public schools ns work ready program

PUBLIC SCHOOLS NSWWWW.SCHOOLS.NSW.EDU.AU

Work Ready Work Ready ProgramProgram


Core Units Module – Out & About Module – The Right Look Module – Act Right Module – Talk the Talk Module – Work Safely Module – Hands Off, Mouths Shut Module – Keep it Quiet


Module: Out & AboutWhat is Workplace Learning?

Workplace learning programs encourage young people to gain practical experience of work, learn industry and workplace skills.Direct experience in a workplace helps students learn about:- The changing nature of work and workplaces, - Attitudes and skills employers are looking for, - Careers and opportunities that are available and,- Training and further education that may be needed.


Programs Available

There are two types of programs available: Work experienceMandatory work placement for a range of Higher School Certificate (HSC) vocational education and training (VET) courses.

Other workplace learning programs include enterprise education programs, community learning, and student mentoring programs conducted by employers in the workplace


Differences in Programs


Requirements of VET courses - USI• To be credentialed for any VET course or part of a VET

course delivered at school, TAFENSW or a Private Provider you will be required to create a Unique Student Identifier (USI).

• This includes the White Card Course, a Barista Course or a First Aid Course, as these course are classified as a VET unit of competency.

• To create a USI for yourself, ask your teacher for the form and visit the USI website.

• When you have created your USI, give the number to the school (best way is to forward the email from the USI registry).


Benefits of Workplace Learning ProgramsWith planned & appropriate workplace learning programs, students can:

Achieve work-related skills & industry specific competencies (in VET courses)

Develop & practise industry competencies in a real workplace setting

Experience adult roles & responsibilities in the workplace

Identify various avenues of entry into the world of work & further education and training

Clarify & evaluate their abilities and interests in relation to career choice

Explore a range of workplace experiences

Demonstrate an understanding of employment opportunities within an industry

Develop social & communication skills in a workplace environment

Apply business & industry concepts to curriculum & classroom activities

Enhance self esteem, confidence & maturity through participating in an adult work environment

Identify what employers are looking for in future employees


Mandatory Procedures 1

Student Placement RecordEmployers’ Guide to Workplace LearningParents’ Guide to Workplace Learning


Mandatory Procedures 2Prohibited Activities

Listed below are workplace learning activities, which are prohibited. Suggest the reason for this.

Service of alcohol if under 18Travel by helicopterAir travel on chartered flights unless regular routeTravel outside 12 nautical miles at seaHigh risk construction workUse of machinery dangerous for new or young workersWork of a sexual or explicit natureAny activity requiring a licence permit


Mandatory Procedures 2 (cont)Restricted Activities

List some possible injuries or accidents, which could arise from participating in these activities.

Use of farm or gardening machinery & equipment including tractorsCommercial shippingAircraft maintenanceAttendance at meat processing plantsHorse ridingLong distance transportMetal & Engineering worksites

Although these activities are not prohibited, they are restricted and should only be undertaken if the school principal has given specific permission for the student to undertake the task.


Mandatory Procedures 3Prohibited Activities

und hold an

Construction Workplace learning activities students wishing to undertake activities in the following construction environment will need to hold an WHS (white card) for construction work. Students can access this training through their school.duction Certificate (white card) for construction work. Students can access this training through their school.


Types of Construction WorkConstruction work is defined in Clause 3 of the NSW OHS Regulation 2001 and means any of the following:•excavation: including the excavation or filling of trenches, ditches, shafts, wells, tunnels and pier holes, and of caissons and cofferdams,*building: including the construction (including the manufacturing of prefabricated elements of a building at the place of work concerned), alteration, renovation, repair, maintenance and demolition of all types of buildings,civil engineering: including the construction, structural alteration, repair, maintenance and demolition of, for example, airports, docks, harbours, inland waterways, dams, river and avalanche and sea defence works, roads and highways, railways, bridges and tunnels, viaducts, and works related to the provision of services such as communications, drainage, sewerage, water and energy supplies.(* Caissons and cofferdams are used in construction activities in marine environments such as rivers.)Note that the following activities also require successful completion of the WHS General Construction Induction training for Construction Work :all the building trades including repairs carried out in houses (plumbing, electrical, carpentry and joinery, roof tiling, wall tiling, painting, plastering, concreting, paving)landscaping involving construction activity eg paving, concreting, drainagesurveying related to a building and construction site. Surveying prior to commencement of construction is exempt.maintenance workinstallation of air conditioning, security systems, fire sprinkler systems, fire doors, glassinstallation of kitchens and cabinets etc. (Note that working in a factory which manufactures cupboards does not require the WHS for the construction industry but installation of the cupboards does require it. Students can work in a factory and then observe the installation on the site.)installation of vertical blindsfencingconstruction of dams.


