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VCAL Industry Specific Skills Strand and Work Related Skills Strand 2020–2024 Advice for teachers

Acknowledgements

The VCAA acknowledges the support of VCAL teachers in the development of this resource.

Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000

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ContentsIntroduction.....................................................................................................................................................

VCAL Industry Specific Skills Strand............................................................................................................

VCAL Work Related Skills Strand.................................................................................................................

Developing a program....................................................................................................................................Delivery principles and practices..................................................................................................................

Delivery modes.............................................................................................................................................

Teaching and learning strategies..................................................................................................................

Integrating programs....................................................................................................................................

Assessment.....................................................................................................................................................Assessment tasks.........................................................................................................................................

Reporting......................................................................................................................................................

Assessment of integrated programs.............................................................................................................

Assessing students with disabilities............................................................................................................

Quality assurance of VCAL units................................................................................................................

VCAL and Structured Workplace Learning.................................................................................................

Recognition of Prior Learning (RPL)...........................................................................................................

Example learning activities and assessment tasks..................................................................................Key terms...................................................................................................................................................

Work Related Skills Foundation Unit 1.......................................................................................................

Work Related Skills Foundation Unit 2.......................................................................................................

Work Related Skills Intermediate Unit 1.....................................................................................................

Work Related Skills Intermediate Unit 2.....................................................................................................

Work Related Skills Senior Unit 1...............................................................................................................

Work Related Skills Senior Unit 2...............................................................................................................

Appendix – Learning outcomes tables.......................................................................................................Work Related Skills – Unit 1.......................................................................................................................

Work Related Skills – Unit 2.......................................................................................................................

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Introduction VCAL Industry Specific Skills Strand and Work Related Skills Strand 2020–2024 Advice for teachers has been prepared to support teachers to deliver the revised Work Related Skills units. It comprises teaching strategies, examples of learning activities and assessment tasks, possible integrated activities and other support material.

This Advice for teachers should be used as supporting material only and this document should not be confused with VCAL curriculum: Industry Specific Skills Strand and Work Related Skills Strand (PDF – 336Kb), which is the compulsory course content document.

VCAL Industry Specific Skills Strand

Purpose statement The purpose of the VCAL Industry Specific Skills Strand is to develop student skills, knowledge and attributes related to one or more vocational contexts in preparation for progression to further learning or employment. The learning program used to meet this strand should focus on vocational contexts, in order for learners to explore available pathway options through the Victorian Certificate of Education (VCE), Vocational Education and Training (VET), Further Education (FE) and employment.

Strand requirement There are no VCAL units within the Industry Specific Skills Strand.

Components selected for the learning program should provide a range of experiences within a particular industry sector to help students make informed decisions for future pathway choices and to promote students’ employability skills. It is not specifically intended that students will graduate as qualified in an occupational area, but that they will have gained highly relevant experience and employability skills for an industry sector.

Delivery and assessment Delivery and assessment of the Industry Specific Skills Strand must be in accordance with the requirements of the individual components selected for the study. For example, if selecting a unit of competency from a Certificate II in Hospitality, the unit must be delivered by an appropriately qualified person in accordance with the delivery and assessment requirements of the Australian Quality Training Framework (AQTF).

Providers offering VCE units need to be registered with the Victorian Registration and Qualifications Authority (VRQA) and authorised by the VCAA to deliver these units.

Guidance about meeting the formal requirements for the delivery and assessment of VET will be provided by the registered training organisation that is delivering or auspicing the program.

VCE VET programs selected for a Victorian Certificate of Applied Learning (VCAL) learning program must be delivered and assessed in accordance with the requirements of the Victorian Curriculum and Assessment Authority (VCAA). VCAL providers should refer to the relevant VCE VET program booklets and the current VCE and VCAL Administrative Handbook for further information.

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https://www.vcaa.vic.edu.au/Documents/vcal/IndustryWRSCurriculum19.pdf



Additional advice regarding the requirements for the delivery and assessment of VET qualifications can be found on the Australian Skills Quality Authority and Victorian Registration and Qualifications Authority websites.

VCAL teachers are strongly encouraged to read through the VCE and VCAL Administrative Handbook on the VCAA website. Updates and other matters relating to VCAL curriculum are also published in the VCAA Bulletin and Notices to Schools.

