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wow.fya.org.au 1
The Foundation for Young Australians (FYA) is the only
national independent non-profit organisation dedicated
to all young people in Australia. Delivering a range of
initiatives (co)designed with young people, together
we deliver change across Australia.
Find out more at fya.org.au
Supported by:
The Careers Learning initiative is a partnership between the Victorian
Government and the Foundation for Young Australians to support young
people to learn about world of work and to build workplace skills.
SECTION 1 – INTRODUCTION 1
What is WOW? 1
Why take part? 2
Further information and support 2
How to use this toolkit 2
WOW program structure 3
SECTION 2 – PROJECT BASED LEARNING 4
What is project based learning? 4
Why use a project based learning approach? 4
How does project based learning work in WOW? 5
What does a presentation look like? 5
What skills do I need to facilitate WOW? 5
SECTION 3 – MAPPING TO AUSVELS 6
Strand – Physical, personal and social learning 6
Strand – Interdisciplinary learning 12
Strand – Discipline-based learning 16
SECTION 4 – OVERVIEW OF MODULES 20
Module 1 – WOW orientation 20
Module 2 – Insights into me 21
Module 3 – I’ve got the skills 22
Module 4 – Communication for success 24
Module 5 – In school networking event 26
INTRODUCTION ACTIVITY – THE WORLD OF WHAT? 28
LESSON 1 – WHAT’S MY TYPE? 30
LESSON 2 – CHARACTER GROWTH 36
LESSON 3 – ME AND THE WORLD OF WORK 42
LESSON 4 – THE FIRST CAREERS CONVERSATION 48
LESSON 5 – THE ART OF SELF PROMOTION 54
LESSON 6 – “WHAT EXACTLY ARE YOU SAYING?” 58
LESSON 7 – FAKE IT ‘TILL YOU MAKE IT! 64
LESSON 8 – IN SCHOOL NETWORKING EVENT 70
4 WOW Teacher Toolkit
SECTION 1:
This section of the WOW Teacher Toolkit provides an overview of the program and outlines
how you can use this toolkit to help run WOW at your school.
This program is brought to you by the Foundation
for Young Australians (FYA), in partnership with the
Victorian Government (Department of Human Services’
Community and Economic Participation Branch).
This year WOW will be piloted in Australian schools.
We appreciate your willingness to be involved in
the early stage of the program’s development.
What is WOW?
WOW stands for Worlds of Work. Since 2008, the
Foundation for Young Australians has successfully
delivered the WOW program to Year 10 students across
Australia. Now, it’s time for all students in Years 7-9
to access meaningful and engaging careers learning.
We’re excited to invite your school to pilot the program
in your junior school during in 2015!
WOW is a careers learning program that is run by teachers
in their classrooms. It seeks to connect students in Years
7-9 with the world of work by providing activities that
facilitate meaningful and developmentally-appropriate
careers exploration.
The program is made up of a series of modules that link student
learning to real world experiences. The modules can be mixed
and matched so that teachers have the flexibility to adapt the
content to their school setting and the needs of students.
Throughout the course of the program, students develop
the skills required for successful work exploration, and
are provided with opportunities to put these skills into
practice through activities where they participate in
careers conversations and develop real connections
to the world of work.
The program aims to enable students to:
> Understand themselves in the context of work
> Explore the meaning and purpose of employability
skills, as well as provide opportunities to demonstrate
and practice these skills
> Research and understand current and future industry
trends, with a specific focus on the concept of growing
vs shrinking industries
> Engage with the world of work through the direct
engagement in careers conversations with people in
relevant industries.
In addition to this, WOW engages parents and carers
in careers learning activities and information.
wow.fya.org.au 1
Figure 1 – WOW objectives Figure 2 – WOW program framework including potential sequence of modules.
1. Understanding ‘self’
in the context of work
2. Learn and practice
employability skills
Objectives
3. Gain insights into the
current and future
world of work
4. Participating in
career connections
5. Engage parents
in careers learning
My connection to the world of work
Student journey through WOW
The world of work in my community
Descriptions
School organised networking event
Developing self-
awareness; an
understanding of
personal attributes,
skills and capabilities.
Understanding how
learning in everyday
Learning and
practicing
employability
skills, such as
communication,
project management, financial literacy,
Developing an
awareness of the
current world of work,
and exploring the
increasingly complex
Having opportunities
to connect with
employers and
other significant
adults to have career
Increasing awareness
of parents as a source
of careers information
and engaging them
early in careers
Intro to
WOW
Insights
into me
Communication for success
Discovering our future world
of work
Planning your networking
event
Student organised networking event
life is relevent to the
world of work.
digital literacy and
creativity.
future world of work. conversations. learning activities. My first
job
Modules can be delivered in any order
Core WOW modules
Why take part?
This is a unique and exciting opportunity for students that
enables them to achieve the objectives shown in Figure 1.
The WOW program framework (Figure 2, page 3) depicts
how each of the modules relates to the objectives.
In the long term, the program aspires to contribute
towards systemic change within the education system
and economy. The WOW vision is that:
> Australia has a careers education framework that
provides comprehensive, consistent, high quality
careers education in every school
> Careers education is informed by Australia’s competitive
strengths in the future
> Young people make better choices about study and work
> Adults are well equipped to provide guidance and
support to young people
Further information and support
If you require further information please do not hesitate
to contact WOW Program Manager, Samantha Brooks:
Samantha Brooks
Foundation for Young Australians
GPO Box 239 Melbourne Victoria 3001
Phone: 03 9604 6244 Fax: 03 9670 2272
Email: [email protected]
How to use this toolkit
This toolkit is a step-by-step guide of how to deliver
WOW in your school. The learning modules and
associated resources have been designed to provide
a high level of flexibility so that you can tailor the
program to fit your school context. You have been
provided with the following:
> An overview of each module and its lessons
> Teacher’s Notes detailing the content and
recommended delivery for each lesson
> A Student Workbook
> Online content for delivery, including videos, PowerPoint
slides and instructions that accompany each lesson is
available at wow.fya.org.au
We hope this program will provide a fun and practical
way to engage your students in careers learning.
WOW program structure:
Throughout WOW, students will explore and
then present their findings on an inquiry question:
“What does it take to succeed in life and work?”
Here’s how:
The WOW program’s content falls under two separate phases:
> “My connection to the world of work” takes students on
a journey of self-discovery through a careers lens.
