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?” This lesson uses a visual presentation to introduce students to some transferable enterprise skills that will help them to be successful across occupations (both paid and unpaid) and to understand the importance of these skills in the future of work. Students will connect enterprise skills with action by watching a short video that features young people making positive change in their communities, and are challenged to identify enterprise skills demonstrated in the video. Students then make connections between enterprise skills and their own lives by creating a collage of their hobbies, interests and experiences and connecting each with the enterprise skills that they demonstrate.
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)
- 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)
- Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)
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)
- 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
- Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
- Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- 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)
- Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- 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)
- Explain the importance of teamwork and collaboration in school, community and work-related contexts (ACWSCL009)
- 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
- 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)
- 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. The Future of Work presentation. A3 paper and collage making materials.
Keywords: future, labour market, skills, job, automation, globalisation, flexibility.
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.