VCAL Work Related Skills Strand

Purpose statementThe purpose of the VCAL Work Related Skills Strand is to develop student skills, knowledge and attributes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides students with a capacity to explore, consider and choose from a range of pathways. Knowledge and understanding of occupational health and safety (OHS) is integral to student preparation for a variety of community and work environments.

Strand requirementCurriculum selected for the Work Related Skills Strand can include:

VCAL Work Related Skills units

selected VCE units

VCE VET programs

nationally and state accredited VET courses and accredited VET units of competency

selected FE units.

If using VCAL Work Related Skills units to meet the strand requirement, students must successfully complete a minimum of one VCAL Work Related Skills unit at the appropriate level.

Unit information

RationaleThe VCAL Work Related Skills units within the Work Related Skills Strand have been developed to recognise learning that is valued within community and work environments in preparation for employment. Locally developed programs that use different social and work contexts to develop an understanding of OHS and employability skills of young people can be included among the units.

AimsThe Work Related Skills units are designed to:

develop OHS awareness and understanding

reflect the progression of skills, knowledge and attributes related to work

integrate learning about work skills with prior knowledge and experiences

enhance the development of employability skills through work-related contexts

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develop critical thinking skills that apply to problem solving in work-related contexts

develop planning and work-related organisational skills

develop research and job-readiness skills

develop and apply transferable skills for work-related contexts.

Underpinning frameworksThe VCAL aims to provide the skills, knowledge and attributes to enable students to make informed choices about employment and educational pathways. The Employability Skills Framework (2002) and the Core Skills for Work Developmental Framework (2013) have informed the development of VCAL Work Related Skills units. Teachers are encouraged to make reference to these when planning VCAL assessment tasks.

StructureThe Work Related Skills Strand is designed at three levels – Foundation, Intermediate and Senior. The levels reflect the progression in knowledge, skills and attributes in relation to work readiness. Two units exist at each level:

Work Related Skills Unit 1 is designed to develop knowledge and understanding of OHS, as well as a range of work environments and pathways. This unit has five learning outcomes at each VCAL level.

Work Related Skills Unit 2 is designed to develop knowledge, skills and attributes, with a particular focus on employability skills and their application in specific industry and workplace settings. This unit has six learning outcomes at each VCAL level.

DurationAll Work Related Skills units are based on a nominal duration of 100 hours, made up of formal and informal learning and instruction.

Satisfactory completionIn order to be credited with a Work Related Skills unit, students must demonstrate achievement in all the learning outcomes of the unit.

Wherever possible, all elements in a learning outcome should be achieved in the one assessment task.

All activities designed for the assessment of VCAL unit learning outcomes should be assessed by the teacher to verify satisfactory completion.

VCAL providers report results for each unit as S (Satisfactory) or N (Not yet complete).

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Developing a programTeachers must develop a VCAL Work Related Skills teaching and learning program that includes appropriate learning activities that enable students to develop the knowledge, skills and attributes identified in the learning outcomes in each unit. Teachers must ensure that all learning programs and activities enable the achievement of the learning outcome requirements of the VCAL units. Also, students must have the opportunity to be actively involved in the program design and delivery of VCAL units.

Delivery principles and practicesVCAL is underpinned by the following principles:

student-centred approaches and decision making regarding program design, delivery and evaluation

opportunities for experiential learning and skill development through activities that are structured and sequential

program design that has high relevance to personal strengths and experiences, is responsive to diverse needs and allows students to enter and exit learning programs at each level to pursue a range of pathway options

program delivery that builds resilience, confidence and self-worth

learning environments that strengthen connections with the community and promote active citizenship.

Adopting student-centred teaching practicesDelivery should be based on student-centred experiential learning activities with an emphasis on practical and contextualised activities, and applied learning. Where possible, teachers should extend student learning experiences beyond the classroom through active engagement with the community, field trips and other applied learning methods, for example, integrating classroom learning for one VCAL unit with another VCAL unit that has an applied or practical focus.

Negotiating learning programs with studentsIt is important that students are actively involved in negotiating and planning their individual learning program.

