kids in2uni unit of work - documents.uow.edu.auweb/@dvce/… · the career development of students...

Kids In2Uni

Unit of Work TEACHER RESOURCE 2017

2 | KIDS IN2UNI UNIT OF WORK – TEACHER RESOURCE 2017

OVERVIEW

Dear Teacher,

Thank you to you and your Year 6 students for taking the time to be involved in the Kids In2Uni unit of work as a part of the In2Uni Program at the University of

Wollongong. This unit of work includes in-class activities, parent information packs and an onsite visit to the University of Wollongong (UOW).

We expect this unit of work will require approximately 5 hours of class time, 1 hour of homework time to be completed with the students’ parents and a full one day

excursion to the University of Wollongong.

The Kids In2Uni unit of work is the foundation of the In2Uni Program, a collaboration between the Department of Education and Communities (DEC), Illawarra

South East Region, the Catholic Education Office and the University of Wollongong (UOW). The program is offered to schools in the Illawarra, Shoalhaven,

Batemans Bay, Southern Highlands and Bega regions. The program is operated by UOW with the hope that it would enable students to aspire to higher education.

The Kids In2Uni unit of work is linked with curriculum outcomes and aims to provide students with an opportunity for career discovery, to raise social capital,

understand their personal values and foster authentic learning activities to enhance their knowledge of career pathways. Whilst it is important for children to engage

with community and work related organisations, primary school teachers are influential in building positive ideas about education, work and gender in their students.

The career development of students will have an impact on the choices they make in life, the success they enjoy and their resilience through the inevitable changes of

their life and work roles (Hodder, 2006). We believe by raising educational awareness and aspirations in Year 6 students, that attainment will then follow.

We are excited that DEC NSW, Illawarra and South East Region Schools and the Catholic Education Office are working with UOW to deliver this unit of work and

integrate the concepts of career development into the school curriculum, helping students realise that higher education may be an option for them.

If you have any questions about this unit of work, or the ‘Kids In2Uni Days’, please don’t hesitate to contact any of our staff at In2Uni.

Kind Regards,

The In2Uni Team,

www.uow.edu.au/in2uni-myway

http://www.uow.edu.au/in2uni-myway


OUTCOMES AND LEARNING SEQUENCES

Task Outcomes Learning Activity Resources Assessment/Indicators

1 GDS3.9 Explains and demonstrates

strategies for dealing with life changes.

COS3.1 Communicates confidently in a

variety of situations.

EN3-3A Uses an integrated range of

skills, strategies and knowledge to read,

view and comprehend a wide range of

texts

Career Aspirations: Pre-Survey, Discussion and Glossary

The aim of this activity is to determine student’s prior knowledge about

higher education, career development and perceptions of self as well as

to develop an understanding of the language associated with higher

education. It also familiarises students with dialogue about educational

pathways, options and opportunities to enhance and support student

aspirations.

In2Uni Pre-Survey

Whiteboard Markers

Glossary

Recognises that many

changes occur in a

predictable sequence

Describes aspects of

social and emotional

growth and development



DMS3.2 Makes informed decisions and

accepts responsibility for resulting

consequences.

Exploring My Strengths and Interests

During this lesson students will be encouraged to complete a multiple

intelligence test in order to demonstrate how people have different

strengths and are good at different things. Students will then be able to

apply this to their future career.

Multiple Intelligence

Checklist

Pens

Highlighters


changes occur in a









consequences.

Career Research

During this lesson students will reflect on the strengths identified

during their multiple intelligences checklist. Students will select 2-4

careers from one intelligence area and explore the higher education and

training they would need to undertake in order to attain that career.

‘Career Research’

Worksheet

Internet access


changes occur in a





4 DMS3.2 Makes informed decisions and


consequences.

V2 Respects the right of others to hold

different values and attitudes from their

own.

My Pathway to Success

This lesson allows students to begin the process of understanding what

success means to them. It also helps students to realise that being

around peers and supportive adults will help them achieve success.