> “The world of work in my community” directly
connects students and industry through meaningful,
relevant and engaging structured activities.
Each phase of WOW features one or more learning
modules, within which sit the WOW lessons.
Each of the WOW lessons is organised like this*:
> The Hook is an important activity that aims to hook
your students in! It will pique their interest and start
a conversation about the lesson content.
> The Inquiry Question is the next focus of each lesson,
and provides your students with an opportunity to start
thinking critically about the lesson content.
> The Lesson Activities give students a space wherein
they can explore their understanding of the concepts
covered in each lesson. The activities are experiential
and encourage exploration, research, creativity and
lively discussion.
> The Reflection Activity is an essential inclusion
for each lesson — it allows students to cement their
understanding, and contemplate the personal meaning
that they have created throughout the lesson.
> Each lesson also suggests time for Project Work —
this is where students spend time ideating, developing
and refining their understanding of what it takes to
succeed in life and work. The activities will culminate
in a final presentation on the topic to an audience
of classmates, staff, parents and carers as well as
members of local industry.
> The Parent Connection for each lesson is critical — it
provides an avenue through which parents and carers
can meaningfully engage with their children’s careers
learning. The activities aren’t usually a huge ask — they
just encourage organic interaction between students
and the adults in their life with a specific focus on careers.
*Each lesson has a time indication, this can be reduced
or extended according to your students’ needs.
2 WOW Teacher Toolkit wow.fya.org.au 3
SECTION 2:
What is project based learning?
Project based learning (PBL), is a student-driven, teacher
facilitated learning approach.
It allows students to drive their own learning through
personal engagement through a central inquiry question.
The question for WOW is “What does it take to succeed
in the world of life and work?”
Structure in PBL can be provided by building in such
strategies as a project plan, timelines, key activities and
milestones with key outcomes. The WOW curriculum
provides this structure.
The teacher’s role in PBL is to facilitate the learning journey
by providing structure, teaching skills where required in a
timely manner, asking insightful questions to help students
make decisions and develop understandings. In this way
teachers are supporting students to become motivated
and independent thinkers and learners.
Students present a project at the end of the unit,
in which they show what they now think/know, why
they think/know that and how they came to that
discovery. For WOW, students are asked to make links
and contextualise their learning into their future school/
career pathway.
Why use a project based learning approach
> Engagement: PBL can engage students in learning and
so provide the intrinsic motivation to drive their own
learning. Some pillars of engagement in PBL are:
> Meaning: students can find personal meaning through
connecting their interests and passions with the key
content. The students need to have connected with
why it is important for them to need to know more
about the content.
> Connection: PBL opens many opportunities for
learning opportunities through connecting to the
real world. Students are excited by seeking out actual
stories and experiences from other people and places,
reflecting, analysing and creating new understanding
(action research). Students make connections with real-
world situations, and can begin to place themselves/
empathise with the situation.
> Working with the community: Engaging with learning
outside the classroom broadens the awareness and
concept of learning (from something that is only done
in class), and it has students using and developing
skills and competencies, such as communication,
collaboration and planning and organising.
> Voice and choice: PBL allows the learner to direct their
learning. They make choices on aspects of their inquiry
that connect to their interests and passions, how they
find out the information, who they would like to talk
to, how they would like to present their findings, etc.
Students are asked to formulate their own personal
questions, conduct interviews and communicate their
own responses to the over-arching inquiry question.
> Public presentation: In whatever form the
presentation of learning takes, the authenticity of the
project is overt because the message and the intent of
final outcome of the project, is that their perspective
on the key content is important for the community to
hear. For WOW, the audience may be other teachers,
parents, community business people, who through
hearing how the young people are thinking/ feeling/
knowing, are better able to support them, create or
modify current situations within their remit.
How does project based learning work in WOW?
The project for WOW is a presentation given by the
students at the end of modules, either by themselves
or in small teams, to the central inquiry question “What
does it take to succeed in the world of life and work?”
Each WOW module, provides a structure to this central
question, by breaking down this inquiry question
sequentially, into smaller questions for each module.
The WOW modules all have the same format, which
supports the teacher to facilitate the inquiry questions,
lead participatory activities for exploration of concepts
and knowledge, facilitate learning through reflection,
and then allow for students to construct their personal
understanding into creative project work.
By the end of the modules completed, students can
refine and compile their project investigations into
their presentations.
What does a presentation look like?
A presentation can be an exhibition night, YouTube
videos, slide show presentations, idea generation/
prototype focus groups...
The presentation idea should be decided upon in
collaboration with the school and the students. Some
student projects may, by their nature or due to the
student’s talents, take on a different form than the others.
What skills do I need to facilitate WOW?
The WOW curriculum provides a comprehensive teacher
notes. The most important thing is being clear on what
‘hat’ you are wearing during your facilitation of the program.
> Student engagement hat: “Have I engaged the students,
by helping them find personal meaning, connecting them
to purpose and outcome of the presentation, supported
them by giving them the choice and challenge?” (Good
questioning, discussions, idea generation, experiential
learning activities and de-briefs)
> Project management hat: “What stages of the project
are we up to, what needs to be done, how can I support
the students to make connections to past and future
tasks, what is the milestone for the students (output),
how much time can I give for completion?” (Planning
and organising, clear set-ups, time management,
defining roles)
> Skills training hat: “What skills will the students be
using today, how can I teach the skill in a practical
way with students seeing the relevance?” (Practical
activities, practice, group work, reflection)
> Check-in: “What are the agreements we need to make as
a class to support how we operate together to support
this type of learning? Are we succeeding, do we need to
change the agreements? STOP/re-focus: Looks like we
are off track – what is happening? How can we fix this?”
(Making agreements, scanning the room for engagement,
participation, listening, asking for solutions from the group)
> General: Celebrate success, acknowledge effort,
normalise times of uncertainty, promote open-
mindedness and appreciation of diversity amongst the
class, highlight our ability to learn from each other.
Some extra reading on PBL and related topics:
> The Buck Institute for Education (although based in USA)
is an excellent source of information and tools for Project
Based Learning in your classroom: http://bie.org/
> 8 Essentials for Project-Based Learning (by BIE):
http://bie.org/object/document/8_essentials_for_
project_based_learning
> Project Based Learning: Explained.
https://www.youtube.com/watch?v=LMCZvGesRz8
> Another US-Based Organisation, Edutopia, has a wealth
of information and tools about PBL and other education
topics: http://www.edutopia.org/project-based-learning
4 WOW Teacher Toolkit wow.fya.org.au 5
SECTION 3:
This section of the WOW Teacher Toolkit maps the program against key elements of the
Australian Victorian Essential Learning Standards (AusVELS) for Years 8 and 9, in order to
demonstrate the relevance and utility of the program in achieving required learning outcomes.
