VICTORIAN CURRICULUM

GUIDE FOR DELIVERING CAREER EDUCATION AT LEVELS 7 AND 8

Where you will find it and how to deliver in the Victorian Curriculum learning areas and capabilities




CONTENTS

CONTENTS ................................................................................................................................................................... 2

INTRODUCTION ........................................................................................................................................................... 4

HUMANITIES – ECONOMICS AND BUSINESS .......................................................................................................... 5

OVERVIEW .................................................................................................................................................................................................................................................. 5

SUGGESTED LESSON PLANS .................................................................................................................................................................................................................. 6

HUMANITIES – CIVICS AND CITIZENSHIP ............................................................................................................... 16

OVERVIEW ................................................................................................................................................................................................................................................ 16

SUGGESTED LESSON PLAN ................................................................................................................................................................................................................... 17

PERSONAL AND SOCIAL CAPABILITY ................................................................................................................... 18

OVERVIEW ................................................................................................................................................................................................................................................ 18

SUGGESTED LESSON PLANS ................................................................................................................................................................................................................ 19

ETHICAL CAPABILITY ............................................................................................................................................... 25

OVERVIEW ................................................................................................................................................................................................................................................ 25

SUGGESTED LESSON PLANS ................................................................................................................................................................................................................ 26

INTERCULTURAL CAPABILITY ................................................................................................................................ 28

OVERVIEW ................................................................................................................................................................................................................................................ 28


CRITICAL AND CREATIVE THINKING ...................................................................................................................... 30

OVERVIEW ................................................................................................................................................................................................................................................ 30


LINKING THE VCCF WITH OTHER LEARNING AREAS .......................................................................................... 32

THE ARTS ................................................................................................................................................................................................................................................. 32

ENGLISH ................................................................................................................................................................................................................................................... 32




HEALTH AND PHYSICAL EDUCATION .................................................................................................................................................................................................... 32

THE HUMANITIES ..................................................................................................................................................................................................................................... 32

Geography .......................................................................................................................................................................... 32

History ................................................................................................................................................................................ 32

MATHEMATICS ......................................................................................................................................................................................................................................... 33

SCIENCE ................................................................................................................................................................................................................................................... 33

TECHNOLOGIES ....................................................................................................................................................................................................................................... 33

LANGUAGES ............................................................................................................................................................................................................................................. 33

GLOSSARY ................................................................................................................................................................. 34

APPENDIX 1 – MAPPING OF VCCF LEARNING OUTCOMES AND VICTORIAN CURRICULUM STRAND AND CONTENT DESCRIPTORS 36

YEARS 7 AND 8 ........................................................................................................................................................................................................................................ 36

CAREER EDUCATION IN THE VICTORIAN CURRICULUM

INTRODUCTION The Victorian Careers Curriculum Framework (VCCF) provides the framework for schools to deliver career education curriculum and address the knowledge and skills

necessary for work and life in the 21st century, preparing school leavers to manage their lifelong career and work journey.

Explicit links between the VCCF and the Victorian Curriculum F-10, the CEAV have identified these links in the following learning areas and capabilities at Levels 7 and 8:

The Humanities – Economics and Business in The Business Environment, Work and Work Futures, and Enterprising Behaviours and Capabilities strands.

The Humanities – Civics and Citizenship in the Citizenship, Diversity and Identity strand.

Personal and Social Capability in the Self-Awareness and Management, and Social Awareness and Management strands.

Ethical Capability in the Decision Making and Actions strand.

Intercultural Capability in the Cultural Diversity strand.

Critical and Creative Thinking in the Meta Cognition strand.

This guide provides suggested lesson plans to deliver career education through these Victorian Curriculum F-10 learning areas and capabilities. Each suggested lesson

plan includes the following:

The Victorian Curriculum F-10 strand content description

The VCCF elaboration (VCCF learning outcome)

Focus - purpose of the lesson

Suggested learning activities

Supporting resources

Suggested assessment tasks mapped to the relevant Achievement Standard.

Time allocation is at the discretion of the teacher according to the level of understanding students bring to the topic, and the amount of time spent on extension activities

and discussion.

Prior to each lesson teachers should:

familiarise themselves with the activities and resources

identify any resources that they need to copy or access, and

make any adaptations to suit their local environment.

Where possible, students should be encouraged to use digital technology for their presentations and submission of assessment tasks. For information to support the use

of digital technologies for learning across your school, please see: http://www.education.vic.gov.au/school/teachers/support/Pages/digital.aspx

In addition to the suggested lesson plans, this guide provides an overview of how teachers can link the VCCF with other Victorian Curriculum F-10 learning areas to support

delivery of career education.

http://www.education.vic.gov.au/school/teachers/support/Pages/digital.aspx

HUMANITIES – ECONOMICS AND BUSINESS


OVERVIEW

VICTORIAN CURRICULUM STRAND AND CONTENT DESCRIPTIONS

Enterprising Behaviours and Capabilities

Explain the role of enterprising behaviours and capabilities in the work environment and explore how individuals and businesses can use them (VCEBN018)

Work and Work Futures

Consider the ways in which work can contribute to individual and societal wellbeing (VCEBW016)


Consider the ways in which work can contribute to individual and societal wellbeing (VCEBW016)

The Business Environment

Explore and observe the characteristics of entrepreneurs and successful businesses (VCEBB015)


Describe the nature and investigate the influences on the work environment (VCEBW017)


Describe the nature and investigate the influences on the work environment (VCEBW017)

VCCF ELABORATION FOR DEVELOPMENT AND CLASSROOM DELIVERY

Career Management

Recognise the underlying concepts of the career building process by developing a Career Action Plan that includes goal setting.

Career Exploration

Understand how different types of work (paid, unpaid, volunteer, self-employment and periods of unemployment) contribute to society.

Career Management

Explore the education and training requirements of various work roles and enterprising behaviours including workplace learning, start-ups, small business and online business.

Career Exploration

Explore the different types of work opportunities, including paid and unpaid work, volunteer work, self-employment and periods of unemployment in people’s career journey.

Career Management

Understand problem-solving strategies and goal setting in making career and life decisions.

Career Exploration

Discover how different kinds of work require different combinations of skills and knowledge.

Career Exploration

Understand the contribution of work to family life and explore the effect of work on people’s lifestyles.

Career Exploration

Explore the importance of a variety of skill types in the workplace.

Career Management

Understand the range of career information resources through networks, the internet, television and newspapers that provide occupational and industry information.

VICTORIAN CURRICULUM ACHIEVEMENT STANDARD – By the end of Level 8:

Students explain why and how individuals and businesses set, prioritise and plan for financial and organisational goals.

Students describe the characteristics of successful businesses, the way these businesses use enterprising behaviours and capabilities, and explain how entrepreneurial individuals can contribute to this success.

Students discuss how work contributes to societal wellbeing and describe the influences on the work environment.

Students identify trends and relationships and propose alternative responses to an economics and/or business issue or event.


SUGGESTED LESSON PLANS

Strand and content description

VCCF elaboration What will students know and be able to do?

Suggested learning activities Achievement Standard mapping

Enterprising Behaviours and Capabilities Explain the role of enterprising behaviours and capabilities in the work environment and explore how individuals and businesses can use them (VCEBN018)

Career Management Recognise the underlying concepts of the career building process by developing a Career Action Plan that includes goal setting.

Lesson Focus: Explore behaviours, capabilities and goal-oriented actions to develop individual skills and abilities to build their career using a Career Action Plan. Understand what a Career Action Plan is and its purpose.

Identify their career aspirations, interests and abilities.

Indicate and plan steps and pathways with flexible options to move towards their career ideas and goals.

Understand that skills and abilities are built over time, and that opportunities and experiences can be sought to build and develop their career throughout their life.

1. Class discussion about the purpose of a Career Action Plan.

2. Grade 6 bridging activity to assess level of self-awareness and career knowledge and aspirations: Each student prepares a Career Action Plan that reflects their aspirations, interests and abilities and indicates their career planning steps. Used to assist in identifying student awareness about careers.

3. Link learning to career ideas and goals.

4. Present their Career Action Plan for a career guidance interview.

5. Explore possible opportunities and experiences that can build enterprising behaviours and capabilities (e.g. sport, music, volunteering, art, technology, family business, babysitting etc.)