Whiteboard markers

Butchers Paper

‘My Pathway to

Success’ worksheet


changes occur in a






Task Outcomes Learning Activity Resources Assessment/Indicators

5 DMS3.2 Makes informed decisions and


consequences.



own.

EN3-3A Uses an integrated range of

skills, strategies and knowledge to read,

view and comprehend a wide range of

texts

Fact or Fiction?

Breaking Down the Barriers of Higher Education

Students define what a barrier is and brainstorm as a class the barriers

that might stop people from considering and attending university and

other higher education institutions. Students will complete the In2Uni

‘Fact or Fiction’ worksheet determining whether each scenario is

factual about higher education or fiction. Students will create facts of

their own to present to the class and discuss.

Whiteboard

Butchers paper

Pens

‘In2Uni Fact or

Fiction’ worksheet

Students demonstrate a

familiarity with the

university and

demonstrate an

understanding that it is an

achievable goal

6 EN3-2A Composes, edits and presents

well-structured and coherent texts.

BE S3.1 Creates and evaluates built

environments demonstrating

consideration of sustainability and

aesthetic, cultural, safety and functional

issues.

What is there?

Students will take part in a brainstorming activity to express what they

think a university looks like, feels like and sounds like. Following the

‘What is There?’ worksheet, students will research two universities to

identify different aspects of university.

Computers

‘What is There?’

worksheet

Internet access

Uses computer software

programs and associated

technology to format a

variety of texts

Creates texts that

incorporate graphics or

tables when appropriate.

Collects and analyses

information





own.

Who is there? (Homework task included)

Students identify ‘role models’ and the types of support they receive

from them. This enables them to gain an understanding as to why they

are considered as role models. Students select one role model and

interview them to identify their characteristics, pathways to success

(higher education) and draw comparisons between themselves and their

role model.

‘Who Are the Co-pilots

in My Life’ worksheet

‘My Role Model’

worksheet

Pens

Computers

Explores how

expectations of girls and

boys, and of men and

women, can influence

their choices and options








consequences.

EN3-2A Composes, edits and presents

Sharing my experiences (OPTIONAL)

Your students may wish to share their University experiences with the

rest of the school and school community. Below are a few suggestions

about how students can communicate their experiences to a wider

audience.

Paper

Art Equipment


changes occur in a


Uses computer software

programs and associated

technology to format a

variety of texts

Explores subject matter of


well-structured and coherent texts.

VAS3.1 Investigates subject matter in an

attempt to represent likenesses of things

in the world.

EN3-1A Communicates effectively for a

variety of audiences and purposes using

increasingly challenging topics and ideas.

Podcast

Digital Story

Artwork

Speech Presentation

personal and social

interest from particular

viewpoints including

activities and events in the

community, places,

people and fantasies.

Writes researched

recounts

Plans writing through

discussion with others and

by making notes, lists or

drawing diagrams

Writes paragraphs that

contain a main idea and

elaboration of the main

idea


ACTIVITY 1: CAREER ASPIRATIONS: PRE-SURVEY, DISCUSSION AND GLOSSARY

Aim:

To determine students’ prior knowledge about higher education, career development and perceptions of self;

To develop an understanding of the language associated with higher education; and

To begin dialogue about educational pathways, options and opportunities to enhance and support student aspirations

Time: 45 - 60 minutes

Resources: In2Uni Pre-Survey, Whiteboard, Markers, Glossary

Learning Activity: During this lesson students will be encouraged to complete a survey in order to determine what their current perceptions of higher education are

and their ideas around their own personal career development. After completing the survey, students are asked to do a word and definition match. This could be

completed in the student workbook, but we also encourage consideration of the following options:

FIND YOUR MATCH: Print and cut out words and definitions. Each student is issued with a word or definition. The class is then encouraged to ‘find their

match’.

