Quick 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.
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.
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)
Topic: Enterprise Learning
Unit of work: Worlds of Work
Time required: 120 mins.
Level of teacher scaffolding: Low – facilitates student discussion.
Keywords: personality type, Myers-Briggs, critical assessment, work, employment, future.
This 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.