6. Add possible opportunities and experiences to their Career Action Plan to assist in developing skills and exploring career interests.

7. Use the Career Action Plan templates to update and review the three short-term learning goals to be achieved by the end of Term 4.

Supporting Resources

Careers and Transition Resource Kit: Transition Planning Careers Resources – Goal setting

Career Action Plan templates – CEAV Website

Working towards the Achievement Standard: Students explain why and how individuals and businesses set, prioritise and plan for financial and organisational goals. The suggested learning activities in this lesson plan assist students in working towards the Achievement Standard.

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/goalsetting.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/goalsetting.pdf

http://www.ceav.vic.edu.au/media/173814/cap_lvl7_8_standard.docx





Enterprising Behaviours and Capabilities Explain the role of enterprising behaviours and capabilities in the work environment and explore how individuals and businesses can use them (VCEBN018)

Career Management Understand problem-solving strategies and goal-setting in making career and life decisions.

Lesson Focus Explore enterprising behaviours and capabilities, problem solving skills and how these can be used in work and life. Identify the issue or problem to be solved.

Research information to support finding the best solution.

Set long-term and short-term goals to support taking action towards the solution or desired outcome.

Use and understand enterprising behaviours and capabilities to support career and life planning, problem solving and setting short-term and long-term goals.

1. Identify a range of approaches to solving problems when making career and life decisions.

2. Discuss what approaches have worked in the past when solving problems.

3. List long-term and short-term career goals, including developing their Career Action Plans to meet these goals.

4. Provide real life problems and scenarios for students to work in groups to solve.

5. Discuss the benefits of setting and achieving goals.

6. Extension Activity: Ask students to explore real life issues themselves and then come up with a solution; make a presentation to the class.


Careers and Transition Resource Kit: Decision Learning Careers Resources:

o Making decisions o Bungy jumping through life o What should I do? o Future predictors and risk assessment o Solving problems

Career Action Plan templates – CEAV Website

Meeting the Achievement Standard: Students explain why and how individuals and businesses set, prioritise and plan for financial and organisational goals. Suggested assessment task:

Students review their Career Action Plan, add any additional skills they have developed and any actions to develop further enterprise skills for life and work, and submit their completed Career Action Plan.

This task allows students to build and use enterprising behaviours and capabilities. Developing a Career Action Plan allows students to take responsibility for and take ownership of their career, seek out opportunities and take initiative to make things happen. It is a reflective process and the Career Action Plan should be reviewed each year. It allows students to communicate their ideas and information about their plans and aspirations in order to work toward their goals.

http://www.education.vic.gov.au/school/teachers/teachingresources/careers/resourcekit/Pages/decisionlearn.aspx


http://www.ceav.vic.edu.au/media/173814/cap_lvl7_8_standard.docx





Work and Work Futures Consider the ways in which work can contribute to individual and societal wellbeing (VCEBW016)

Career Exploration Understand how different types of work (paid, unpaid, volunteer, self-employment and periods of unemployment) contribute to society.

Lesson Focus Explore various types of work, how different work roles may contribute to an individual’s lifestyle, wellbeing and the impact and contribution to society. Understand different types of work and reflect on individual experiences.

Explore the effects of working and how work contributes to society, community, family and individual’s life and life styles.

1. Undertake a discussion with employers from a variety of work backgrounds about how various work roles contribute to the community.

2. Explore questions that would encourage students to think about the extent to which various jobs are dependent on each other, and how much our standard of living depends on people being at work.

3. Extension activity: Ask students to compare two types of work and identify the positive or negative factors on the individual and society (e.g. volunteer work and self-employment).

4. Research volunteering opportunities in your area on the GoVolunteer website. How do you think volunteering contributes to you and to society?

5. Using the ‘Careers and Transition Resource Kit: Skills in demand’ handout, explore what skills are in demand in our society.

6. Complete the ‘Careers and Transition Resource Kit: What is work?’ handout in order to identify personal understanding about the world of work.

7. Distribute a different job type to different groups.

o Groups need to collect data on the job type given to them (through the Internet, career centre and community).

o Compare as a whole class how each job type contributes to the community.

o Conclude on how a variety of job types are needed to maintain a good balance in the community.


Youth Central – Work options

Australian Blueprint for Career Development: Worksheets and Activities - Area B: Learning and Work Exploration, ‘What is work?’

GoVolunteer

ACTU Worksite – What is work?

Careers and Transition Resource Kit: Opportunity Awareness Careers Resources – Skills in demand

Careers and Transition Resource Kit: Opportunity Awareness Careers Resources – What is work?

Working towards the Achievement Standard: Students describe the characteristics of successful businesses, the way these businesses use enterprising behaviours and capabilities, and explain how entrepreneurial individuals can contribute to this success. The suggested learning activities in this lesson plan assist students in working towards the Achievement Standard.

https://govolunteer.com.au/

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/skillsstudent1.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/skillsstudent1.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/whatiswork.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/whatiswork.pdf

http://www.youthcentral.vic.gov.au/jobs-careers/work-options

https://docs.education.gov.au/documents/area-b-learning-and-work-exploration-what-work-australian-blueprint-career-development



https://govolunteer.com.au/

http://worksite.actu.org.au/what-is-work/

http://www.education.vic.gov.au/school/teachers/teachingresources/careers/resourcekit/Pages/opportunity.aspx









Career Management Explore the education and training requirements of various work roles and enterprising behaviours including workplace learning, start-ups, small business and online business.

Lesson Focus Explore education and training of various work roles and how different work roles may contribute to an individual’s lifestyle and wellbeing and the contribution of working on society. Understand how to locate information about training and education requirements for various work roles.

Understand various pathways to assist with making informed decisions about suitable options for training and education.

Understand how careers often develop in unexpected directions.

Understand the varying skills, training, wages, salaries and labour market information for various work roles.

Understand and broaden knowledge of occupations.

Understand the level of training and education required for various work roles and occupations.

Have knowledge of content (e.g. terminology, vocabulary, information) in relation to career research (e.g. What is labour market information, pathways, industry, occupations etc.)

1. Research the language used in different jobs and workplaces.

2. Explore and explain vocational education and training for various work roles and its place in their Career Action Plan.

3. Choose a mentor, someone they admire and track their career journey. How could their training and education contribute to their individual wellbeing and society?

4. Students include in their Career Action Plan how their career aspirations could support their lifestyle and contribution to society.

5. Research the various levels of education that could be achieved. Students reflect on how education choices can impact lifestyle and society.

6. What are some examples of workplace learning? What are the benefits of workplace learning? (e.g. work experience, on-the-job training, apprenticeships, traineeships, internships, industry based learning, placements, mentors, management development, social media learning (wiki))

7. What type of training and education would be required for start-ups, small business and online business?

8. Referencing ReCaP: Section 6 – Lesson Plan ‘How careers unfold’, create a case study which explores the work role of a selected student mentor.


myfuture – Bullseye Posters

ReCaP: Section 6 – Lesson Plan ‘How careers unfold’

Working towards the Achievement Standard: Students discuss how work contributes to societal wellbeing and describe the influences on the work environment. The suggested learning activities in this lesson plan assist students in working towards the Achievement Standard.

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/Recaphowcareersunfold.docx


https://myfuture.edu.au/career-bullseyes







Career Exploration Understand the contribution of work to family life and explore the effect of work on people’s lifestyles.

Lesson Focus Explore various types of work, and how different work roles may contribute to an individual’s lifestyle, wellbeing and the impact and contribution to society. Define work.

Understand their personal qualities and how these match various work roles and occupations.

Understand the many career path options available.

Explore jobs of the future.

Identify reasons for working.

Learn work-related terms and meanings.

Apply knowledge and skills in the appropriate contexts (e.g. areas like contribution of work to family life and lifestyles).