Delivery modesVCAL allows for a range of delivery modes in a variety of settings. Delivery modes may include but are not limited to:

applied learning linked to community, work or school activities

classroom delivery based on whole-class, small-group or individual activities

flexible delivery.

Delivery settings may include schools, post-compulsory education providers, or community, workplace, sporting or simulated environments. Delivery must be consistent with the accredited curriculum.

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Learning activities, including projects, must promote and support applied learning and encourage the integration of learning across units. Teachers should familiarise themselves with the requirements relating to integrating programs and assessment in this advice.

Using flexible delivery modesWhen planning the VCAL learning program, teachers should determine the delivery modes most suited to students’ needs and circumstances, and they should employ teaching and learning methods that allow for both students’ individual differences and their learning preferences. Classroom-based delivery should include a mixture of whole-class, small-group and individual activities.

Delivery can be full-time or part-time. Some students may choose to complete units over longer periods of time than the nominal hours. VCAL providers will need to ensure that delivery modes for VET or FE units of competency are consistent with any mandatory requirements specified in the relevant accredited curriculum document/training package.

Delivery and assessment must be in accordance with the requirements of the individual curriculum components selected for the study. For example, if selecting VCE units, the delivery and assessment must be consistent with the requirements of the VCAA, as set out in the official VCE study designs.

Teaching and learning strategiesThe teaching and learning strategies adopted by teachers should be appropriate to the learning context, content, delivery mode and setting. Examples of suitable strategies include:

developing a learning environment where discussion, collaboration and critical reflection can occur

ensuring an appropriate balance between explicit teaching of content, wherever required, and student self-directed learning

explicit teaching of strategies that support planning, developing and working to timelines as well as working in teams

small- and large-group activities where students learn the importance of collaborative involvement

out-of-class activities or investigations

oral presentations with feedback, where students adapt and modify work according to feedback from audience and self-reflection

guest speakers, where students listen to the speaker and critically analyse content

written essays, reports or reviews that relate to the chosen field of study

production of multimedia and/or web content

research projects

activities that build specific knowledge and technical vocabulary

critical-analysis activities, such as questioning; identifying values; identifying missing and misleading information; identifying opinions and facts, using inference or evidence.

Teachers are encouraged to support students to:

learn through interaction and cooperation – via discussion, asking questions, giving explanations and presentations, and working cooperatively with others

use a range of materials and resources relevant to the chosen field of study – through out-of-class or classroom-based activities and investigations

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utilise their backgrounds, interests, knowledge, skills and experiences and connect these to the chosen field of study

develop existing skills and knowledge in the chosen field of study

experience success and develop confidence through developing, practising and acquiring skills and knowledge

use problem-solving strategies.

Integrating programsThe teaching and learning programs for the various VCAL units can be integrated. Providers of VCAL are encouraged to integrate the learning outcomes from a number of VCAL units where possible and practicable. The knowledge and skills development that lead to the learning outcomes in one unit, such as a VCAL unit, can be extended by including content drawn from a VET unit of competency. Record keeping should clearly indicate which particular learning outcome and/or unit of competency was assessed (see also Assessment of integrated programs).

Programs can be designed to include a thematic or project-based approach, including learning experiences and assessment tasks that are based on integration of learning outcomes. This might include combining the learning outcomes from different curriculum components in the same or different VCAL curriculum strands to reflect the integration of skills and competencies in authentic contexts, such as social or work activities.

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Assessment Assessment is an integral part of teaching and learning. Assessment is used to determine whether a student has achieved a learning outcome but it can also be used within a learning program to identify opportunities for further learning.

The purpose of assessment in VCAL is to determine a student’s achievement of a learning outcome by collecting evidence about their performance and making a judgment about whether they have met the requirements of the learning outcome. These requirements are clearly outlined in the elements of each learning outcome. The learning outcome is achieved when the student demonstrates achievement of all the elements.

To ensure assessment is valid, reliable, fair, flexible and equitable, students must be observed to demonstrate achievement of a learning outcome on more than one occasion and in different contexts.

Where a learning outcome involves the completion of multiple assessment activities in a variety of contexts, these activities and their supporting evidence are able to demonstrate achievement of the learning outcome.

Assessment should be based on the following practices and principles:

Instructions for learning activities and assessment tasks should be clear and explicit. Students must know what is expected and the criteria by which satisfactory completion will be established.