CLASS MATCH UP: Display the term and definition table to the class and complete the activity as a full class. Throughout the activity, class discussion of

terms, definitions and concepts can also be undertaken.

Both throughout the activity and following completion, the teacher is encouraged to lead a brainstorming session, allowing students to share their existing knowledge

of the subject area, the educational journey and their own career aspirations.

Discussion:

What do you want to be when you grow up?

What do you have to do to achieve those goals?

What does the term ‘higher education’ mean?

What do you think university is?

How do you think university or TAFE can help you to achieve those goals?

Discuss the educational journey: pre-school > primary school > high school > higher education > employment

Emphasise that people change their mind and decisions about their career as they grow up. It is important to work hard throughout school so there are many

options available to them.


Refer students to the copy of the ‘University Glossary’ in their handbooks. Teachers will need to refer to each term and its definition, answering any student

questions and clarifying misunderstandings. The glossary is in the order of terms most frequently used throughout the unit, not in alphabetical order. This glossary

can be referred to by students and teachers at any time throughout the unit of work.

Some useful websites include:

DEEWR Job Guide http://www.jobguide.thegoodguides.com.au/

My Future http://www.myfuture.edu.au/

http://www.jobguide.thegoodguides.com.au/

http://www.myfuture.edu.au/


ACTIVITY 2: EXPLORING MY STRENGTHS AND INTERESTS

Aim:

To get the student’s thinking about their own strengths and to reinforce that everyone has multiple ways they can demonstrate their intelligence.

Time: 45 minutes

Resources: Multiple Intelligence Checklist, pens, highlighters

Learning Activity: During this lesson students will be encouraged to complete a multiple intelligence checklist in order to demonstrate how people have different

strengths and are good at different things.

Class Discussion/Brainstorm:

o What does the word ‘smart’ mean to you?

o Are there ways of being ‘smart’ apart from just being good at school/reading/maths?

Verbal (The Author) – Good at communicating/reading/writing

Math/Logical (The Scientist)– Good mathematics/problem solving/reasoning skills

Spatial (The Builder) – Has the ability to construct models concretely/mentally. Like to use visual representations to learn.

Musical (The Composer) – Students who enjoy listening to music. These students tend to make up rhymes/jingles to remember things.

Bodily-Kinaesthetic (The Athlete) - Students who are good at physical activities, have good hand-eye coordination and may have a tendency to move

around a lot while expressing themselves

Interpersonal (The Peacemaker) - Students who work well in a group and understand and recognise the goals, motivations and intentions of others.

Intrapersonal (The Philosopher) - Students who have a strong ‘Intrapersonal intelligence’ have the ability to understand one's own emotions, goals and

motivations. These students have good instincts about their strengths and abilities.

Naturalist (The Earth Lover) – Students who enjoy and thrive when learning about nature topics, such as flora and fauna.

o Ask the students to raise their hand and keep a tally of what kind of ‘smart’ they think they are.

Completing a Multiple Intelligence Checklist: Ask the students to complete the multiple intelligence checklists. Note: Highlight to students that if they receive

similar scores across all intelligences they are considered to be multi-modal learners and that a large proportion of society have various intelligences and that’s

what makes us all unique.

After the students have completed the multiple intelligence checklists, ask them if they were surprised/confused/interested with their results?

Emphasise to the students that everyone is intelligent in a variety of different ways. Everyone has different strengths and as a society we rely on differences.

Ask the students what they think this means in regards to their future careers? Look at the career chart and ask the students if any of the occupations are of interest

to them under their kind of ‘smart’. Emphasise that in their category it is likely that they could have multiple careers over their life.


ACTIVITY 3: CAREER RESEARCH

Aim:

To encourage students to think about careers and their link to higher education and training.

Time: 1 hour

Resources: ‘Career Research’ worksheet, accessible internet connection, computers and/or iPads/tablets.

Learning Activity: During this lesson students will reflect on the strengths identified during the multiple intelligences checklist. Students will select 2-4 careers from

one intelligence area and explore the higher education and training they would undertake in order to attain that career.