1. Define the term 'work'.

2. Match personal qualities to employers' personal attributes.

3. Collect and analyse images of people in work.

4. Investigate people's feelings about work.

5. Research different people's career paths.

6. Identify jobs of the future.

7. Explore working from home, self-employment and globalisation (on-line businesses).

8. How would various types of work affect family life? (e.g. night shift, working away, underemployment, casual, contract)

9. Work related terms and meanings.

10. How does work contribute to societal wellbeing?

11. How does societal wellbeing influence the work environment? Discuss positive attributes, physical and mental wellbeing – how does this contribute to harmonious and productive workplaces? Discuss negative attributes and how these may affect other workers and the overall cohesion of employees, and the effects on the workplace. Connect these similarities with school and social environments.

12. Visit the website ‘ACTU Worksite – What is work?’ Find the definition of work and brainstorm in groups other examples of work and what workers may be trying to achieve from their efforts. Present your findings to the class.

13. Complete the ‘Careers and Transition Resource Kit: Why work?’ handout in order to explore people’s motivation to work and the effects on society.

14. Extension activity: Students choose a career that interests them and list the skills, attributes, training and education courses they will need to undertake in order to gain employment in this occupation in the future.


ACTU Worksite – What is work?

Careers and Transition Resource Kit: Opportunity Awareness Careers Resources – Why work?

Working towards the Achievement Standard: Students discuss how work contributes to societal wellbeing and describe the influences on the work environment. The suggested learning activities in this lesson plan assist students in working towards the Achievement Standard.


http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/whywork.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/whywork.pdf








Work and Work Futures Describe the nature and investigate the influences on the work environment (VCEBW017)

Career Exploration Discover how different kinds of work require different combinations of skills and knowledge.

Lesson Focus Explore what work will look like in the future, the skills that will be needed and how this will change the work environment. Understand that the nature of work and the working environment is changing rapidly.

Explore how these changes require individuals to become enterprising and possess behaviours and capabilities to manage rapid change.

Identify the skills needed for jobs of the future.

Apply knowledge and skills in the appropriate contexts (e.g. how work requires various combinations of skills).

1. Discuss how the nature of work is changing: gig economy, contract work, project work, hot desks, freelancing (e.g. Guru website).

2. Review case studies of former students.

3. Identify the benefits and drawbacks of different opportunities.

4. Identify strategies to achieve good education and training outcomes.

5. Discuss the new skills needed for jobs of the future and how to develop these skills.

6. Use the internet to explore definitions of skills for jobs of the future: Resilience, Problem Solving, Creative thinking, Leadership, Proactivity, Communication.


Search the web for appropriate videos relating to the future of work e.g. “The Future Show” on YouTube







Career Exploration Discover how different kinds of work require different combinations of skills and knowledge.

Lesson Focus Explore what work will look like in the future, the skills that will be needed and how this will change the work environment. Explore the skills needed in a global labour market.

Explore how technology has changed the skills we will need in the future, and what skills individuals will need.

Explore varying ideas about what defines success in business.

Understand how individuals can contribute to successful business.

How to identify existing skills and skill gaps.

How to develop skills that support sustainable employment in the future world of work.

How to develop enterprising behaviours and capabilities.

How developing enterprising skills and abilities can contribute to individual success and achievement as well as contributing to business success.

Apply knowledge and skills in the appropriate contexts (e.g. how work requires various combinations of skills).

1. What does ‘global mobility’ mean?

2. How has technology changed the skills we will need in the future?

3. Explore the following skills, which are needed to work globally, and discuss how students could develop these skills:

o Global networking o Flexibility and agility o Ability to work with culturally diverse groups and work

colleagues o Work effectively across time zones o Independence and self-discipline o Resourcefulness o Energy o Versatility o Persistence o Tenacity o Writing skills o Diplomacy and tact o Interpersonal skills.

4. Diversification, enterprising behaviours and capabilities, successful business: What does all this mean?

5. Complete the Employability Skills activities in order to identify the eight employability skills and identify the personal attributes that contribute to overall employability, and apply the employability skills to current learning.

6. In pairs, students:

o List and discuss skills learned outside the classroom that can be used at school or in the workplace.

o Discuss the skills they have developed in school (e.g. academic subjects, sport, music, art) and how they can be used at work.


Job Outlook


http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/employabilityskills1.pdf

http://joboutlook.gov.au/





The Business Environment Explore and observe the characteristics of entrepreneurs and successful businesses (VCEBB015)

Career Exploration Explore the different types of work opportunities, including paid and unpaid work, volunteer work, self-employment and periods of unemployment in people’s career journey.

Lesson Focus Explore different work opportunities, including entrepreneurial businesses, and the characteristics necessary for successful and sustainable work or owning a business. Understand how trends impact work and work opportunities.

How to develop their Career Action Plan and how to revisit this planning document throughout their schooling and career life.

How to identify personal skills and the development of skills for work.

Understand how careers evolve.

Have knowledge of content (e.g. terminology, vocabulary, information) in relation to career research.

1. What are market trends and how can they used as opportunities for individuals to create enterprise?

o Customer needs: increasing or decreasing product or service usage

o Demographics: the trend for children to stay at home longer

o Pricing: market trend to discounting o Technology: the increasing use of online purchasing o Economy: interest rate changes o Global factors: changes in the world economy o Social factors: changes in social behaviour such as

online networking o Communication/Media: increased use of social media o Cyclical, housing demands will affect the construction

market.

2. What trend data should be used to watch the market?

3. Invite a guest speaker to talk about their career journey, the impact of market trends and how they managed periods of unemployment, underemployment or other challenges on their career journey.

4. Research where to find volunteer work and the benefits of volunteering.

5. Explore and explain how these various work opportunities can be incorporated into their Career Action Plan as part of their career development.

6. Complete the ‘Careers and Transition Resource Kit: Evolving Careers’ handout in order to investigate how work can develop in unexpected directions.

7. Complete the ReCaP: Section 6 – Lesson Plan ‘Personal timeline and vocational tree’ activity in order to identify factors that influence career options.


Careers and Transition Resource Kit: Decision Learning Careers Resources – Personal Skills and Work

Careers and Transition Resource Kit: Opportunity Awareness Careers Resources – Evolving Careers

ReCaP: Section 6 – Lesson Plan ‘Personal timeline and vocational tree’

myfuture – What is a career?

Meeting the Achievement Standard: Students identify trends and relationships and propose alternative responses to an economics and/or business issue or event. Suggested assessment task:

Create a case study which explores the work role of a selected student mentor – refer to ReCaP: Section 6 - Lesson Plan 'How careers unfold'

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/evolvingcareers.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/evolvingcareers.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/Recappersonaltimelinandvocattree.docx








https://www.myfuture.edu.au/career-insight/details?id=what-is-a-career#/









Career Management Understand the range of career information resources through networks, the internet, television and newspapers that provide occupational and industry information.

Lesson Focus Explore and undertake research from various sources to learn about influences on work and the work environment. How to research career information.

Research and understand the influences on work and the work environment.

Understand how to research a career interest through various resources.

Understand qualification levels.

Understand how research assists in making informed career decisions.

Explore how work directly affects societal wellbeing and the impact and influence on the work environment.

Have a knowledge of content (e.g. terminology, vocabulary, information) in relation to career research.

1. Discuss work and societal wellbeing.

2. Discuss how societal wellbeing can impact and have an influence on the work environment.

3. Use the library, careers centre, software, the internet, guest speakers and other sources of media to prepare a Career Research Portfolio.

4. Identify occupation families and qualification levels.

5. Explain possible progression routes through a sample chosen career pathway.

6. Use a range of resources to locate five occupations of interest. Students choose one to present to the class/group.

7. Update Career Action Plans.

8. Explore various career scenarios and how these impact differently on societal wellbeing and the influences on the work environment.

9. Complete the ‘Careers and Transition Resource Kit: Researching careers’ activities in order to investigate a variety or occupations to assist in making informed career decisions.


ReCaP: Section 6 – Lesson Plan ‘Career investigation’

Careers and Transition Resource Kit: Opportunity Awareness Careers Resources – Researching careers

Meeting the Achievement Standard: Students discuss how work contributes to societal wellbeing and describe the influences on the work environment. Suggested assessment task:

a. Students conduct a survey of people they know who work at home and in the community.

b. Students produce a report in a written, oral or visual format that examines why the people they have surveyed work and how it affects their family, their lifestyles and the work environment.