CURRICULUM MAPPING
The following tables show how each of the WOW modules relate to the AusVELS curriculum for Year 8 and Year 9.
STRAND – PHYSICAL, PERSONAL AND SOCIAL LEARNING
Domain: Personal learning
Year 8 Module
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event
The individual
learner
…monitor their progress as learners. ✓ ✓ ✓
…identify their strengths and weaknesses ✓ ✓ ✓ ✓
and take actions to address their weaknesses.
STRAND – PHYSICAL, PERSONAL AND SOCIAL LEARNING
Domain: Personal learning
…identify a variety of learning habits ✓ ✓
and adopt those which assist their learning.
Year 9 Module
Communi-
Managing
personal learning
…explain how their ideas have changed
to develop and refine their content knowledge
and understanding.
✓ ✓ ✓ ✓
Dimension
The individual
Key elements of the Standards:
Students...
…demonstrate flexible use of multiple
Insights
into me
I’ve got
the skills!
cation for
success
Networking
event
…determine learning improvement goals. ✓ ✓
…set realistic short and long-term learning goals. ✓ ✓
learner learning strategies to complete a set task.
…self-assess work performance against set
achievement criteria.
✓ ✓
✓ ✓ ✓ ✓
…complete short, extended and group tasks within set
timeframes.
✓ ✓ ✓ ✓
…understand that enquiry and research may
challenge their own and others’ values and beliefs.
✓ ✓ ✓ ✓
…initiate and complete some tasks independently. ✓ ✓ ✓ ✓
…review the effectiveness of the management of tasks. ✓ ✓
…develop and use criteria to evaluate their work. ✓
Managing
personal learning
…demonstrate knowledge of a range
of coping strategies for managing learning.
...demonstrate self-directed time management
with a focus on task requirements.
✓ ✓
✓ ✓ ✓
6 WOW Teacher Toolkit wow.fya.org.au 7
STRAND – PHYSICAL, PERSONAL AND SOCIAL LEARNING
Domain: Interpersonal development
STRAND – PHYSICAL, PERSONAL AND SOCIAL LEARNING
Domain: Interpersonal development
Year 8 Module Year 9 Module
Communi-
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event Dimension Students... into me the skills! success event
Building social
relationships
…demonstrate respect for the individuality
of others in local, national and global contexts.
✓ ✓ ✓ ✓
Building social
relationships
…show empathy in monitoring and responding
to the behaviour of other in diverse social contexts.
✓ ✓ ✓ ✓
…empathise with others in local,
national and global contexts.
✓ ✓ ✓
…are aware of appropriate behaviour when
in diverse social contexts.
✓ ✓ ✓ ✓
…acknowledge the diversity of individuals ✓ ✓ ✓ ✓
Working in teams …select and use appropriate strategies ✓ ✓
to effectively manage individual conflict.
…understand the relationship between values,
beliefs and accepted social practices.
…show knowledge and skills in the employment
of a range of strategies for managing difference
✓ ✓ ✓ ✓
✓ ✓ ✓ ✓
…assist others in resolution processes. ✓ in social relationships.
…accept responsibility as a team member. ✓ ✓ ✓ ✓
…support other members to share information. ✓ ✓ ✓ ✓
…explore the ideas of others. ✓ ✓ ✓ ✓
…work cooperatively to achieve a ✓ ✓
shared purpose within a realistic timeframe.
Working in teams …demonstrate assertiveness and self-efficacy skills
to articulate personal attributes when allocating roles.
…use strategies for motivating group members
and working towards task completion.
…demonstrate engagement of all team members
in group processes.
✓ ✓ ✓ ✓
✓ ✓
✓ ✓ ✓
…reflect on individual and team outcomes. ✓
…act to improve their own and the team’s performance. ✓
…monitor and evaluate group processes
and task performance.
✓ ✓ ✓
8 WOW Teacher Toolkit wow.fya.org.au 9
10 WOW Teacher Toolkit
STRAND – PHYSICAL, PERSONAL AND SOCIAL LEARNING
Domain: Civics and citizenship
Year 8 Module
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event
Community
engagement
…present points of view on contemporary
✓ issues using appropriate supporting evidence.
…propose possible solutions to problems. ✓ ✓
…use democratic processes when working in groups
✓ on class and community projects.
…participate in school and community events to
✓ contribute to contribute to action on community issues.
Year 9 Module
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event
Civic knowledge
and understanding
…investigate an international issue from a global
perspective which includes examination of the role ✓ ✓
of global organisations and the role of Australia.
Working in teams …develop, based on research evidence, an action
✓ plan to address a social or environmental issue.
…demonstrate responsibility for aspects of a citizenship
✓ activity in the school or local community.
10 WOW Teacher Toolkit wow.fya.org.au 11
STRAND – INTERDISCIPLINARY LEARNING
Domain: Thinking processes
STRAND – INTERDISCIPLINARY LEARNING
Domain: Thinking processes
Year 8 Module Year 9 Module
Communi-
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event Dimension Students... into me the skills! success event
Reasoning,
processing
…use a range of question types.
✓
✓
✓
✓
Reasoning,
processing
…select information from a variety of sources.
✓
✓
and enquiry …locate and select relevant information from varied sources. ✓ ✓
…use a range of appropriate strategies ✓ ✓
of reasoning and analysis.
and inquiry …use information-technology skills in
problem-solving activities that involve more variables.
…synthesise information when
considering various perspectives.
✓ ✓ ✓ ✓ ✓ ✓
Creativity …complete activities focusing on problem solving
and decision making which involve an increasing number of
variables and solutions.
✓ Creativity …use a range of self-selected creative thinking strategies
when engaging with complex and novel ideas.
✓ ✓ ✓ ✓
...apply creative thinking strategies. ✓ ✓ ✓ ✓
…explore possibilities and generate multiple options, ✓ ✓ ✓ ✓
Reflection,
evaluation and
meta-cognition
…understand their own and others’ viewpoint following
analysis of those perspectives.
✓ ✓ ✓ ✓
problem definitions and solutions.