Assessment should be grounded in a relevant context and not be culturally biased.

Students should have the opportunity to demonstrate achievement at their own pace.

Students should be assessed across as wide a range of tasks or activities as possible, in order to increase reliability and validity of assessment.

Time allowed to complete a task should be reasonable and specified and should allow for preparation and reflection as appropriate to the activity. Where the assessment task is linked to a project or activity, the assessment tasks may take place over a number of weeks.

Assessment tasks and learning activities should be open-ended and flexible, to meet the specific needs of students.

Assessment should include access to technology, where appropriate to the context of the task or activity.

Assessment must not unduly disadvantage any student and teachers must provide flexibility in their range of methodologies in order to cater to the needs of individual students.

When assessing students with particular needs the validity of assessment must be maintained. Flexibility in assessment strategies and methods will ensure that a student is able to demonstrate their achievement of learning outcomes without disadvantage.

Satisfactory completion of the VCAL units must be based on evidence that demonstrates that the student has achieved the learning outcomes. The curriculum for the VCAL unit should include learning activities and tasks that develop the student’s knowledge and skills. When developing an assessment task or activity, teachers must ensure that it enables students to achieve the learning outcome/s.

It is important that cultural awareness and cultural sensitivity is considered in developing assessment tasks and activities.

Assessment tasks

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Teachers must develop learning programs that provide opportunities for students to demonstrate achievement of the learning outcomes. A holistic approach to the development of skills through project-based activities that integrate learning across the learning outcomes will ensure that students are able to identify and apply these skills within authentic social and working environments.

A range of assessment tasks may be used to elicit evidence of achievement, including:

information and communications technologies (ICT) evidence, including internet usage, blogs, wikis, podcasts, eportfolios, multimedia presentations, video clips and products using other ICT software or devices

teacher observation and/or checklists

self-assessment inventories

physical demonstration of understanding of written or oral text

a portfolio of accumulated evidence

evidence accumulated through project or program participation

awards from recognised programs

oral or written reports and presentations

oral explanation of text

written text

discussion

debates

role-plays

folios of tasks or investigations

performance of practical tasks

reflective work journals

student logbooks.

ReportingThe VCAL provider coordinates the assessment and collection of results for all curriculum components within the VCAL learning program. The satisfactory completion of curriculum components must be in accordance with the assessment guidelines for the accredited curriculum.

VCAL providers should report results for each unit as S (Satisfactory) or N (Not yet complete).

Assessment of integrated programsWhere possible, assessment in VCAL should focus on integrated projects or activities. In developing an integrated or holistic approach to VCAL delivery, a number of outcomes from one or more strands or units can be grouped into logical, assessable tasks or activities that take into account project-based or thematic activities.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment tasks or activities for each VCAL unit and/or VET unit of competency (if applicable).

An assessment task used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate

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achievement of a number of learning outcomes within a VCAL Personal Development Skills unit cannot be used to demonstrate achievement of learning outcomes in a VCAL Literacy Skills Reading and Writing unit.

When an integrated project includes VET units of competency, separate evidence is required to demonstrate competency in the VET units.

Assessment of VCE units must be in accordance with VCE study designs and cannot be integrated with other assessment.

Assessing students with disabilitiesWhile flexibility in relation to assessment methods, assessment tools and context is encouraged to meet the specific needs of students, the validity and reliability of the assessment must not be compromised in any way.

Flexibility in assessment methods is important, particularly for students with disabilities. For example, if a person is unable to communicate by speaking, then an alternative means of communicating may be used to demonstrate learning outcomes usually demonstrated through the spoken word. Students who are hearing impaired may sign their response, and those with a physical disability may use a voice synthesiser or communication board.

In some instances the time taken to respond in alternative modes may be considerably longer than through speech and it may be unrealistic to expect such students to achieve the learning outcomes in the stated nominal hours. Students may therefore need more time to complete the learning outcomes.

Quality assurance of VCAL unitsThe quality assurance (QA) of VCAL units is an integral part of the implementation of the VCAL certificate. The VCAL QA process ensures a common and consistent understanding of the assessment tasks and teacher judgments at each of the three VCAL levels.