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/researchingcareers.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/researchingcareers.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/Recapcareerinvestigation.docx







The Business Environment Explore and observe the characteristics of entrepreneurs and successful businesses (VCEBB015)

Career Exploration Explore the importance of a variety of skill types in the workplace.

Lesson Focus Explore the importance of lifelong learning and skill development to meet the needs of rapid change. Understand the various skills required for work in different and rapidly changing contexts.

Understand and identify individual transferrable skills.

Understand and identify entrepreneurial behaviours and capabilities.

Identify ways to develop a range of transferrable skills for rapidly changing work.

Write about transferrable and entrepreneurial skills in preparation for self-marketing documents and online profiles.

Apply their knowledge of how to acquire a variety of skills to fit into the workplace.

1. From suggested websites in the list of Supporting Resources provided below, search for occupations, group various skill types and discuss their significance in the world of work. Students can refer to the Core Skills for Work Developmental Framework to identify which skills are most important. Students can create a simple template with a column for the ‘occupation’ and columns for the various required ‘core skills for work’ to assist in this task.

2. Discuss the definition of transferable skills and the importance of possessing transferable skills when applying for jobs.

3. Identify and discuss entrepreneurial skills.

4. Discuss how entrepreneurial behaviours and capabilities can contribute to individual and business success.

5. Invite a guest speaker/past student to discuss how these entrepreneurial skills can be developed.

6. Provide an opportunity to write about existing transferable skills gained in school and other activities outside of school to add to individual Career Action Plans. Introduce the STAR method: Situation, Task, Action and Results.

7. Complete the ‘Careers and Transition Resource Kit: Employability Skills’ lesson.

8. In pairs, complete the ‘Careers and Transition Resource Kit: Transferrable skills’ activity. Discuss how these skills fit into the workplace.


Job Outlook

My Skills

Quality Indicators for Teaching and Learning

Victorian Skills Gateway

Careers and Transition Resource Kit: Opportunity Awareness Careers Resources – Employability skills

Careers and Transition Resource Kit: Decision Learning Careers Resources – Transferrable skills

myfuture

Core Skills for Work Developmental Framework

Ace Day Jobs

Ace Day Jobs - Programs

ABC - Splash

Meeting the Achievement Standard: Students describe the characteristics of successful businesses, the way these businesses use enterprising behaviours and capabilities, and explain how entrepreneurial individuals can contribute to this success. Suggested assessment task:

Students identify entrepreneurial skills and abilities required for two career aspirations and how they will develop these skills. Add details to their Career Action Plan. Submit Career Action Plan.

https://www.education.gov.au/core-skills-work-developmental-framework-0




http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/transferableskills.pdf

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/transferableskills.pdf


https://www.myskills.gov.au/

http://www.qilt.edu.au/

http://www.qilt.edu.au/

http://www.education.vic.gov.au/victorianskillsgateway/Pages/home.aspx





https://www.myfuture.edu.au/


http://www.abc.net.au/science/careers/acedayjobs/

http://www.abc.net.au/tv/programs/ace-day-jobs/

http://splash.abc.net.au/home#!/home

HUMANITIES – CIVICS AND CITIZENSHIP


OVERVIEW


Citizenship, Diversity and Identity

Identify how values can promote cohesion within Australian society, including the values of freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’ (VCCCC025)


Self-Development

Understand the concepts of stereotypes, biases and discriminatory behaviours in relation to career and work options.


Students identify the importance of shared values, explain different points of view and explain the diverse nature of Australian society.


SUGGESTED LESSON PLAN




Citizenship, Diversity and Identity Identify how values can promote cohesion within Australian society, including the values of freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’ (VCCCC025)

Self-Development Understand the concepts of stereotypes, biases and discriminatory behaviours in relation to career and work options.

Lesson Focus Explore values in a range of contexts and the impact on society, work and individuals. Understand the importance of values and how they allow individuals, groups and organisations to interact harmoniously.

Explore how values affect the formation and development of individuals, and make it easier to reach goals that would be impossible to achieve individually.

Understand stereotypes and biases and how to manage discriminatory behaviours.

Have knowledge of content (e.g. terminology, vocabulary, information) in relation to career research.

1. Discuss the meaning of stereotypes and biases and ask students to talk about and give examples they may have seen or heard about.

2. Discuss the impact of discriminatory behaviours in the context of an individual’s career and work.

3. Collect and analyse images of people in work.

4. Debate views on 'men's jobs' and 'women's jobs'; work versus non-work or unemployment.

5. Identify ways to challenge stereotyping, at school, home or in the workplace.

6. Students classify a number of occupations as male or female. Select and view at least two videos from the Victorian Skills Gateway Stories. Ask students to review their classifications and to explain their response.

7. Explore ACTU Worksite – Rights at Work in order to raise their awareness of equal opportunity law relating to the world of work. Develop a true/false quiz using a list of mock interview questions based on information from the website.


ACTU Worksite – Rights at Work

Victorian Skills Gateway – Stories

Australian Bureau of Statistics - Education

Australian Bureau of Statistic - Browse data

Meeting the Achievement Standard: Students identify the importance of shared values, explain different points of view and explain the diverse nature of Australian society. Suggested assessment task:

a. Develop a list of words related to stereotypes in the workplace.

b. Identify three types of discriminatory behaviours in the workplace and offer possible solutions for these behaviours.

c. How would these solutions benefit others and society? What are the benefits of different points of view?

d. Present in a digital format.

http://www.education.vic.gov.au/victorianskillsgateway/Stories/Pages/default.aspx

http://worksite.actu.org.au/category/rights-at-work/

http://worksite.actu.org.au/category/rights-at-work/



http://www.abs.gov.au/education

http://www.abs.gov.au/browse

ETHICAL CAPABILITY

PERSONAL AND SOCIAL CAPABILITY

OVERVIEW


Self-Awareness and Management

Describe how and why emotional responses may change in different contexts (VCPSCSE034)

Self-Awareness and Management

Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement (VCPSCSE035)

Social Awareness and Management

Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others (VCPSCSO038)


Self-Development

Recognise the importance of how behaviour and attitude affect personal performance in the workplace and entrepreneurial enterprise.

Self-Development

Use the results of self-assessment to identify areas of development, build aspirations, and a positive self-image.

Self-Development

Utilise effective social and interpersonal skills when interacting with others in a range of social and cultural contexts.

Self-Development

Identify their beliefs and value systems and their influence on self-concept, and how this differs in a variety of work contexts.

Career Management

Understand the need to develop communication for diverse communities and work contexts.


Students reflect on the influence of emotions on behaviour, learning and relationships.

Students use feedback to identify their achievements and prioritise areas for improvement.

Students reflect on strategies to cope with difficult situations and are able justify their choice of strategy demonstrating knowledge of resilience and adaptability.

Students explain the impact of valuing diversity and promoting human rights in the community. They explore the values and beliefs of different groups in society.

Students identify indicators of respectful relationships in a range of social and work-related situations.

Students assess the appropriateness of various strategies to avoid or resolve conflict in a range of situations.

ETHICAL CAPABILITY





Self-Awareness and Management Describe how and why emotional responses may change in different contexts (VCPSCSE034)

Self-Development Recognise the importance of how behaviour and attitude affect personal performance in the workplace and entrepreneurial enterprise.

Lesson Focus Recognise and respond to personal behaviour and attitude, taking responsibility for personal performance and development of emotional intelligence in various contexts.

Reflect on past events to identify areas for improvement in emotional reactions, behaviours and attitudes.

Plan and set goals to improve personal performance.

Identify mentors or role models to assist in developing emotional intelligence that can lead to improved performance.

Work in groups to develop emotional intelligence and improve performance.

Apply knowledge and skills (e.g. in the areas of personal management, interpersonal relations, planning) in familiar contexts.

1. Discuss and identify personal behaviour and attitudes that create positive and productive performance outcomes.

2. Review individual achievements, skills and qualities through a timeline of major life events. Identify the behaviours and attitudes that supported the achievement.

3. Draft a personal statement of current career aspirations. Identify behaviours and attitudes that will support these aspirations.

4. Identify positive and negative emotional responses to life events and how these have helped or hindered performance in varying contexts: School, home, friendships, sport and other activities.