Class Discussion/Brainstorm:

o What do you think ‘higher education and training’ is?

o What do you think a ‘university degree’ is?

o What does ‘Bachelor’ mean? E.g. ‘Bachelor of Science’

o What does ‘Diploma’ mean? E.g. ‘Diploma of Business’

o Do you know anyone who has taken part in higher education? If so, what did they study?

o Can anyone think of any careers or jobs that would require higher education and training?

Completing the ‘Career Research’ Worksheet:

Students choose 2-4 careers from their allocated intelligence and research the degree and skills necessary to undertake that job. Emphasise to students that some

careers require you to go to university or partake in higher education and training. For example, a doctor needs to study medicine. Clarify any of the careers or

degrees listed in the worksheet with the students. For example, what do you think a person who is a barrister does? What do you think someone in Creative Arts does?

Based on the students individual career aspirations, ask the students to identify their career goal, some personal requirements, what higher education and training

they would need to take part in, what knowledge and skills higher education and training would provide them with and what opportunities for employment are there

once they have completed their study. Use the questions from the ‘Career Research’ worksheet as a guide in completing the research task. Students can present their

research in any chosen format e.g. template provided, iMovie, PowerPoint, mind map.

Follow the ‘search the job guide’ link at http://www.jobguide.thegoodguides.com.au/ to help with questions 1-7, and ‘I need to find a job’ link at

http://www.myfuture.edu.au/ to help with question 7 on the worksheet

http://www.jobguide.thegoodguides.com.au/

http://www.myfuture.edu.au/


ACTIVITY 4: MY PATHWAY TO SUCCESS

Aim:

Students will learn what success looks like at different stages in life. They will explore how success is self-defined and attainable with hard work.

Time: 45 minutes

Resources: ‘My Pathway to Success’ worksheet, whiteboard and markers

Learning Activity: This lesson allows students to begin the process of understanding what success means to them and how it can change at different stages of life. It

also helps students realise that being around peers and supportive adults will help them achieve success.

Explanation: Explain to students that they are going to complete a lesson about how they can create and meet educational goals to achieve success. Brainstorm with

the students what they think it means to be successful? Explore all aspects of success (personal, sport, academic, community etc) explain to students that the focus

for the lesson will be on academic success.

Example:

Word Association: As a class, create a list of words and ideas to brainstorm ‘What is success?’ and ‘How do you picture yourself when you are successful?” As

students respond, write their answers on a piece of chart paper on the wall. Continue to prompt the students with ideas, e.g. going to university, getting a good job,

financial goals, achieving good marks, starting a family, being happy, getting their dream job. Acknowledge that there are many different answers or definitions of

success. Reinforce that there are no right or wrong answers. Ultimately individuals define their own success.

What does success mean to me? Students complete the worksheet ‘My Pathway to Success’. Remind students throughout the lesson that success can be a number

of different things. Ask the students to present their pathway of success to others.

Acknowledgement is made to the ECMC Foundation

Conclusion: How can different ideas of success affect students’ journeys?

Success


ACTIVITY 5: FACT OR FICTION: BREAKING DOWN THE BARRIERS OF HIGHER EDUCATION

Aim:

Break down the perceived barriers that some primary and high school students may feel about the University as an “institution” that is separate from

themselves, their lives and their communities. Many of these students may be first in their family to consider higher education and have perceptions of

university which in fact may not be accurate.

Students will engage in exploring the reality of university and the accessibility that it offers to all students that aspire to attend.

Time: 45 minutes

Resources: Whiteboard or butchers paper, pens, ‘In2Uni Fact or Fiction’ Worksheet

Learning Activity: Discuss and define what a barrier is – an obstacle that prevents an individual from reaching their aspiration. Brainstorm as a class the barriers

that might stop people from considering and attending university and other higher education institutes. Students will complete the In2Uni fact or fiction worksheet

determining if each scenario is factual about higher education or fiction. Students will create 3 facts of their own to present to the class as a fact or fiction question.

