Activity Introduction

WOW Hero frame 10Quick 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.

Icons_Communications

Communication skills

Icons_DigitalLiteracy

Digital literacy

Icons_PresentationSkills

Presentation skills

Icons_Creativity

Creativity

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

  • 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)

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 – 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.

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 4Teacher preparation

Overarching learning goal: Students will begin to understand the types of attributes that could be seen as positive and will develop a better understanding of why it is important to be able to share what their positive attributes and skills are with others. They will connect the concept of self-promotion to the world of work and understand the benefits of self-promotion.

Essential questions:

  • What is self-promotion?
  • Why does self-promotion feel weird?
  • Why is self-promotion important?
  • What could happen if I don’t self-promote?

LESSON PROGRESS ARROWS 4

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 Australia’s promise to our young people. By many measures,

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Student Worksheet

Thought Starter: If you don't tell them, they won't know!

1.

Thinking about your initial response to the concept of SELF-PROMOTION, identify:
3 words
2 questions
1 metaphor/simile

2. Note down each of the positive attribute descriptors that you have demonstrated:

Positive Attribute 1:

How you demonstrate it:

Positive Attribute 2:

How you demonstrate it:

Positive Attribute 3:

How you demonstrate it:

3. On a scale of 1-10 (1 being not at all, 10 being very much), how necessary do you think it is to promote the positive things about yourself?

Why?

More specifically, why is it important to promote your positive attributes personally and professionally?

4.

Thinking about your new response to the concept of SELF-PROMOTION, identify:
3 words:
2 questions:
1 metaphor/simile:
BRIDGE: Identify how your new responses connected to or shifted from your initial response:

 

5. Reflect on the

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