5. Discuss positive behaviours that support feeling happy and emotionally balanced.

6. Identify a mentor and prepare a career profile.

7. Further develop their Career Action Plan using goal setting strategies to improve personal performance.

8. Discuss the benefit of group activities to assist in the development of emotional intelligence and improve performance when working with others.

9. Extension activity: Examine contributing factors that affect emotional responses, behaviours and attitudes. Consider strategies to manage these. Present in a digital format.


Careers and Transition Resource Kit: Self-Awareness Careers Resources:

o Pizza IQ o My Abilities o My Interests o My Values o How others see me o Promoting myself o Getting to know you (EAL/CALD focus)

Meeting the Achievement Standard: Students reflect on the influence of emotions on behaviour, learning and relationships. Suggested assessment task:

Use the Career Action Plan template to complete a Career Action Plan that indicates three short-term learning goals to be achieved by the end of the first term. Goals should be targeted at the development of strategies to improve emotional intelligence, behaviours and attitudes to increase personal performance in learning and relationships in varying contexts (e.g. they could include improved diet, exercise, listening skills, emotional self-awareness, volunteering, mentoring, etc.)

http://www.education.vic.gov.au/school/teachers/teachingresources/careers/resourcekit/Pages/selfaware.aspx


ETHICAL CAPABILITY




Self-Awareness and Management Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement (VCPSCSE035)

Self-Development Use the results of self-assessment to identify areas of development, build aspirations, and a positive self-image.

Lesson Focus Identify strengths and areas for development to build career aspirations and a positive self-image.

Understand there are a variety of career tools that can be used to assist with identifying strengths, interests and career ideas and suggestions to build aspirations and improve self-confidence.

Reflect on the results of a career tool to identify and prioritise areas for improvement or development related to career possibilities.

Identify positive proactive actions to work towards their preferred future, career aspirations or goals.

Communicate with others to assist in identifying strengths and abilities to build self-confidence and a positive self-image.

Practice positive self-talk to build self-confidence and self-esteem.

Describe how a positive self-image can improve learning and career goals.

1. Understand how individual characteristics contribute to achieving personal, educational and professional goals.

2. Develop a profile of important strengths and abilities to improve self-image and self-esteem.

3. Research and discuss various career tools and their purpose.

4. Analyse and reflect on career tool results to identify strengths and interests and their validity in order to research suitable careers and build career aspirations.

5. Discuss the benefits of knowing self and exploring suitable opportunities to make informed decisions about career possibilities.

6. Students work in groups to help each other identify positive strengths and abilities in each other.

7. Students work with a career guidance counsellor to identify personal achievements and identify areas for development.

8. Use the Career Action Plan to record and identify areas for improvement or to record positive strengths and abilities discovered via the group work, career tool or career guidance session.

9. Discuss positive and negative self-talk and strategies to improve positive self-talk and self-esteem. Ask students to research various strategies and present them to the class or run a class workshop/s. Discuss helping others to not talk negatively about themselves.


Australian Blueprint for Career Development: Worksheets and Activities – Area A: Personal Management, ‘Develop abilities to maintain a positive self-concept’

myfuture: My Career Profile – ‘Exploration Tool’ (Please note: login required)

Youth Central – Mental health

Meeting the Achievement Standard: Students use feedback to identify their achievements and prioritise areas for improvement. Suggested assessment tasks:

Task 1:

a. Fill out the student worksheet in ReCaP: Section 6 - Lesson Plan 'Positive self-talk'

b. Work out ways on improving the points you have listed in the 'Negative self-talk'. Task 2:

a. Students complete a vocational assessment. (Refer to the myfuture ‘Exploration Tool’).

b. Review the outcomes and record their top five career aspirations. Refer to Careers Bullseye poster – lesson plan on CEAV Website

c. Using the results of their assessment, students research their top two career aspirations and develop a career chart that links their academic performance to their aspirations.

d. Identify areas for improvement.

https://docs.education.gov.au/documents/area-personal-management-13-workbook-australian-blueprint-career-development




https://myfuture.edu.au/

http://www.youthcentral.vic.gov.au/health-relationships/mental-health

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/Recappositiveselftalk.docx





http://www.ceav.vic.edu.au/media/173812/career-bullseye-posters-lesson-plan.pdf



ETHICAL CAPABILITY

ETHICAL CAPABILITY




Social Awareness and Management Explore their personal values and beliefs and analyse how these values and beliefs might be different or similar to those of others (VCPSCSO038)

Self-Development Utilise effective social and interpersonal skills when interacting with others in a range of social and cultural contexts.

Lesson Focus Identify individual and group member strengths, values and beliefs in order to work effectively, productively and harmoniously with others in a range of social and cultural contexts in order to develop and use interpersonal skills.

Identify individual values and beliefs and establish rules for group work.

Assign tasks based on individual strengths.

Develop planning and organisational skills for successful group work.

Identify the types of skills required in the workplace for successful team work.

Use and develop effective interpersonal skills during group work.

Identify and reflect on difficulties in group work and suggest strategies to address these.

Transfer knowledge and skills (e.g. in the areas of personal management, interpersonal relations, planning) to various contexts.

1. As a class, negotiate ground rules for group work.

2. Devise a way to identify individual strengths in the group and map these to the tasks in item (4. activity)

3. Develop a strategy for organising time, including effective use of school diary, mobile phone or other apps or software to improve performance and project management skills.

4. Using Job Outlook browse the Occupations section, students working in teams examine the Personal requirements and skills of 10 occupations and find out how many mention the need to be able to work in a team. In Job Outlook click on the browse skills section, and then under “View Knowledge, Skills and Abilities” select Job Environment. Each team contributes to a chart of occupations requiring this attribute.


ReCaP: Section 6 – Lesson Plan ‘Personal skills’

Job Outlook

Victorian Skills Gateway

Youth Central:

o Employability skills o Start or join a group

myfuture

Meeting the Achievement Standard: Students reflect on strategies to cope with difficult situations and are able to justify their choice of strategy demonstrating knowledge of resilience and adaptability. Suggested assessment task:

Group activity: a. Use a digital platform to complete a presentation to the class on a selected topic (e.g. work through the ages, how is technology changing the world and the way we work, what strategies could you use to build resilience and adapt to rapid change).

b. Identify each member of the groups strengths and abilities and the tasks they were responsible for.

c. Identify difficulties faced with the task and how the group overcame these.


http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/ReCappersonalskills.docx


http://www.skills.vic.gov.au/victorianskillsgateway/Pages/home.aspx?Redirect=1

http://www.youthcentral.vic.gov.au/jobs-careers/planning-your-career/employability-skills

http://www.youthcentral.vic.gov.au/government-info-assistance/do-it-yourself-democracy/finding-the-people/start-or-join-a-group


ETHICAL CAPABILITY





Self-Development Identify their beliefs and value systems and their influence on self-concept, and how this differs in a variety of work contexts.

Lesson Focus Explore individual values and beliefs and the influence on self-concept, and how are they similar or different to others values and beliefs.

Understand the impact of values and beliefs on self-concept.

Understand the terms self-concept and self-esteem.

Identify own values and beliefs.

Discuss, identify and consider the values and beliefs of others, the benefits of diversity and how this impacts the community.

Demonstrate how values influence self-concept (e.g. respect for self, family and others).

1. Discuss values and beliefs in groups and come up with similarities and differences.

2. Discuss self-concept and what it means.

3. The Big Five personality factors influencing self-concept and self-esteem:

o Openness: The degree to which we are open to new experiences.

o Extraversion: The degree to which a person can tolerate sensory stimulation from people and situations.

o Agreeableness: Refers to the degree which we relate.

o Conscientiousness: The degree to which one works towards goals in an industrious, disciplined, and dependable fashion.

o Emotional stability: The degree to which a person responds to stress.