Following the activity have a class discussion to present if each was a fact about the university or not and explore why.

Fact or Fiction possible discussion questions to brainstorm:

Statement Fact Fiction Strategies to Overcome Obstacles

No one in my family has been to university before so I can’t go

The only way to get into university is by receiving good marks

Most students have a part time job while studying at university

You have to have a higher education to get a good job

University is all about study

University is expensive

Accommodation when moving out of home and going to university is very hard to come by

You have to go to university all day, 5 days a week

My mum doesn’t have a car so there is no way for me to get to university

University is only for very wealthy people

At University of Wollongong main campus (Wollongong) there are lots of ducks walking around with many different species

At University there are places to have a nap during the day

In the library there are rooms that allow students to write on the walls

At the University of Wollongong there is a PlayStation, Nintendo and Wii for students to play with

The University of Wollongong does not have a Gym or pool


ACTIVITY 6: WHAT IS THERE?

Aim:

To familiarise school students with the university built environment and the facilities that exist there.

Time: 1 hour

Resources: Computers, ‘What is there?’ worksheets, Internet

Learning Activity: Students will take part in a brainstorming activity to express what they think a university looks like, feels like and sounds like. Following the ‘What is There’

worksheets, students will research two universities to identify different aspects of university.

You may use the links below to help with your research. Available video links are also listed below which give a great insight into university life. Depending on student ability,

teachers may have to explicitly direct students to relevant links within each site. E.g. future students, student life.

University of Wollongong www.uow.edu.au Campus Life Video www.uow.edu.au/future/visit/index.html

Australian National University www.anu.edu.au Campus Video www.anu.edu.au/about/campuses-facilities/acton-campus

Monash University www.monash.edu.au Video – A Dave In The Life of Monash www.monash.edu/study/life

University of South Australia www.unisa.edu.au Video – Uni Campus Life www.unisa.edu.au/Student-Life/Student-Experience/

University of New castle www.newcastle.edu.au Video – A Day In The Life of A UON Student www.newcastle.edu.au/future-students/high-school-

students/student-life

After having a closer look at some of the universities listed above, students re-visit the Y chart on the previous page and use a different colour to add what they now think a

university will look like, sound like and feel like.

Whole Class Discussion:

Has anyone ever been to a university before?

What do you think of when you hear the word ‘university’? What do you think happens at the university?

What is a facility/service? What facilities or services does a university provide?

Matrix: In small groups or pairs, students complete the matrix on the worksheet provided about two universities of their choice. The websites listed above may be useful in

investigating these universities.

Conclusion:

Were you surprised about any of the facilities/products/services on offer at a university?

Has what you thought about university changed? If so, how?

What Facility/Product/Service did you find most interesting?

http://www.uow.edu.au/

http://www.uow.edu.au/future/visit/index.html

http://www.anu.edu.au/

http://www.monash.edu.au/

http://www.unisa.edu.au/

http://www.newcastle.edu.au/


ACTIVITY 7: WHO IS THERE?

Aim:

For students to identify people in their lives whom they feel they share and learn from (role models).

Time: 45 minutes

Resources: ‘Who Are the Co-pilots in My Life’ worksheet, ‘My Role Model’ worksheet, pens, computer

Learning Activity: Students identify ‘role models’ and the types of support they receive from them. This enables them to gain an understanding as to why they consider them as

role models. Students select one role model and interview them to identify their characteristics, pathways to success (higher education) and draw comparisons between themselves

and their role model. Note – There will be some students who may not know anyone who has experienced higher education, be prepared to be that person if needed. This may be a

good time to refer to the glossary.

Whole Class Discussion/Brainstorm:

What is a role model?

What are some characteristics/personality traits of role models? What support may they give you?

Discuss differences between various forms of higher education (E.g. university, TAFE, college).