Mandatory Procedures 4Accidents & Emergencies

WORKPLACE LEARNINGSTUDENT CONTACT CARD

FOREMERGENCY PROCEDURES

Student Name: _________________________________ School: _______________________________________

WORKPLACE LEARNINGSTUDENT CONTACT CARD

FOREMERGENCY PROCEDURES

Student Name: _________________________________ School: _______________________________________

If you are injured in the workplace▪Seek first aid or medical help immediately.▪Contact the school, TAFE NSW institute or emergency contact▪Ask the doctor attending for a medical certificate.▪Use your Medicare number: do not treat as a Worker’s Compensation claim. My Medicare No: ______________________________Complete a written report of the accident and forward it to the school or relevant TAFE college.

For an emergency out of normal business hours (where applicable) my contact is:

Contact name: ________________________________________

Contact number: _______________________________________

Mobile Number: _________________________________________

SAFETY & EMERGENCY PROCEDURES

▪ Be aware of risk at all times where you are working.▪Ask for information, instruction, training and on-going supervision when undertaking an activity, especially where you are asked to undertake an unfamiliar activity, or an activity in unfamiliar surroundings, for example, where there is not much light or ventilation.▪Concerns about safety at the workplace are always legitimate and always need to be addressed to your satisfaction. Tell your supervisor if you have any safety concerns. Make sure they are addressed, for example, through a safe work method statement or (if you are in a construction industry) a toolbox talk.▪Take responsibility for thinking about occupational health and safety. ▪Ring your nominated contact if in doubt about your safety (see below)

My nominated contact during normal business hours from my school/TAFE NSW institute/P/C RTO is:

Name: _______________________________

Telephone:____________________________

Mobile Number: ________________________

Parent/Carer Name:_____________________

Telephone: ____________________________


Mandatory Procedures 5Travel Arrangements

When choosing your workplace be aware of the costs involved in travel and the time it will take you.

You are responsible for finding your own way to the workplace. Discuss travel options with your family.

If you need to use public transport, enquire through the school for arrangements which could entitle you to pay half fare or use your school bus/train pass. Take extra money with you in case this does not happen.

Students over 16 may request a “student concession card” from their school, to use while travelling to and from workplacement.


Work Placement Anecdotes -Payment / Reward / Remuneration / Gift

In groups, discuss these scenarios: A student works at night in a bakery for a week. At the end of each long night's work, she is given two

loaves of bread and a dozen buns, the same as each of the other three bakery staff. A student undertakes work placement in the clothing section of a large Department store. At the end of

the week's placement, he purchases $75 worth of clothing from the store, and is offered the 10% discount on goods to which all employees are entitled to.

A country student gains a placement with an architect in the city. The manager of the company is so impressed with the student's efforts that she offers the student $100 cash as she is about to leave for home at the end of the week. The teacher responsible for work placement makes the point that she does not do this with all work placement students.

A student undertakes work placement in a hairdressing salon, as he is keen to investigate the possibility of a career in hairdressing. On the second day, he is offered a free shampoo, cut and styling, at no charge, because the salon is not very busy.

At the end of an enjoyable week-long placement in the local chemist shop, a Year 11 student is offered a large gift basket from the shop, containing some perfume, soaps and powder. The chemist insists that she takes the basket, which retails at $35, as a token of his and his staff's gratitude for her efforts during the week.

After spending an exciting week on a fishing trawler, a student is given a plastic crate of crayfish, in appreciation of the student's willingness to work hard as a deck-hand throughout the week. The trawler's captain explains to the student that all other crew members get a supply of crayfish like this, weekly.

A student, who is keen on sport, undertakes a week's work placement at a leading sports store. The supervisor is so impressed by her approachable nature and willingness to learn, that he gives her two cans of tennis balls at the end of the week.