4. Discuss the importance of recognising positive and negative attitudes and how they influence self-concept.

5. Define the meaning of strength, challenges, abilities and interests and record these in a Career Action Plan.

6. Undertake a goal-setting exercise to plan how to overcome challenges and barriers to achievements.


ReCaP: Section 6 - Lesson Plan 'Strengths and abilities'

DET – Multicultural Education Learning and Teaching Resources - Exploring diversity and developing intercultural understanding

Meeting the Achievement Standard: Students explain the impact of valuing diversity and promoting human rights in the community. They explore the values and beliefs of different groups in society. Suggested assessment task:

a. Use the handout from the Careers and Transition Resource Kit: Self Awareness Careers Resources - My values

b. Compare your ratings with others, in a group discussion. Discuss how those values are important to your community.

c. In groups, discuss the benefits of diversity in the community.

d. In your group, discuss ideas about how to promote human rights in your community.

e. Present your findings and solutions to the class in a digital format of your choice.

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/Recapstrengthsandabilities.docx


http://www.education.vic.gov.au/school/teachers/teachingresources/multicultural/Pages/multilearning.aspx



http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/values.pdf




ETHICAL CAPABILITY





Career Management Understand the need to develop communication for diverse communities and work contexts.

Lesson Focus Explore the need to develop and use inclusive and respectful communication skills for diverse communities and work contexts.

Understand the special skills required to communicate inclusively and effectively across many cultures.

Understand how to develop inclusive and respectful communication skills.

Communicate effectively and respectively with a diverse range of people in varying contexts.

Research the demographics.

Identify strategies to prevent and resolve conflict in a range of situations.

1. Discuss the need to develop the ability to build positive relationships in the community, workplace and socially, using inclusive and respectful communication skills.

2. In groups discuss and identify the various communication skills that need to be used and developed to effectively work with a diverse range of people in various contexts. Some suggestions below:

o Slowing down when you speak. o Speaking clearly and concisely. o Keep it simple and short. o Maintain respect and courtesy, research the

culture to gain understanding. o Smile and be open and welcoming. Body

language can communicate your acceptance or not.

o Avoid slang. o Be careful with humour that may be

misunderstood. o Use formal communication until rapport is built. o Ask for feedback, check they understand. o Watch their body language for understanding as

well. o Learning a different language or researching

different cultures. 3. In groups discuss how these inclusive and respectful

communications skills can be developed through activities inside and outside of school. Add these activities and actions to your Career Action Plan.

4. Introduce students to the video, ‘No Excuse’, produced by the City of Yarra (available on YouTube). Inform students that they are to listen carefully to the real life experiences of young people. Warn students they may find some of these stories similar to their own personal experiences.


Search YouTube for the video ‘No Excuse’ produced by the City of Yarra

ABC-Splash Diversity

https://www.studentwellbeinghub.edu.au/

DET - Multicultural Learning

Meeting the Achievement Standard: Students identify indicators of respectful relationships in a range of social and work-related situations. Students assess the appropriateness of various strategies to avoid or resolve conflict in a range of situations. Suggested assessment task:

In groups ask students to:

a. Define racism

b. Explore the demographics of their own community and Australia. Search for demographic statistics your local area and include a graph or image. Refer to Australian Bureau of statistics - Census data

c. Use the statistical tool, Choose your own Statistics, to explore Australia’s demographic data.

d. Identify the indicators of a respectful relationship with a diverse range of students at school and discuss the differences in a work context.

e. Identify strategies that could be used to resolve or prevent conflict in a range of contexts.

f. Present the groups findings and suggestions in a digital format.

http://splash.abc.net.au/home#!/search/diversity//

https://www.studentwellbeinghub.edu.au/


http://www.abs.gov.au/websitedbs/censushome.nsf/home/quickstats?opendocument&navpos=220



http://abcspla.sh/m/1520313

ETHICAL CAPABILITY

ETHICAL CAPABILITY

OVERVIEW


Decision Making and Actions

Explore the extent of ethical obligations and the implications for thinking about consequences and duties in decision-making and action (VCECD017)


Self-Development

Understand and analyse how personal characteristics (attitudes, interests, values, beliefs and behaviours) influence career decisions.

Career Management

Understand how choices are made and explore what can be learned from their decision-making experiences.


Students analyse the differences in principles between people and groups.

Students explain different views on the extent of ethical obligation and analyse their implications for the consequences of and duties involved in ethical decision-making and action.

Students analyse the role of context and experience in ethical decision-making and action.

ETHICAL CAPABILITY





Decision Making and Actions Explore the extent of ethical obligations and the implications for thinking about consequences and duties in decision-making and action (VCECD017)

Self-Development Understand and analyse how personal characteristics (attitudes, interests, values, beliefs and behaviours) influence career decisions

Lesson Focus Explore how personal characteristics influence career decisions. Identify personal characteristics through a values checklist.

Identify the links between their own personal characteristics and their career aspirations.

Seek validation from others about personal characteristics.

Understand personal characteristics and the influence this has on making career decisions.

Apply their knowledge of their interests, values and beliefs to planning and decision-making.

1. Complete and or review a values checklist and identify any changes, growth, barriers and challenges to career aspirations and personal learning.

2. Discuss the differences between the outcomes of chance and planned events.

3. Review, explain and form conclusions about previous transitions and identifying lessons for the future.

4. In a group, discuss the following: Is it important to enjoy the things you like to do, or are interested in doing your job? Why?


ReCaP: Section 6 – Lesson Plan ‘Personal attributes’

Careers and Transition Resource Kit: Self-Awareness Careers Resources – My Values

ReCaP: Section 6 – Lesson Plan ‘Strengths and abilities’

Careers and Transition Resource Kit: Self-Awareness Careers Resources – My Interests

Careers and Transitions Resource Kit: Opportunity Awareness Careers Resources – Researching careers

Meeting the Achievement Standard: Students analyse the differences in principles between people and groups. Students analyse the role of context and experience in ethical decision-making and action. Suggested assessment task:

a. Study the flow chart in the Careers and Transition Resource Kit: Decision Learning Careers Resources - Making Decisions handout

b. Draw another flowchart with your answers to the questions in the handout.

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/ReCappersonalattributes.docx

http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/carframe/ReCappersonalattributes.docx










http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/makingdecisions.pdf




ETHICAL CAPABILITY




Decision Making and Actions Explore the extent of ethical obligations and the implications for thinking about consequences and duties in decision-making and action (VCECD017)

Career Management Understand how choices are made and explore what can be learned from their decision-making experiences.

Lesson Focus Explore how choices are made, what are the consequences and what can be learned or improved in the decision-making process in various situations.

Reflect on past decisions to improve making decisions in the future.

Think about other people when making decisions and be aware of ethical obligations.

Think about consequences of decisions.

Understand how to make informed decisions.

Apply knowledge and skills in making career choices.

1. Students work in pairs to reflect on past decisions; positive or negative and come up with strategies that would assist or improve the decision making process. What worked? What didn’t work? How did your decision affect others? What would you do differently next time?

2. Discuss the meaning of ethical obligations in a work context.

3. Through a group discussion, consider different attributes needed for work and explore occupational choices.

4. Understand and acknowledge the benefits of paid and unpaid work. What are some of the reasons you may need to make this kind of choice?

5. Review, explain and form conclusions about previous transitions and identifying lessons for the future.

6. Bring in a mentor or past student to discuss transitions and what they learnt. Discuss positive and negative decisions and their impact on their career and the people around them.


Careers and Transition Resource Kit: Opportunity Awareness Careers Resources – Dicing with life

Australian Blueprint for Career Development: Worksheets and Activities – Area B: Learning and Work Exploration, ‘What is work?’

Meeting the Achievement Standard: Students explain different views on the extent of ethical obligation and analyse their implications for the consequences of and duties involved in ethical decision-making and action. Suggested assessment task:

a. Students complete the Career Survey worksheet from ReCaP: Section 6 - Lesson Plan 'How careers unfold'

b. Discuss findings with the students.

c. What conclusions can be drawn from the surveys regarding how and why individuals made those career choices?









INTERCULTURAL CAPABILITY


OVERVIEW


Cultural Diversity

Identify the challenges and benefits of living and working in a culturally diverse society (VCICCD015)


Self-Development

Utilise effective social and interpersonal skills when interacting with others in a range of social and cultural contexts.


Students explain how cultural practices may change over time in a range of contexts.

Students understand how cultural groups can be represented, and comment on the effect of these representations.