Who attends higher education? What do you think they do in higher education?

Completing the Co-pilot activity: Students list people who have been influential in their lives to date in the top section of each cloud (encourage them to list someone who may

have completed some sort of higher education). Ask students to write or discuss the type of support each of these people provides (e.g. someone to talk to, someone to give advice,

someone to teach me). Explain to students that these people are role models in their lives who can support them to reach their goals. Influential people may include:

A parent, sibling, family member, friend, teachers, coaches, principals, tutors

Community members, sporting representatives (NRL, soccer, AFL club players).

Aboriginal community representatives, leaders and entertainers

Completing the Role Model Interview activity (homework): In this activity students select one role model from the previous co-pilot activity sheet (encourage them to

select a higher education role model if viable). Students interview this person in order to recognise the characteristics of people they see as role models and the different pathways

these people undertake. You may model a whole class interview based on a highly educated member of the local community.

Conclusion:

Have students share details about their role model with a partner/ class mate and emphasise the importance of these people as role models for support and success.

What was your impression of people who have attended higher education?


ACTIVITY 8: SHARING MY EXPERIENCES (OPTIONAL)

Your students may wish to share their University experiences with the rest of the school and school community. Below are a few suggestions about how students can communicate

their experiences to a wider audience.

Podcast

Students may decide they would like to create a Podcast and upload it to ‘In2Uni Online.’ They may wish to structure the podcast in an interview format or a radio broadcast. Find

below a list of resources that would be useful for you when guiding the students through this process.

How to Podcast http://www.how-to-podcast-tutorial.com/

Tips for Script writing http://www.hsc.csu.edu.au/drama/hsc/individual/scriptwriting/scriptwriting_criteria/exams.htm

Digital Story

Students may decide they would like to create a Digital Story and upload it to ‘In2Uni Online.’ Find below a list of resources that would be useful for you when guiding the students

through this process.

What is a Digital Story? http://storycenter.org/

How to use Windows Movie Maker http://windows.microsoft.com/en-US/windows-vista/Getting-started-with-Windows-Movie-Maker

Artwork

Students may wish to create a piece of art to depict their own individual experiences. For information about a range of different artistic techniques to be able to guide the students

through the process, please visit the websites below.

Resources and websites for Visual Arts http://www.artsedge.dca.wa.gov.au/Pages/default.aspx#&panel1-1&panel2-1

Art Education http://www.arteducation.com.au/

Speech Presentation

Students may wish to give a presentation about their experience at a school assembly. For information about presentation techniques to be able to guide the students through the

process, please visit the websites below.

Presentation Skills Tips http://www.studentservices.uwa.edu.au/ss/learning/online_services/jump_start/presentation_skills

Using Power Point in the Classroom for Kids http://www.actden.com/pp/

http://www.how-to-podcast-tutorial.com/

http://www.hsc.csu.edu.au/drama/hsc/individual/scriptwriting/scriptwriting_criteria/exams.htm

http://storycenter.org/

http://windows.microsoft.com/en-US/windows-vista/Getting-started-with-Windows-Movie-Maker

http://www.artsedge.dca.wa.gov.au/Pages/default.aspx#&panel1-1&panel2-1

http://www.arteducation.com.au/

http://www.studentservices.uwa.edu.au/ss/learning/online_services/jump_start/presentation_skills

http://www.actden.com/pp/


THANK YOU

Thank you, to you and your students, for taking part in ‘Kids In2Uni Program’. Photos and copies of the evaluation report will be sent out to the schools in the weeks following the

Kids In2Uni Campus visit detailing the experiences of the students. Further information will be communicated to the parents and teachers through email, Facebook and the In2Uni

newsletters.

We look forward to working with you again in the future.

Kind Regards,

The In2Uni Team,

www.uow.edu.au/in2uni-myway

http://www.uow.edu.au/in2uni

kids in2uni unit of work - documents.uow.edu.auweb/@dvce/… · the career development of students...

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