Participation in the annual VCAL QA process is a requirement for authorisation to deliver VCAL. All Principals/Directors must therefore allow appropriate staff to participate in the VCAL QA process and attend VCAL QA meetings if required. The VCAA strongly recommends that the teacher who completes the QA template also attend the QA meeting/s, if required. For more information on QA templates and the QA process, see the VCAA website.

Providers who are required to submit Work Related Skills units for QA and are using Structured Workplace Learning (SWL) or a student’s part-time job to demonstrate achievement of learning outcomes from a Work Related Skills unit are requested to include these activities in the documents submitted for QA. This could include, but is not limited to, the provider’s documentation on how they map achievement of the learning outcomes to the tasks and activities that the students complete as part of either SWL or part-time work.

For more information, please contact the VCAL Unit at [email protected]

VCAL and Structured Workplace LearningStructured Workplace Learning can be used to meet some or all of the learning outcomes of the Work Related Skills units. For further information please refer to the Industry Specific Skills Strand and Work Related Skills Strand Curriculum.

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https://www.vcaa.vic.edu.au/curriculum/vcal/vcal-qa/Pages/VCALQualityAssuranceTemplates.aspx


Recognition of Prior Learning (RPL)Students can use Recognition of Prior Learning (RPL) to meet some of the learning outcomes in the Work Related Skills units. RPL is the acknowledgement of skills and knowledge obtained through any combination of formal or informal training, work experience or life experience. It is a process to assess successful completion of VCAL learning outcomes through skills, knowledge and experience gained in settings other than traditional school programs, such as through part-time work or voluntary involvement in a community organisation.

Where students have been granted RPL, evidence that demonstrates successful completion of the unit’s learning outcomes must be completed and kept by the VCAL provider.

Before granting RPL to a student, providers should contact the VCAL Unit at [email protected] for advice.

Authentication of student workVCAL teachers must ensure that appropriate measures are in place to ensure that student work can be authenticated. This is particularly important when tasks or activities are undertaken or completed away from the classroom. It is equally important that when tasks or activities are undertaken as a team, the individual contributions of each team member are able to be authenticated.

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Example learning activities and assessment tasks The following are examples of learning activities and assessment tasks that are appropriate for students working towards achieving each learning outcome and its associated elements.

Note:

Teachers must observe students demonstrating achievement of a learning outcome on more than one occasion and in different contexts to ensure that assessment is valid, reliable, fair, flexible and equitable.

Where a learning outcome involves the completion of multiple assessment activities in a variety of contexts, these activities and their supporting evidence are able to demonstrate achievement of this learning outcome.

Delivering a VCAL unit involves a combination of explicit teaching and student self-directed learning. This combination is largely dependent on the curriculum content and the VCAL level being delivered.

Wherever possible, all elements in a learning outcome should be assessed during the one learning activity. If some elements of a unit’s learning outcomes are not covered by the suggested learning activity, then teachers will need to source another activity to ensure all elements of the learning outcome are achieved.

A learning activity or project may be used to integrate learning outcomes across an entire VCAL unit, or it may be used for multiple learning outcomes within a unit or just one learning outcome. Alternatively, an activity or project may be used to integrate learning outcomes across multiple VCAL strands or units.

Although integration of the learning outcomes across an entire unit is encouraged, teachers and students may wish to introduce different project themes across the unit.

Where the same project or activity is given as an example across different levels (for example, organising a pizza night or running a cake stall), the level of complexity of the activities involved and teacher support required will be determined by the level of the VCAL unit being delivered.

Key termsFoundation level

A simple activity means a single or basic grouping of activities, conducted under close supervision with access to high levels of direction and support. In Australian Qualifications Framework (AQF) terms, this is generally at Certificate I level.

A presentation means a 3–5 minute presentation, supported by appropriate technology, to the class or teacher.

Intermediate level

A complex activity or project involves work conducted under supervision and reasonably self-directed in regard to planning and work activities. In AQF terms this is generally at Certificate I or II level.

A presentation means a 5–8 minute presentation, supported by appropriate technology, to a relevant audience.

Senior level

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A complex, self-directed project involves work conducted under supervision and self-directed in regard to planning and work activities. In AQF terms this is generally at Certificate II or III level.