Students understand the challenges and benefits of living and working in culturally diverse communities.

http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCICCD015






Cultural Diversity Identify the challenges and benefits of living and working in a culturally diverse society (VCICCD015)

Self-Development Utilise effective social and interpersonal skills when interacting with others in a range of social and cultural contexts

Lesson Focus Explore cultural practices, the challenges and benefits of living and working in culturally diverse communities in order to develop effective social and interpersonal skills. Identify key cultural groups at local, state and national level.

Explain what cultural practices are and provide an example of their cultural practices.

Explain cultural practices of cultural groups represented in Victoria.

Examine how cultural practices may impact the workplace.

1. Explore data relating to the cultural diversity of the Victoria / Australia - country of birth, languages spoken at home & religion.

2. Use the cultural iceberg model to identify and recognise what is culture how it manifests itself in practice.

3. Complete a Venn diagram comparing two cultures that are reflected in your local community. Use a range of resources to research cultures that have been chosen.

4. Research cultural practices of Muslims and how these are respected in the workplace.

5. Identify implications of doing business with China during Chinese New Year.

6. Invite people from local industry and businesses to speak with students on cultural diversity in the workplace.


SBS – Where Australia’s immigrants were born

McCrindle - Welcome to Australia street

Victorian Multicultural Commission – 2016 Census: A snapshot of our diversity

OpenGECKO – Cultural iceberg

Victorian Equal Opportunity and Human Rights Commission – Cultural diversity in the workplace: A guide for employers working with Muslim employees

Australian Business Consulting and Solutions – Business implication for Chinese New Year period

Venn diagram

FUSE – Intercultural Capability resources

ABC Splash

Love of Language

Asia Education Foundation – Go Global Ambassadors

Meeting the Achievement Standard: Students explain how cultural practices may change over time in a range of contexts. Students understand how cultural groups can be represented, and comment on the effects of these representations. Students understand the challenges and benefits of living and working in culturally diverse communities. Suggested assessment task:

Create a table of the challenges and benefits of a culturally diverse society and workplace drawing on research and workplace presentations completed from the suggested learning activities list.


http://www.sbs.com.au/news/map/where-australias-immigrants-were-born

http://mccrindle.com.au/the-mccrindle-blog/welcome-to-australia-street-2017

https://www.multicultural.vic.gov.au/population-and-migration/victorias-diversity/2016-census-a-snapshot-of-our-diversity

https://www.multicultural.vic.gov.au/population-and-migration/victorias-diversity/2016-census-a-snapshot-of-our-diversity

http://opengecko.com/interculturalism/visualising-the-iceberg-model-of-culture/

http://www.humanrightscommission.vic.gov.au/index.php/our-resources-and-publications/know-your-responsibilities-brochures/item/518-cultural-diversity-in-the-workplace-a-guide-for-employers-working-with-muslim-employees




http://www.australianbusiness.com.au/international-trade/news/business-implication-for-chinese-new-year-period

http://www.australianbusiness.com.au/international-trade/news/business-implication-for-chinese-new-year-period

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

https://fuse.education.vic.gov.au/Learning/LandingPage?CurriculumPath=viccurriculum%2Fcapabilities%2Fintercultural%20capability&SearchScope=Secondary

http://splash.abc.net.au/home#!/home

http://loveoflanguage.com.au/

http://www.asiaeducation.edu.au/programmes/go-global-programs/school-visits

http://www.asiaeducation.edu.au/programmes/go-global-programs/school-visits

CRITICAL AND CREATIVE THINKING


OVERVIEW


Meta Cognition

Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)


Career Exploration

Discover the learning habits and study skills that help people achieve good education and training outcomes


Students evaluate the effectiveness of a range of learning strategies and select strategies that best meet the requirements of a task.







Meta Cognition Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)

Career Exploration Discover the learning habits and study skills that help people achieve good education and training outcomes

Lesson Focus Explore your own learning and study habits and those of successful people in order to reflect and set goals to improve and achieve good education and training outcomes. Identify individual learning styles.

Explore motivation for successful learning and study habits.

Identify strategies and support for successful learning.

Self-assess study habits and set goals for improvement.

1. Review case studies of former students.

2. Identify the benefits and drawbacks of different opportunities.

3. Ask students to reflect and respond to the following questions.

What is your most effective learning style? Research the different types of learning styles on Youth Central. Search the web for learning style assessments online.

What is the purpose of studying? What is your end goal? What are you hoping to achieve?

What motivates you to learn?

4. Identify a list of people who can help achieve good education and training outcomes.

5. Students self-assess their current study habits and describe actions they can take to improve their learning and study habits. 1 = Disagree 2=Somewhat Disagree 3= Agree 4= Strongly Agree. o I complete my homework to reinforce

classroom learning. o I have developed good study habits. (Describe

what these are) o I believe lifelong learning is important. o I take responsibility for my own learning. o I set goals that I would like to achieve. o I am organised. o I have good time management skills. o I can ask for assistance with my learning.


Youth Central – Studying tips and resources

NDCO Victoria – Resource for “Preparing for TAFE & Preparing for higher education: A Victorian guide for students with a disability

Meeting the Achievement Standard: Students evaluate the effectiveness of a range of learning strategies and select strategies that best meet the requirements of a task. Suggested assessment task:

Students complete a vocational assessment. They review the outcomes and record their top five career aspirations. Using the results of their assessment, they research their top two career aspirations and develop a career chart that links their academic performance to their aspirations. They should identify areas for improvement in learning habits and study skills.


http://www.youthcentral.vic.gov.au/search/site/study%20tips

http://www.youthcentral.vic.gov.au/studying-training/studying-tips-resources

http://www.ndcovictoria.net.au/resources



LINKING THE VCCF WITH OTHER LEARNING AREAS

THE ARTS

The Arts curriculum has a number of elements that can contribute to the learning outcomes of the VCCF, particularly Self-Development, as students consider questions of

identity, which they can then use to reflect on themselves. The intentions of the curriculum to develop confidence and creativity in the students are considered vital skills

for the emerging world of work, which is requiring employees to be adaptable, innovative and resourceful. The Arts provides a range of opportunities for students to develop

skills to express, represent and communicate ideas through a range of forms, and these are particularly useful in developing the VCCF Career Management abilities of

obtaining, creating and maintaining work.

ENGLISH

The English curriculum provides a strong foundation for a number of capabilities that underpin the VCCF learning outcomes. The curriculum overview states “the study of

English helps young people develop the knowledge and skills needed for education, training and the workplace.” The study encourages students to become confident

communicators, imaginative thinkers and informed citizens, which are vital skills in the stages of Self-Development and Career Management. In addition, students are

encouraged to analyse and understand various written and multimodal texts, which prepares them to be able effectively use education and training information, occupational

and industry information and labour market information in the career building process.

HEALTH AND PHYSICAL EDUCATION

A number of aims in the Health and Physical Education learning area can clearly support stages of the VCCF. The focus on both personal and community safety and

wellbeing assists students to understand the need for a safe and healthy workplace, as identified in the VCCF Career Exploration learning outcomes. Through this learning

area’s focus on development of the students’ sense of self and learning to build and manage satisfying relationships, there are many opportunities to link with the outcomes

in the Self-Development stage. When forming their Career Action Plan, students require decision-making skills and resilience. These critical skills are well developed within

the Health and Physical Education curriculum.

THE HUMANITIES

Geography

Geography provides the opportunity to support the delivery of the VCCF stages of Career Exploration and Career Management through the development of the abilities to

collect, evaluate, analyse and interpret information, which are all required to make effective decisions. The exploration of problems and the capacity to look for explanations

at different levels is an important aspect of a number of learning outcomes in the VCCF Career Management stage. Geography provides students with an understanding

of the impacts of environmental change and the sustainability needs of the planet. This knowledge is required for a variety of career opportunities both now and into the

future, such as Agroecologists who design and manage effective and sustainable agricultural ecosystems.

History

Through the study of history, students develop a range of skills that support their career planning and management. The skills of particular importance include the capacity

to analyse and use information, and the understanding of cause and effect. History encourages critical thinking, which prepares students to be more analytical when making

career decisions. By studying how people have changed, as well as the significant continuities that exist to the present day, students can appreciate that the transformation

of the labour market is not a new phenomenon but one that people have faced throughout human history. In addition, students’ appreciation of Australia's social, economic

and political development, Australia’s position in the Asia-Pacific region, and our global relationships provides support to recognising the local and global forces that are

influencing the labour market.