…modify and evaluate their thinking strategies. ✓ ✓ ✓ ✓
…describe and explain changes that may occur
in their ideas and beliefs over time.
✓ ✓ ✓ ✓
12 WOW Teacher Toolkit wow.fya.org.au 13
STRAND – INTERDISCIPLINARY LEARNING
Domain: Communication
STRAND – INTERDISCIPLINARY LEARNING
Domain: Communication
Year 8 Module Year 9 Module
Communi-
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event Dimension Students... into me the skills! success event
Listening, viewing
and responding
…modify their verbal and non-verbal
responses to suit certain audiences.
Listening, viewing
✓ ✓ and responding
…engage in ongoing discussion about factors
✓ ✓ that influence interpretation of presentations.
…interpret complex information and evaluate
the effectiveness of its presentation.
✓ ✓ ✓ ✓
…question and challenge key ideas in a variety of forms. ✓ ✓ ✓
…reflect on alternate responses to a variety
…use specialised language and symbols as appropriate to ✓ ✓
the context within which they are working.
of communication forms.
…knowledge of terminology, vocabulary, symbols and
✓ ✓
✓ ✓ ✓ ✓ …consider their own and other’s points of view. ✓ ✓ ✓ ✓ codes specific to different learning domains.
…apply prior knowledge to new situations. ✓ ✓ ✓ ✓
…challenge assumptions and justify ✓ ✓ ✓ ✓
their own interpretations.
Presenting …use communication conventions, ✓ ✓
Presenting …experiment with different
presentation content and form.
…comment on the effectiveness of strategies
used by others in developing their presentations and
suggest alternatives.
✓ ✓ ✓ ✓
✓ ✓ ✓
forms and language appropriate to the subject.
…convey a clear message across a range of forms to meet
the needs of the context, purpose and audience.
✓ ✓ ✓ ✓
…provide constructive feedback and reflection. ✓ ✓ ✓
14 WOW Teacher Toolkit wow.fya.org.au 15
wow.fya.org.au 17
STRAND – DISCIPLINE-BASED LEARNING
Domain: Economics
Year 8 Module
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event
Economic
knowledge and
understanding
…explain the nature of an economic problem. ✓
…explain how economic choices involve trade-offs ✓
that have both immediate and future consequences.
…explain key factors that influence
✓ the Australian economy.
…describe factors that affect choice of employment
✓ opportunities for current and future work.
…explain the relationship between education, training
and work opportunities.
✓ ✓ ✓ ✓
Economic
reasoning and
interpretation
…analyse and interpret data. ✓
…form conclusions supported by evidence. ✓
…form and express opinions on economic issues that
interest and/or impact on them personally, ✓
or locally and/or nationally.
Year 9 Module
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event
Economic
knowledge and
understanding
…have a basic understanding of the direct effects of
✓ ✓ key economic decisions on the economy [and] society.
…identify possible career paths and opportunities. ✓ ✓ ✓
…are competent in the use of a broad range of
✓ generic job seeking skills and job interview techniques.
Economic
reasoning and
interpretation
…research and report on economic issues that include
accurate descriptions, relevant basic explanations, and ✓
conclusions supported by evidence.
16 WOW Teacher Toolkit wow.fya.org.au 17
STRAND – DISCIPLINE-BASED LEARNING
Domain: English
STRAND – DISCIPLINE-BASED LEARNING
Domain: English
Year 8 Module Year 9 Module
Communi-
Communi-
Key elements of the Standards: Insights I’ve got cation for Networking Key elements of the Standards: Insights I’ve got cation for Networking
Dimension Students... into me the skills! success event Dimension Students... into me the skills! success event
Reading and
viewing
…interpret texts, questioning the reliability
of sources of ideas and information.
✓ ✓ ✓
Reading and
viewing
…evaluate and integrate ideas and information
from texts to form their own interpretations
✓ ✓ ✓ ✓
…select evidence from the text to show how
events, situations and people can be shown
from different viewpoints.
Writing …demonstrate how manipulating language features and
✓ ✓ images can create innovating texts.
…create texts that respond to issues interpreting and
✓ ✓ ✓
✓ ✓ ✓ Writing …create texts for different purposes. ✓ ✓ ✓ ✓ integrating ideas from other texts.
…take into account intended purposes
and the needs and interests of audiences.
✓ ✓ ✓ ✓
Speaking and
listening
…use a variety of language features to create different
levels of meaning.
✓ ✓ ✓ ✓
Speaking and
listening
…combine ideas, images and language features
to show how ideas can be expressed in new ways.
✓ ✓ ✓ ✓
…manipulate language features and images
to create innovative texts.
✓ ✓ ✓ ✓
…make presentations and contribute actively to class
discussions, using language patterns for effect.
✓ ✓ ✓ ✓
…make presentations and contribute actively
to class and group discussions.
✓ ✓ ✓ ✓
18 WOW Teacher Toolkit wow.fya.org.au 19
Module focus
The activities within the Insights into Me module begin student exploration into the world of
work by starting with a topic to which they easily can relate: themselves. The activities seek
to increase student awareness of how their personalities impact their daily lives and potential
career choices as well as empower students to view their character traits as controllable
variables they may improve to help them obtain greater success in life and in the world of work.
Outcomes
Students will:
> Discover their own personality traits through a Myers-Briggs style assessment
> Reflect on their strengths and weaknesses within a set of 7 Key-To-Success
personality characteristics.
Program objective links
Understanding Insights into Parental
‘self’ in the Employability
the world Career
engagement in
context of work skills
of work connections
careers learning
✓ ✓ ✓
Approximate duration:
2x 60 minute sessions
Module focus
This module aims to reveal students’ interpretation of work and create a record of their
ideas. Students will also watch a short clip that introduces and sets up the WOW program.
Outcomes
Students will:
> Reflect on their current understandings of the world of work.
> Be introduced to the content of the WOW program.
WOW phase
“My Connection to the World of Work”
Program objective links
Understanding Insights into Parental
‘self’ in the Employability
the world Career
engagement in
context of work skills
of work connections
careers learning
✓ ✓ ✓ ✓ ✓
Approximate duration:
30 minutes
What’s My Type?
Students will discover their
personality types through a
Myers-Briggs style assessment
> Students complete the 16 Personalities personality
test and find their personality type.