Module: The Right LookClothing & Accessories

Clothing Style Colour Ironed Clean, comfortable and appropriate

for the Workplace Appropriate and comfortable footwear

for work 3 B’s – No boobs, bottoms & belly PPE – personal protective equipment

as required by the workplace

Accessories Jewellery appropriate for work, that is

not offensive e.g. eye, mouth and tongue piercings are not appropriate

Bag / Folder


Hair Style Trimmed Clean Appropriate for work –

Hair off face/tied back

Make-up

Appropriate for the workplace

Not overdone (clown face)

Personal Hygiene Daily shower Clean teeth and breath Clean manicured nails Attention to body odour Clean shaven No overpowering scents

Personal Presentation


Module: Act Right identify the qualities most important to today’s employer list elements of a good work attitude give an example of an employee showing enthusiasm on the

job and understand its importance to employers give an example of an employee being open and understand

its importance to employers give an example of an employee being willing to do whatever

work has to get done and understand its importance to employers

give an example of self-motivation on the job and understand its importance to employers


Employer ValuesDiscuss essential qualities important to the employer


Employer Survey

The following table lists some of the things that employers think are important when considering if they will offer work to a school leaver.


Aggressive Behaviour

A person behaving aggressively will: stand up for their rights in such a way that they violate the

rights of the other person express thoughts, feelings and beliefs in unsuitable and

inappropriate ways, even though they honestly believe those views to be correct

believe their opinions are more important than anyone else’s

blame others or outside factors for mistakes, show contempt, be hostile, attacking or patronising.


Assertive Behaviour

A person behaving assertively will:

stand up for their rights in a way that does not violate another person’s rightsexpress themselves in an open, honest and direct wayshow that they understand the position taken by the other person.


Non-assertive BehaviourA passive (or non-assertive) person will:

fail to stand up for their own rightsexpress their feelings or beliefs in an apologetic or

cautious waymay fail to express their thoughts, feelings and beliefs

at allbelieve that their own needs and wants are less

important give long justifying explanations and put themselves

down while trying to accommodate the needs and views of others.


Module: Talk the Talk

Communication involves the transfer of information from one party to another. To be successful, both parties must receive and understand the same message


Active ListeningActive listening is listening with intensity, empathy, acceptance and a willingness to be part of the conversation. Effective two-way communication relies upon active listening skills.


Eye ContactThe face shown has a shaded area that indicates the correct place to look at a person for positive eye contact. Think about where else you might be tempted to look at someone during a conversation. Looking at someone anywhere outside of the triangular target zone is likely to cause some degree of embarrassment.


Communication in the Workplace 1

Methods of Communication

Phone

Fax

Email

Letter

Memo

Presentation

Face-to-face

Voicemail

Computer networks

Diaries

Wall planners

Written

Verbal

Virtual

Non-Verbal

Behaviour

Body language

Symbols

Signs


Communication in the Workplace 2


Communication

In groups play a game of Chinese Whispers.


Chinese Whispers

AnswersThe little boy was playing in the mud and his red

shirt is now brownThe girl wearing the purple spotted dress is about

to fall in the pool


Barriers to Communication

Steve, can you pick me up in the morning?

How about dropping around to my place after school tomorrow?


Body Language


Written Communication


Verbal Language Here are some common

expressions you might use in conversation.

Suggest alternatives which are more appropriate to a work situation where correct speech & grammar are expected.


Module: Work Safely Did you know? In NSW during one accident year:

181 people died at work. This is like three full school buses crashing and killing everyone on board

58,604 workers were injured or made sick. This is more people than the crowd at the Big Day Out concert. This cost us $2 billion for this year alone.

Of the 58,604, there were 9,209 of these workers under 25.

30% of injuries were to workers’ backs.Labourers, plant and machine operators and

tradespeople have the biggest chance of injury.


Why is WHS an important issue?

NSW Work Health and Safety Regulation 2011 is a legal requirement which refers to being as safe as possible in your workplace.


How does WHS relate to me in the workplace?

In the workplace you are responsible for:Your actions – what you doYour inactions – what you don’t do


What are the employers’ responsibilities in terms of OH&S?

According to the Work Health and Safety Regulation 2011, it is the employers’ responsibility to provide a safe and healthy workplace. In general the employer must:identify potential hazards Control the hazardsEvaluate proceduresFollow the health and safety policies provided by the employer and keep up to date with any changesPractise safe work habits and obey all safety rules, and never take short cuts or chances

Tell their supervisor about potential hazards in the workplaceNever try to perform work they are not qualified to do or work they have not been trained to doKnow emergency procedures, including fire evacuation, and follow them.


In case of an accidentCan I get workers’ compensation?

NO. As students are volunteers, not employees, it is not classified as workers’ compensation. (Students are not to receive payment for Workplace Learning or Work Experience as this will negate the cover of insurance supplied by DEC.)