MATHEMATICS

The impact of digital technologies is expanding and as a result, it is having a profound effect on the world of work from changing the way people work to the creation of new

occupations. In the course of studying mathematics, students can learn to appreciate the changes that are occurring in the labour market, and this understanding of these

future employment opportunities and requirements will support students in the VCCF stages of Career Exploration and Career Management. Through researching

occupations and further training and education requirements, students will understand the importance of mathematics in their career decisions; from a car mechanic to an

architect to a travel agent, these occupations all require mathematical knowledge.

SCIENCE

Science provides students with a range of skills that support all the VCCF stages, and the curriculum emphasises that students should gain an understanding of the diversity

of careers related to science. The scientific skills of learning to ask questions, speculate on possibilities, collect and analyse data to support a conclusion are all-important

capabilities for students in achieving the outcomes in VCCF Career Exploration stage. As students learn to plan and conduct experiments and investigations and evaluate

results, these class activities are providing practice that is valuable when students develop their Career Action Plan as students will plan, implement and review their plans

as they manage their career.

TECHNOLOGIES

The Technologies curriculum particularly supports the VCCF stages of Career Exploration and Career Management. There are opportunities for students to use digital

technologies in preparing to seek work, such as through the creation of digital portfolios or resumes. In the curriculum, students consider the impacts of technological

change providing understanding of the rapid transformations occurring to occupations and the labour market. The Design and Technologies, and Digital Technologies

learning areas can offer students the skills and ideas to create their own employment through the creation of products or the delivery of services as the online marketplace

has become a valuable tool for those who have something to sell.

LANGUAGES

The VCAA has identified that learning languages in addition to English extends students’ literacy repertoires and their capacity to communicate. It strengthens students’

understanding of the nature of language, culture, and the processes of communication. Students who have a sound understanding of languages other than English have

developed an appreciation of the diversity of cultures and workplace practices and can communicate more effectively in global contexts. Students with bilingual and

multilingual competencies can participate more effectively in global workplaces, and are productive global citizens who can meet the challenges faced by international

workforces. Career Management skills can be supported through the Language curriculum as students develop their Career Action Plans to reflect the workplace global

communication skills developed as part of this study.

GLOSSARY Work Activity involving mental or physical effort done in order to achieve a result.

A set of activities with an intended set of outcomes, from which it is hoped a person will derive personal satisfaction. It is not necessarily tied to paid employment. It can encompass other meaningful and satisfying activities through which an individual’s career develops, such as parenting or volunteering (Miles Morgan Australia, 2003, p. 14).

For more information, see: https://cica.org.au/wp-content/uploads/cica_prof_standards_booklet.pdf

Career A lifestyle concept that involves the sequence of work, learning and leisure activities in which one engages throughout a lifetime. Careers are unique to each person and are dynamic: unfolding throughout life.

Careers include how persons balance their paid and unpaid work and personal life roles ([Canadian] National Steering Committee for Career Development Guidelines and Standards, 2004)

For more information, see: https://cica.org.au/wp-content/uploads/cica_prof_standards_booklet.pdf

Career Action Plan The Career Action Plan is a dynamic planning document owned and managed by young people intended to reflect their increased career development learning. The Career Action Plan helps young people to develop their awareness and understanding of education, training and employment options, and to develop the skills, knowledge and capabilities to effectively manage their careers and transitions throughout their lives.

The development of a Career Action Plan is designed to assist young people to set their goals, to clarify the actions needed to achieve these goals, and to commit to participating in the planned activities. The Career Action Plans incorporate the three stages of career development: self-development, career exploration and career management.

Occupation A person's usual or principal work or business, especially as a means of earning a living; vocation e.g. ‘Her occupation was dentistry’.

A person's regular work or profession; job or principal activity.

Any activity on which time is spent by a person.

Job A piece of work, especially a specific task done as part of the routine of one's occupation or for an agreed price.

A group of homogeneous tasks related by similarity of functions.

When performed by an employee in an exchange for pay, a job consists of duties, responsibilities, and tasks (performance elements) that are (1) defined and specific, and (2) can be accomplished, quantified, measured, and rated. From a wider perspective, a job is synonymous with a role and includes the physical and social aspects of a work environment. Often, individuals identify themselves with their job or role (foreman, supervisor, engineer, etc.) and derive motivation from its uniqueness or usefulness.

For more information, see: http://www.businessdictionary.com/definition/job.html

https://cica.org.au/wp-content/uploads/cica_prof_standards_booklet.pdf

https://cica.org.au/wp-content/uploads/cica_prof_standards_booklet.pdf

http://www.businessdictionary.com/definition/job.html

Skills The ability, coming from one's knowledge, practice, aptitude, etc., to do something well e.g. ‘Carpentry was one of his many skills’.

An ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas (cognitive skills), things (technical skills), and/or people (interpersonal skills). See also: Competence.

For more information, see: http://www.businessdictionary.com/definition/skill.html

Competence A cluster of related abilities, commitments, knowledge, and skills that enable a person (or an organisation) to act effectively in a job or situation.

Competence indicates sufficiency of knowledge and skills that enable someone to act in a wide variety of situations. Because each level of responsibility has its own requirements, competence can occur in any period of a person's life or at any stage of his or her career.

For more information, see: http://www.businessdictionary.com/definition/competence.html

http://www.businessdictionary.com/definition/skill.html

http://www.businessdictionary.com/definition/competence.html

APPENDIX 1 – MAPPING OF VCCF LEARNING OUTCOMES AND VICTORIAN CURRICULUM STRAND AND CONTENT DESCRIPTORS

YEARS 7 AND 8

Year

Self-Development Career Exploration Career Management

7

VCCF Learning Outcomes

1. Recognise the importance of how behaviour and attitude affect personal performance in the workplace and entrepreneurial enterprises.

2. Utilise effective social and interpersonal skills when interacting with others in a range of social and cultural contexts.

3. Understand the concept of stereotypes, biases and discriminatory behaviour in relation to career and work options.

4. Discover how different kinds of work require different combinations of skills and knowledge.

5. Understand the contribution of work to family life and explore the effect of work on people’s lifestyles.

6. Explore the different types of work opportunities, including paid and unpaid work, volunteer work, self-employment and periods of unemployment in people’s career journey.

7. Recognise the underlying concepts of the career building process by developing a Career Action Plan that includes goal-setting.

8. Explore the education and training requirements of various work roles and enterprising behaviours including workplace learning, start-ups, small business, and online businesses.

9. Understand the range of career information resources through networks, the internet, television and newspapers that provide occupational and industry information.

Mapped Victorian Curriculum strand and content descriptors

Self-Awareness and Management (VCPSCSE034)

Social Awareness and Management (VCPSCSO038)

Cultural Diversity (VCICCD015)

Citizenship, Diversity and Identity (VCCCC025)

Work and Work Futures (VCEBW016)




The Business Environment (VCEBB015)

Enterprising Behaviours and Capabilities (VCEBN018)





Year

Self-Development Career Exploration Career Management

8

VCCF Learning Outcomes

1. Identify their beliefs and value systems and their influence on self-concept, and how this differs in a variety of work contexts.

2. Use the results of self-assessment to identify areas for development, build aspirations and a positive self-image.

3. Understand and analyse how personal characteristics (attitudes, interests, values, beliefs and behaviours) influence career decisions.

4. Discover the learning habits and study skills that help people achieve good education and training outcomes.

5. Explore the importance of a variety of skill types on the workplace.

6. Understand how different types of work (paid, unpaid, volunteer, self-employment and periods of unemployment) contribute to society.

7. Understand how choices are made and explore what can be learned from their decision-making experiences.

8. Understand problem-solving strategies and goal-setting in making career and life decisions.

9. Understand the need to develop communication for diverse communities and contexts.

Mapped Victorian Curriculum strand and content descriptors


Self-Awareness and Management (VCPSCSE035)

Decision Making and Actions (VCECD017)

Meta Cognition (VCCCTM041)

The Business Environment (VCEBB015)



Decision Making and Actions (VCECD017)

Enterprising Behaviours and Capabilities (VCEBN018)
