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 plan, organise and conduct an interview with a person who works to find out more about what it takes to succeed in life and work. They will prepare a set of questions and conduct their interview out of class. After conducting the interview, students will return to class and create a Careers Board that explores the life and career journey of the person they interviewed, further developing the understanding that a successful career journey is created by the individual.
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)
- 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)
- Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
- Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
- 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)
- Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)
- 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)
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- 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)
- Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
Year 9 English
- Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
- 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)
- Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
- Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
Year 10 English
- Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
- Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
- Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- 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)
- Investigate a wide range of occupations, and the skills and personal qualities required in these fields (ACWSCL006)
- Identify types of entrepreneurial behaviours and their opportunities for application to 21st century work and enterprise (ACWSCL010)
- Recognise the importance of self-awareness in career and life design (ACWSCL013)
- Describe the nature of work in Australia and the implications for current and future work opportunities (ACWSCL015)
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)
- Explain how diverse work arrangements are impacting on the rights and responsibilities of employers and workers (ACWSCL039)
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. Device capable of presenting a website to the class, projector. One device per student to create a digital presentation (if not possible, there is a non digital option). Enterprise skills display, Interview Question print-out for each student, Careers Board example. Collage making materials OR an appropriate digital presentation tool, such as Adobe Spark or Prezi.
Keywords: enterprise skills, success, life, work, interview, careers conversation, experience, inter-generational stories.
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.