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 practise identifying and discussing their own strengths, abilities and accomplishments. They will create a magazine cover that features themselves and their positive attributes, and will evaluate reasons as to why self-promotion is important in the world of work.
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
- Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
- 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)
- Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas(ACELY1725)
- Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
Year 8 English
- Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
- 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)
- Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
- 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)
- Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
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)
- Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
- Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
Year 10 English
- Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
- Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
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)
- Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing (ACWSCL005)
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 range of skills and attributes necessary to work effectively in the 21st century (ACWSCL025)
- Assess the benefits of developing an ‘entrepreneurial mindset’ and its relevance to 21st century work and enterprise (ACWSCL029)
Topic: Enterprise Learning
Unit of work: Worlds of Work
Time required: 120 mins.
Level of teacher scaffolding: Low – facilitate student discussion.
Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. One device per student with publishing program/software. Device capable of presenting a website to the class. Positive Attribute Descriptors print-out, three pieces of A3 size paper, textas.
Keywords: self-promotion, transferable skills, job interview, self-awareness.
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.