> Students reflect on their results and relate
them to their day-to-day activities. They will
make direct links between the results of the
assessment and the activities they enjoy to
enhance understanding of how the ‘self’ links to
the external world.
60 minutes
Key Words:
Introvert, extrovert
Resources:
Student Workbook
Computer with internet access
Character Growth
Students will reflect on their own
strengths and weaknesses and
engage in ongoing reflection to
facilitate character growth.
> Explore the seven key-to-success personality
traits: curiosity, grit, optimism, self-control, social
intelligence, and zest.
> Students complete Character Growth
Assessment. Created based on research by
Angela Duckworth, the Character Growth
Assessment allows students to reflect on their
skill level for seven character traits
that have been found to influence success.
> Students complete Character Growth Weekly
Reflection.
60 minutes
Key words:
Optimism, grit, zest, curiosity, social
intelligence, gratitude, self-control,
interpersonal
Resources:
Student Workbook
Computer with internet access
SECTION 4:
This section of the WOW Teacher Toolkit provides an overview of each of the modules, including:
> The focus of each module
> Links to program objectives
> Lesson overviews
MODULE 2 – INSIGHTS INTO ME
Module Overview
MODULE 1 – INTRODUCTION TO WOW
Module Overview
Lesson Overview
Activity Overview
The World of What?
Students will begin to consider
some of the questions explored
in the WOW modules and watch a
video overviewing the program.
> Students organise themselves into groups of
three to four and allow them to brainstorm
questions to The World of What? prompts.
> Students orally report back on their answers, and
record some of the questions
> As a class, watch the WOW Introduction video.
> Students un-jumble the program’s inquiry
question: “what does it take to succeed in life and
work?” and discuss the programs’ inquiry project.
30 minutes
Key Words:
Employability skills, work, question,
job, paid, voluntary
Resources:
Computer access
World of What? question prompts
Inquiry question jumble activity
20 WOW Teacher Toolkit wow.fya.org.au 21
Me and the World of Work
Students explore the concept of
transferable skills and apply them
to their own experiences.
> Students explore transferrable skills through a
set of short videos
> The class will explore transferrable skills
by speaking with people who work
> Student connect their own experiences/interests/
skills/hobbies to the transferable skills.
90 minutes
Key Words:
Passions, transferrable skills,
communication, teamwork, time
management, problem-solving,
organization, digital, creativity,
innovation, leadership
Resources:
Student Workbook
Computer with internet access.
Projector and speakers
Magazines, paper, scissors, glue
Careers Conversation #1
Students practice interviewing
skills while making meaningful
connections between personal
interests, skills, and the world
of work.
> Students will interview an adult (parent/relative/
friend/carer/alumni) to explore their interests and
understand how the skills needed to pursue those
interests could be utilised at work.
> Students prepare for their interview in class.
> The class share their findings publicly and in doing
so, demonstrate the versatility and transferability of
the skills in focus.
30 minutes preparation, 60
minutes for follow up activity
Key words:
Transferrable skills, communication,
teamwork, time management,
problem-solving, organization,
digital, creativity, innovation,
leadership
Resources:
Computer with internet access.
Student Workbook
The Art of Self Promotion
Students practice identifying and
discussing their own strengths,
abilities and accomplishments.
> Students engage in a peer-to-peer evaluation
activity.
> They discuss the difference between identifying
positive attributes in others and in yourself.
> Students create a magazine front-cover
to display their positive attributes.
90 minutes
Key Words:
Communication, teamwork, time
management, problem-solving,
organization, digital, creativity,
innovation, leadership, résumé,
curriculum vitae (CV)
MODULE 3 – I’VE GOT THE SKILLS
Module Overview
MODULE 3 – I’VE GOT THE SKILLS
Lesson Overview
Module focus
The lessons in this module introduce students to the skills needed to be successful in the
world of work. Students will discover that they already possess numerous transferrable
employability skills through their interests and hobbies.
Students will build their confidence by speaking about their skills and accomplishments.
They will also have a chance to further their knowledge of the connections between personal
interests, skills, and the world of work through an adult interview where they will practice
their communication skills.
Outcomes
Students will:
> Explore transferrable skills (employability skills).
> Make connections between their current interests, skills and the world of work.
> Practice discussing their own strengths, abilities, and accomplishments.
> Practice interviewing skills with an adult.
WOW phase
“My connection to the world of work”
Program objective links
Understanding Insights into Parental
‘self’ in the Employability
the world Career
engagement in
context of work skills
of work connections
careers learning
✓ ✓ ✓ ✓ ✓
Approximate duration:
3x 90 minute sessions
22 WOW Teacher Toolkit wow.fya.org.au 23
“What exactly are you saying?”
Students will develop and practice
skills in the three different forms
of communication: what you say
(words), how you say it (tone) and
what you do (body language).
> Students analyse pictures of people
communicating different non-verbal messages.
Students describe the message being
communicated and justify why they drew those
conclusions.
> As a class, view and explore statistics relating to
communication.
> In groups, students demonstrate their
understanding of the impact of different
approached to communication.
> Students reflect on a time when they used
communication effectively.
60 minutes
Key words:
Comfort zone, communication,
curiosity, extrovert, grit,
interpersonal, introvert, optimism,
self-control, social intelligence,
positive, effort, zest
Resources:
Communication Pie-Chart display
Computers with internet access
Fake it ‘til you make it!
Students will apply their
understanding of non-verbal and
verbal communication to their own
interactions with others.
> Students use their knowledge and understanding
of non-verbal communication to label a
diagram explaining how to communicate in a
positive manner using the three elements of
communication.
> Student explore the potential outcomes
of using positive communication.
> Students practice ‘the handshake’.
> Students apply their understanding of positive
communication by creating a short comic.
120 minutes (or 2x 60 minutes)
Resources:
Human body diagram
Video: “Fake it till you make it!”
Phone/tablet with a camera
and film editing app
MODULE 4 – COMMUNICATION FOR SUCCESS
Module Overview
MODULE 4 – COMMUNICATION FOR SUCCESS
Lesson Overview
Module focus
One of the key employability skills that students use daily, and can immediately benefit
from improving, is communication. The activities in this module guide students through
an exploration of the different forms of communication and how they can effectively use
communication skills in their daily lives and in the world of work.
Outcomes
Students will:
> Explore different elements that make up communication.
> Make connections between positive communication and positive outcomes.
> Gain tangible positive communication skills.
