Activity Introduction

WOW Hero frame 14Quick 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 begin to conceptualise success by taking a photo of something that represents success to them. They will then work in small groups to create a presentation that showcases their image and the story behind why it represents success to 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_DigitalLiteracy

Digital literacy

Icons_Creativity

Creativity

Icons_PresentationSkills

Presentation skills

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 is 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)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
  • Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

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)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
  • 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)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • 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

  • Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
  • Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
  • 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

  • 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)
  • Explain the importance of teamwork and collaboration in school, community and work-related contexts (ACWSCL009)

Year 10 Work Studies

  • 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)
  • 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 – facilitates student discussion.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Smartphones, tablets or digital cameras for students to take photos. Devices for groups of 3-4 to create a digital presentation. Adobe Spark. Projector. 

Keywords: success, representation, symbol, individual.

fya_logo_RED_ medium

 

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.

Worksheets

Teacher Worksheet

WOW Hero frame 15Teacher preparation

Overarching learning goal: Students will consider what success means to them, and understand that success means different things to different people.

Essential questions:

  • What is success?
  • What is success to me?

LESSON PROGRESS ARROWS 8

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, Australia has continued to deliver on its promise. We have enjoyed relatively strong economic growth, high wages and low levels of unemployment. However, the way we work is starting to drastically change. Over the past 25 years:

  • We have lost around 100,000 machinery operator jobs, nearly 400,000 labourers, and nearly
...
 
- or - to view worksheets

Student Worksheet

Thought Starter: Success means different things to different people.

1. In relation to what you think about success:

What was the idea of success to you before starting the Worlds of Work activities?
What is success to you now?
If your idea of success has changed, describe what influenced the change:

 

2. Reflect on the enterprise skills you used in this lesson by filling in the table below. You can use this Enterprise Skills factsheet to support your answer.

In relation to these enterprise skills ------> Presentation skills Creativity
When in this lesson did you practise this skill?
What could you do to further master this skill?

Homework

Take your picture home and have a conversation with someone you live with about why it represents success to you. Then ask about their ideas of success and which image represents their idea. Write a short summary of your conversation here:

...
 
- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.