Remember that your work place experience is a mandatory component of your HSC. Employers give up their time to supervise you while you are at work.


What should I do if I have an accident?

NB Emergency procedures are found on your work placement I.D card. Carry this card on you at all times.

Let your employer know immediately an accident occurs. Seek medical assistance Your medical bills will need to be claimed through Medicare

and private health insurance. The employer will contact the school as soon as possible. After the school is notified your written statement of the accident will be required.


Module: Hands Off, Mouth ShutHarassment is any form of behaviour that is not wanted and which:

humiliates you (puts you down), or offends you intimidates you, or causes you emotional or physical harm.

Harassment is a type of discriminationIn some cases, a single act may be enough to amount to harassmentAnyone can be harassed e.g. people of any age, race or religion; women or men Harassment is often about one person (or a group) using power inappropriately over another person or group.


Examples of Sexual Harassment that have occurred during Workplace Learning

A male worker has shut the door to the office and then has come very close to a female student, invading her personal space, to explain the week's program, and has persisted in rubbing up against her body and touching her.

Male workers in the workplace have continually leered at a student, have wolf-whistled and made sexually suggestive comments as a female work placement student walked past.

A female student was repeatedly asked out by one of the male workers in the office. When she refused, he kept teasing that she was playing "hard to get" and that he knew that she really liked the attention he was giving her. He began to make offensive suggestions about her sex life when he realised that she really did mean no.

The supervisor of a girl persisted in suggesting that he wanted sexual favours from her. He made comments such as "Come back and see me next week and I'll fix you up with a job", and "I'll really look after you if you'll let me".

A female student went to a worksite where most of the workers were males. In several of the work areas, including the one where she was expected to work for most of the week, there were posters of naked females in suggestive poses, which offended her.A male student went to a motor garage, at which there were employed four males. During the placement, one of the male workers placed a grease-gun inside the front of the student's jeans and squirted the gun several times.A male student went to a workplace where there were mainly males working. Some of the workers considered that the student looked and acted in an effeminate way, and made wise-cracks to that effect. When the student opened his lunch book one lunch-time, he found that one of the workers had placed in it a condom and a pamphlet about AIDS.A male student in a factory was continually made fun of by a group of women workers about his perceived lack of sexual experience.


Examples of Racial Harassment that have occurred during Workplace Learning

You are an Italian student who has only been in Australia for a few months. You overhear one of the workers 'taking you off' and mimicking your accent. What could you do?

During lunchtime, whilst you are on your placement, you have lunch with a group of workers who continually poke fun at people of Irish background by telling Irish jokes. You are offended by these and similar statements which belittle people because of their cultural background. What could you do?

You and an Aboriginal student from your school attend a placement at the same workplace. You overhear the employer informing workers of the presence of "two students on work placement, and one of them is an ‘Abo’ ". What could you do?

You are a student whose parents emigrated from Vietnam fifteen years ago. You undertake a placement at a small workplace. On the second day of the placement, you go into the toilet and find "Asians Out” written in red on the toilet wall. It was not there yesterday. What could you do?

You are a student of Greek background who undertakes a placement in an office environment. On the third day of your placement a number of workers call you 'Spiros', which is not your name. What could you do?

You have arranged, with your teacher, to undertake a placement in a medium-sized bakery, expecting to gain hands-on-experience in the baking area. On a pre-visit, you had noticed that a number of workers in that area were of non-English speaking background. On the first day of your placement, the supervisor sets you to work in the clerical section after commenting that "the manual jobs are only for migrants. You should aspire to something a bit better than that". What could you do?

You and your parents emigrated from India when you were four years of age. You undertake a placement in a small retail store. One customer comes in, selects a variety of goods, but demands to be served by someone other than you, and mutters that "these migrants should all go back where they come from". What could you do?


What Would You Do?


If Workers Lodge A Formal Complaint About Harassment, What Will Happen?

No action will be taken against your wishes. Any action which is taken will be in consultation with you. Any complaints will be completely confidential. You will not be blamed. Your rights will be respected. Any help or support which you require will be provided. You will be protected from subsequent victimisation.

Should you suffer harassment whilst on Workplacement or WorkExperience, notify your family and school as soon as possible.

REMEMBER: SEXUAL AND RACIST HARASSMENT ARE UNLAWFUL AND IT IS YOUR RIGHT TO BE PROTECTED.


Module: Keep It Quiet

public schools ns work ready program

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