> Apply their positive communication skills in an interview situation and in a networking
situation (Linked to Careers Conversation Component of WOW).
WOW phase
“My connection to the world of work”
Program objective links
Understanding Insights into Parental
‘self’ in the Employability
the world Career
engagement in
context of work skills
of work connections
careers learning
✓ ✓ ✓
Approximate duration:
3x 60 minute sessions
24 WOW Teacher Toolkit wow.fya.org.au 25
Industry profiling
Students will use a local data set
to establish growth industries in
their area and decide whom to
engage for the networking event.
> Using local area data, students interpret local
employment and industry data with the purpose of
establishing growth/high employment industries.
> Consult industry profiles to determine jobs
available in each industry.
> Locate businesses and professionals within their
communities from the largest growth industries
to create a wish list of invitees
for the Networking event.
60 minutes
Key Words:
Industry, trend, growth, network,
community, local, employment,
employer
Resources:
Computer with internet access
Pre-event planning and
communication
Students will use transferrable
skills to engage local employers to
participate in a networking event.
> Discuss the concept of networking in the world
of work by relating it to the personal networks of
each student.
> Using the list compiled in the Industry
Profiling activity, decide as a class whom
to invite to the event
> As a class, discuss the various mediums through
which communication is accomplished and
establish an appropriate medium to invite local
professionals to the Networking event.
> Draft and finalize invitations to an in-school WOW
Networking Event.
> Distribute invitations from class.
60 minutes
Key Words:
Networking, planning, profiling,
transferrable skills, local,
employment, employer
Resources:
Computers
School letterhead for invitations
Networking event
Students will connect to local
employers in a meaningful
way, providing them with an
opportunity to practice real-
world networking skills and
develop greater understanding
of how their skills and interests
connect to the world of work.
> The session should start with
an icebreaker game.
> Ask employers to briefly introduce themselves
and where they’re from.
> Give an overview of how the networking session
will run. Describe the activity
for the session.
> Allow the session to run. Monitor engagement of
students. Set mini-goals (i.e. ask at least three
questions of your mentors throughout
the session).
> The event ends with a mini-debrief where
students can reflect on their learnings
throughout the session and visitors can
acknowledge the achievements of the students
(see Teachers’ Notes for debrief guidelines).
90 minutes
Resources:
Room for event
Food for event
MODULE 5 – IN SCHOOL NETWORKING EVENT
Module Overview
MODULE 5 – IN SCHOOL NETWORKING EVENT
Lesson Overview
Module focus
An essential part of the of the WOW program, the Networking Event and associated activities
provide students with a number of opportunities to apply key employability skills in real-world
situations. They will also deepen their understanding of how their personal skills and interests
can be applied to the world of work. By utilizing local industry data to develop their list of event
invitees, students will gain unique insight into the future world of work in their area.
Outcomes
Students will:
> Practice real-world networking skills.
> Gain understanding of how their personal skills and interests can be applied to the world of work.
> Reflect on learning after the networking session in a follow up activity.
WOW phase
“My connection to the world of work”
Program objective links
Understanding Insights into Parental
‘self’ in the Employability
the world Career
engagement in
context of work skills
of work connections
careers learning
✓ ✓ ✓
Approximate duration:
In-class activities: 2x 60 minutes
Networking Event: 90 minutes
26 WOW Teacher Toolkit wow.fya.org.au 27
28 WOW Teacher Toolkit
Time: 30 minutes
Purpose: Students will begin to consider some of the questions explored in the WOW modules and watch
a video overviewing the program.
Rationale: The world of work may still seem very far off to many students. This activity helps students
think about why it is important to begin discussing this topic now and helps them to brainstorm
questions they would like to have answered over the course of the program. By brainstorming
questions, students take greater ownership of the learning process.
LESSON 1:
Activity
sequence:
Print copies of The World of What? question prompters and display them around the room.
Break students into groups of three to four and allow them to brainstorm and note down their
questions about The World of What? prompts.
Once groups have had a chance to brainstorm questions, report back on their answers to the
class. When necessary, ask students to expand on their answers and take advantage of any
opportunity for further discussion of answers as a class.
Then, as a class, watch the WOW Introduction video.
Take time after the video to answer any questions students may have.
Introduce the WOW inquiry question and project work
In groups, students attempt to figure out the word jumble of the question:
“What does it take to succeed in life and work?”
Inform students that while engaged in the WOW program, they will be exploring this question
through the different activities of WOW, and at the end of the program will be presenting their
response to the question.
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wow.fya.org.au 31
Lesson
activity 1:
Students will be prompted on the WOW Website with the following:
After the class activity, spend some time thinking about and responding to these questions…
What do you know about the World of Work?
Note down three things that you think of when someone mentions ‘work’:
Why is the World of Work something worth focusing on for you?
(given that its not happening for you, like, tomorrow…)
What’s the big question you’re exploring throughout the WOW program?
How to engage
parents in this
lesson:
Information about the program for parents is available to print from the ‘For Teachers’ section
of the WOW website. There is also a ‘For Parents’ section on the WOW website: wow.fya.org.au
Students could use the questions from The World of What? activity to start a conversation with
their parents about the world of work.
Resources
you’ll need:
> Student Workbook
> The World of What? question prompter print-outs
> Computer with projector to display the WOW orientation video
> “What does it take to succeed in life and work” jumbled words
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32 WOW Teacher Toolkit
Time: 120 minutes
Purpose: Students explore their own personality traits through an online Myers-Briggs Type Indicator.
Rationale: Personality tests, like Myers-Briggs, allow students to reflect on how they think, learn, and work
best and potentially give students insight into what career choices may be most appealing for them.
ACTIVITY SEQUENCE:
LESSON 2:
The ‘Hook’
activity:
This first activity will encourage students to begin to think about personality types,
and how they can be understood in relation to individuals who possess them.
> Print the personality descriptors before class, and cut them up or give the class some
time to do so.
> At the start of the lesson, ask students to identify 10 ‘famous people’ that they know, for
example, sports stars, movie stars, singers, musicians, artists, politicians etc. Then, find
images of those people online (use the ‘images’ search function on any search engine).
> Print, or project each image so that all students can see it (printing and sticking it up onto
the wall is preferable).
> Explain to students that their challenge is to attach a personality descriptor they believe
applies to each individual they’ve identified.
> Engage in a discussion as to why each student attributed each description to the pictured
person: i.e. “You’ve attached “caring” to Mother Teresa: what is it about that person and their
actions that made you do that?”
