Activity Introduction

WOW Hero frame 7Quick summary: The Worlds of Work unit connects secondary school students of all ages with life beyond school by investigating the question: “What does it take to succeed in life and work?” In this lesson students will complete an online Myers-Briggs test to learn more about themselves and their peers. Students will reflect on how they think, learn and work best and potentially gain insights into what career choices may be most appealing for them.

Enterprise Skills: These are transferable skills that enable young people to engage with a complex world and navigate the challenges they will inherit. They’re not just for entrepreneurs; they are skills that are required in many jobs. They have been found to be a powerful predictor of long-term job success.

Icons_Communications

Communication skills

Icons_CriticalThinking

Critical thinking

Who could teach this lesson?

Any teacher who:

  • Believes that the end-game of secondary education is to prepare young people to thrive in the world of work
  • Thinks that general capabilities should be part of each school subject
  • Is feeling unsure about how to teach real-world skills in their classroom
  • Understands that school is not practice – it’s real training for what’s in store after 
  • Wants students to find real connections between subject content (technical skills) and the general skills they need to be able use those technical skills.

Australian Curriculum Mapping

This lesson can be used with all learning areas of the Australian Curriculum, however it has been explicitly mapped to the English and Work Studies content strands.

Content descriptions:

Year 7 English

  • Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
  • Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
  • Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Year 8 English

  • Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
  • Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

Year 9 English

  • Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
  • Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
  • Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)

Year 10 English

  • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
  • Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
  • Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Year 9 Work Studies

  • Outline how past learning experiences influence attitudes towards, and outcomes of, learning (ACWSCL001)
  • Describe the implications of individual learning preferences for learning at home, school, work and in the community (ACWSCL002)
  • Identify the attitudes and skills required for self-directed and lifelong learning (ACWSCL003)
  • Explain the importance of active and lifelong learning for personal and community development (ACWSCL004)
  • Investigate a wide range of occupations, and the skills and personal qualities required in these fields (ACWSCL006)
  • Recognise the importance of self-awareness in career and life design (ACWSCL013)

Year 10 Work Studies

  • Link personal profiles with potential work opportunities (ACWSCL021)
  • Assess the value of self-directed and lifelong learning in responding to changes and challenges in circumstances (ACWSCL022)
  • Explain the relationship between lifelong learning and work in the 21st century and its importance for future work opportunities (ACWSCL023)
  • Explain the range of skills and attributes necessary to work effectively in the 21st century (ACWSCL025)

General capabilities: Literacy, ICT Capability, Critical and Creative Thinking, Personal and Social Capability.

Topic: Enterprise Learning

Unit of work: Worlds of Work

Time required: 120 mins. 

Level of teacher scaffolding: Low – facilitates student discussion.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Devices to access the online personality test and Student Edge website

Keywords: personality type, Myers-Briggs, critical assessment, work, employment, future.

fya_logo_RED_ mediumThis lesson has been developed in partnership with the Foundation for Young Australians.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

WOW Hero frame 12Teacher preparation

Overarching learning goal: Students will understand what a Myers-Briggs personality test is, how it can be used to help people understand themselves and how they can use that understanding to make decisions about their future. Students will also be able to critically assess this style of personality test and make an assessment about its benefits and shortcomings.

Essential questions:

  • What is a personality test?
  • What is my Myers-Briggs personality type?
  • What are the limitations of personality tests?
  • How can knowing more about my personality help me make choices about my future?

LESSON PROGRESS ARROWS 3

Teacher content information: Work has long been important for the livelihood, dignity and happiness of humankind. We know that work helps us meet our most basic and complex needs, providing a path towards financial security, mental and physical health and personal dignity and meaning. For the past century, the prospect of a good job that pays a fair wage has been part of Austr

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Student Worksheet

Though Starter: Personality begins where comparison ends.

1. Go to www.16personalities.com and complete the online personality test. The best way to get an accurate result is to be honest in your responses.

2. What result did you get? Note your Personality Type here:

3. List three or more things that the personality type descriptor accurately described about you:

List three or more things that weren’t accurate in your personality type descriptor:

4. 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.”

In a Think-Pair-Share activity, discuss why they may have highlighted this information, then individually summarise the ideas that arose during your discussion here:

5. Go to the careers

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