> Watch the Lesson One WOW video: “Who Am I?”
The Inquiry
Question for
this lesson:
In this lesson, students should be encouraged to explore the following question,
and be facilitated to set themselves one or two inquiry questions that stem from it:
Who am I?
Spend some class time ‘pulling apart’ the inquiry question, and coming up with some more
specific questions that feed into the main question.
Some ideas for questions or investigation starters:
> What do I like? Why?
> What don’t I like? Why?
> What am I interested in?
> What are some words I would use to describe my personality?
By answering these questions, students find a purpose for themselves, and a frame for what
sort of questions to ask so it connects back to the question:
“What does it take to succeed in life and work?”
32 WOW Teacher Toolkit wow.fya.org.au 33
The lesson
activities:
Lesson
activity 1:
Before you deliver this lesson:
As the facilitator of this activity, you’re encouraged to complete the test yourself before you
ask your students to do so. It’ll help you to better gauge your class’s progress, and you’ll also
be able to have a really robust discussion about individual results once they’re discovered.
It could also provide a good basis upon which to facilitate a meaningful discussion about
the pros and cons of the Myers-Briggs Type Indicator test.
Note, also that the Lesson page contains a direct quote from the website administrator
on the accuracy of results of personality tests taken by young people- this is worth highlighting
and spending some time on as well.
Watch the WOW video as an introduction to the lesson’s activity.
Students will be prompted on the WOW website with the following:
> This lesson will explore different personality types, and you’ll also get a chance to find
out what yours is!
> Watch the video, then you can start on the exploration of your own personality type.
After the video, engage in a class or group discussion — you could cover the following points:
> Ask students if they have ever taken a personality test before.
> Recount your experience with personality tests.
> Ask students what they believe the benefits of taking a personality test could be for their life
and for their future work.
Overview of key vocabulary is important at this stage. Introvert and extrovert are typically
the two words with which students struggle, but you could go through the test ahead of time
to identify other words that could be potentially confusing for your students.
Thinking critically about personality tests
Before undertaking the personality test, students could engage in some critical thinking about
the effectiveness of this type of evaluation.
Students will be prompted on the WOW website with the following:
Your challenge for this lesson is to complete a personality test and then spend some time
reading and understanding the personality type description that matches your responses.
Before you get started though- have a quick discussion (in pairs, groups or as a class)
about the following:
The creators of the website said the following:
“Just please bear in mind that our personality types tend to only settle down when we are around 20
years old or so (depending on the environment) – younger test takers may find that their type changes
after a few years. These type descriptions are more like guidelines than specific recommendations.”
Why do you think they said that?
Then, in dot points, submit some of the ideas that came up in your discussion.
Lesson
activity 2:
Lesson
activity 3:
What’s my type?
> http://www.16personalities.com/ is a great resource for experiencing a simple Personality
Test and investigating their purpose — it’s the one that was chosen for this lesson, and there’s
a link to it on the Lesson One student page.
> The test will take approximately 15 minutes.
> You might want to spend some time identifying vocabulary that your students may be unfamiliar
with, and clarifying their understanding so that they can answer each question accurately.
Students engage in personal reflection about their indicated personality type.
Before you embark on a class discussion, ask students to reflect on expectations for class
discussion…things they think are important when speaking in a small and large group…maybe
a quick discussion about student’s thoughts is worth having before embarking on the activity?
You could even facilitate a group discussion and decision about a set agreements that will
set the tone for all discussions during all WOW lessons. Ensure that students are invited to
collaborate and make suggestions! You could even give the responsibility for publishing and
displaying the agreements to a group of students.
Space has been provided on the Students’ WOW Profile to submit their personality test results.
Personality types and work
You may want to model how to complete this activity by doing it once together as a class,
so that students can be clear about what they’re required to do.
Students will be prompted on the WOW website with the following:
Go to Student Edge Careers and watch or read about one of the featured careers.
You might like to choose a career that would suit the personality type that you are.
Then, answer the questions:
> Describe the career – Include the job and the main tasks involved.
> What personality type do you think would suit the career you investigated? Name three
reasons for your response.
Find an adult or older person, and get them to take the Personality Test. Is their personality type
accurate? Is their suggested career close to their actual career? Note down your responses here.
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Reflection
activity:
Students will be prompted on the WOW website with the following:
Spend some time reflecting on the following questions and then submit your response in the box.
> How can career personality tests, like the one you just completed, be useful in finding a career?
> Some people say that these types of test aren’t useful. Why would they say that?
> Is one personality type better than another? Why or why not?
> Is it better for a business (or class) to have multiple personality types, or only a few? Why?
> How does your personality type impact your life now? i.e. in your ‘career’ as a student,
in your activities outside of school, as a member of your family?
Project work: Discuss the project with students and give them an opportunity to make a start.
For tips about this, refer to the ‘project based learning’ section of the Teacher Toolkit.
How to engage
parents in this
lesson:
Students are asked to find an adult or older person, and get them to take the Personality Test.
They are asked to respond to the following on their WOW profile or in their workbook:
> Is their personality type accurate?
> Is their suggested career close to their actual career?
Resources
you’ll need:
Personality descriptors/print out
Blue-tac/tape
Scissors
Computers with internet access (or student workbook if not available)
36 WOW Teacher Toolkit wow.fya.org.au 37
38 WOW Teacher Toolkit
Time: 120 minutes
Purpose: Students assess their strengths and weaknesses for seven success indicators and engage
in an ongoing activity that encourages continued reflection upon the character traits in order
to facilitate further growth.
Rationale: Many students view their potential success in school and at work as being dependent upon
their intelligence, which they sometimes view as a fixed capacity. Research shows, however,
that success is dependent upon many more factors that may be developed over time. This
activity introduces students to the major traits that determine success and an on-going activity
that encourages reflection to facilitate growth of these character traits.
ACTIVITY SEQUENCE:
LESSON 3:
The ‘Hook’
activity:
Set up a class discussion about Character Strengths – You could try doing it this way:
> Challenge students to consider who they think would be more successful: an ‘intelligent’
person or a ‘gritty’ person.
> Demonstrate students’ views: those who choose ‘gritty’ go to one side of the classroom
and those who choose ‘intelligent’ go to the other. Give each side a piece of butcher’s paper
to compile the reasons for their choices and then have them present it to the class.
N.B: Research shows grittier individuals tend to be more successful in school and in the world of work.
> Explain that researchers have found seven character traits that successful people
have in common.
> Introduce students to the seven key-to-success traits. Emphasize that these traits are not
fixed, so students should not feel discouraged if there are some characteristics they need
to develop (something you should repeat throughout this activity).
*Want to know more about the research referred to here? It’s really compelling!
Watch this 6 minute presentation for more of an insight:
https://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit
One of the key sources of research that is used in Character Lab, is Dr. Carol Dweck’s work
on Growth Mindset, which asserts that through hard work and practice, we can get smarter.
To learn more about Growth Mindset, please visit www.characterlab.org/growth-mindset/
38 WOW Teacher Toolkit wow.fya.org.au 39
The Inquiry
Question for
this lesson:
Lesson
activity 1:
This lesson, students will explore their understanding of and around the inquiry question:
How can character strengths help me to succeed in life and work?
Allow students some time to formulate some smaller questions that will help them come to an
eventual conclusion.
Some ideas for investigation starters:
> What is a character strength?
> Where can I find out about character strengths?
> How can I assess if I have these character strengths?
It is hoped that by breaking the lesson’s inquiry question down into smaller, more ‘answerable’
questions, students will be better equipped to formulate their response to the main inquiry question
for the lesson- which will in turn inform their thoughts about “what it takes to succeed in life and work.
What do I want to know?
This activity gives students an opportunity to gain greater understanding of the seven
character strengths. Form students into seven groups, and ask each group to choose which
character trait they are going to investigate.
Students will be prompted on the WOW website with the following:
It’s just a guess, but there might just be some things that you don’t know about Character Traits…
Now’s your chance to note down what you’re curious about… what do you want to know
about Character Traits and how they can contribute to your success in life and work?
In the spaces below, type in your burning questions!
These will be the questions that will help you to form groups for the next activity.
What do you want to know about Character Traits?
What else?
Surely you are wondering about something else?
What else would you like to find out?
One more thing you’d like to find out about Character Traits:
Lesson
activity 2:
Lesson
activity 3:
Exploring Strengths, Skills and Mindsets
Students engage in research about the seven character traits of successful people.
Students will be prompted on the WOW website with the following:
So, what are these Character Traits and how can they help me to be successful??
After forming investigation groups, use the links to get to Character Lab, find the Character
Trait you’re investigating, and watch the video if there is one.
Use the video and the other written information on the website to assist you to answer
your questions with your team.
Use this technique to help you with your investigation:
TOP and TAIL
At the TOP of your investigation – Explain the meaning of your Character Trait. At the TAIL
of your investigation – How can this strength help us to be successful in life and work?
Then, add three or more key pieces of information about the Character Trait that you’re
researching in between the Top and Tail.
Once you’ve answered those questions and explored your chosen Character Trait a bit
more, work with your team on how to clearly present your group’s findings back to the
class. You may like to add some visuals to your presentation using butcher’s paper, a white
board, PowToon or Prezi.
Present to your class. At the end ask your class if they have any questions, and answer
them if you can, or write down the question for further investigation later. Once you’ve
presented, upload the audio-visual file (like your PowerPoint or a photo of your poster if
you made one) in the activity below.
Show what you know!
This activity takes students a step further, challenging them to demonstrate the character trait
they researched in action.
Students will be prompted on the WOW website with the following:
In the same groups as before, you’re going to plan a short skit where you compare two different
approaches to the same situation. Use the Character Trait you investigated before.
Choose a scene that you would like to act out twice.
In the first version of your scene, there is no evidence of the Character Trait.
In the second version of the scene, act out the same situation, except this time the Character
Trait is front-and-centre.
For example: act out a scene where a student is looking for a part-time job, but can’t find
anything that interests them. Demonstrate what that person would do if they have not
developed the Character Trait you are exploring. Now, replay the scene, except this time
the person has developed the Character Trait… what’s the difference in the outcome?
For some added fun, film your skit, edit it and submit it to your WOW profile!
40 WOW Teacher Toolkit wow.fya.org.au 41
Reflection
activity:
Reflection can be done through the Character Growth Assessment.
> It may help students to read through the assessment as a class prior to beginning and to
ask students to give personal examples for the indicators listed. For example, ask students
to give an example of a time they kept working hard even when they felt like quitting (an
indicator for the trait ‘grit’).
> In order for this activity to be successful, there are a couple important things to
emphasize to students:
- Be honest! Let students know that they will not be evaluated on their responses,
so they should feel comfortable being as honest as possible in their answers.
- Note that all of these are traits that can be improved, so they should not feel
discouraged if there are areas where they need to improve.
Students can complete the Character Growth Assessment on the WOW website.
Students will be prompted on the WOW website with the following:
This activity gives you a chance to rate yourself on each of the Character Traits, note where
your strengths lie, and where you need to work on things a bit.
Project work: Project work is where students can personalise their exploration of the question “What does
it take to succeed in life and work?”. This is the bit that will individualise their final presentation
at the end of the unit.
Students will use the Weekly Character Growth Reflection Sheets to identify, practice
and reflect on the development of their own strengths.
> Look over the Character Growth Weekly Reflection forms with students and explain
to them that for the next several weeks while WOW is running, (or however long you decide
to complete this activity with your students), they will be completing these reflections.
> Engage in a discussion with your students about why this is a useful tool and why
it is important to complete these forms as thoughtfully and fully as possible.
> Students may struggle to come up with personal examples, so it will be helpful to go
through and give your own examples and to ask students if they can give examples as well.
> If students feel comfortable, you may have weekly reflection discussions where students
share some of their reflections with everyone in the class. This will help to reinforce the
importance of this activity to students and will help them to come up with a richer variety
of examples from their own lives.
Some pointers:
> Be honest and have fun!
> And don’t freak out if you give yourself some low ratings – this is a good thing. It means that
you are mature enough to recognise where you need improvement, and gives you something
to focus on for your own personal development.
If you’re having trouble understanding the activity, ask your teacher to go through it with you.
How to engage
parents in this
lesson:
Resources
you’ll need:
> Ask students to take their Character Growth Report Card home to show and discuss
with their parents.
> Students ask their parents if they can help think of other examples from the week
when they have noticed their child displaying these traits.
> Computer with internet access (or student workbook if not available)
> Projector and speakers
42 WOW Teacher Toolkit wow.fya.org.au 43