A sustained presentation means an 8–10 minute presentation, supported by appropriate technology to a relevant audience, including stakeholders.

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Work Related Skills Foundation Unit 1

Learning outcome 1Identify OHS roles and responsibilities of the relevant personnel in a selected work environment.

Example activities and tasks

Watch a variety of video clips (search YouTube for workplace training videos) and identify people in the workplace, their roles and responsibilities, and safety measures that are in place or missing.

Undertake a WorkSafe Victoria research project. Allocate a page of the website to each student or group and have them summarise the information.

Participate in a comprehension jigsaw activity. Allocate different questions to groups (for example, What is a safe workplace? What is the hierarchy of control? What is a health and safety representative, or HSR?) and then reorganise the groups so there is an ‘expert’ from each of the first groups in the new group who can share the information. Use a graphic organiser to document the information.

Participate in a class discussion: Why does safety matter?

Discuss the importance of the role of OHS representatives.

Use the classroom or school as a simulated work environment.

Attend a workplace and identify safety measures undertaken at this venue.

Interview employers and employees about OHS roles and responsibilities.

After a workplace visit, create a presentation about what was learnt while visiting the workplace.

Visit a workplace, meet the manager, report on OHS roles and responsibilities, and create an excursion booklet.

Activities at Foundation level may require additional scaffolding and teacher support and guidance.

Elements

The elements are demonstrated when the student can:

1.1 describe the OHS roles, duties and responsibilities of employers, employees, visitors and volunteers in a selected work environment

1.2 describe the role, powers and entitlements of a health and safety representative (HSR) in the selected work environment

1.3 identify when the employer is required to consult with employees and elected HSRs

1.4 discuss the importance of providing OHS information to employees, HSRs, visitors and volunteers in the selected work environment

1.5 explain how to access the support services and resources provided by WorkSafe

1.6 describe the concepts of safe place rather than safe person, and the hierarchy of control.

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Learning outcome 2Identify and apply basic OHS procedures in a selected workplace.


Print off a wide range of OHS signs and symbols and work collectively to identify and explain the purpose of each.

Set up a series of workplaces and scenarios in the classroom or school or provider setting for other students to work through. Workplaces could include a workshop, office, canteen, outside space, work shed and carpark. Scenarios could include an accident, natural disaster, missing material and messy space.

Brainstorm the OHS signs and symbols students would expect to see in particular workplace scenarios, and the possible hazards and risk control measures that could be used. Then reflect on the procedures.

Have the school or provider OHS representative come and speak with students about the OHS procedures.

Workplace visits:

Arrange visits to a variety of workplaces to identify OHS activities.

Report back from various places visited outside class, for example, sport stadiums, shopping centres or a workplace for a part-time job.

Plan an excursion and include a risk analysis prior to attending the excursion. Afterwards, reflect on how accurate the original risk assessment was.


Elements


2.1 identify OHS information, signs and symbols in a selected workplace

2.2 identify and describe an OHS hazard in the selected workplace and identify possible risk control measures using the hierarchy of control

2.3 prepare for and participate in a basic hazard and risk analysis of the selected workplace

2.4 investigate and describe appropriate hazard control measures for the selected workplace

2.5 reflect on and evaluate OHS procedures in the selected workplace.

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Learning outcome 3Work in a team to plan and undertake a basic OHS activity.


Build on a workplace scenario from Learning outcome 2, allocating roles to people within the scenario (for example, manager, OHS representative, employee, visitor).

Create signs or resources to help younger or English as an Additional Language (EAL) students to understand school or provider safety practices.

Develop a flow chart for a school or provider safety procedure such as a fire drill or lockdown.

Basic OHS activities:

Assess the classroom or a workspace for ergonomics and other safety issues.

Organise a small event for students (for example, a lunchtime basketball match or healthy snack sale) and allocate roles, identify OHS requirements and, after the event, evaluate the event.

Work with the school OHS team to analyse a whole school emergency drill, for example, who did what, who was accountable, how much time did it take, and what were the communication or organisational challenges?

Redesign an emergency evacuation map for the school or provider, annotate the old map and explain why the changes would improve the process.

Design an incident report form for a workplace, or use the form the school or provider currently uses and apply it to a different context.

Film a safety campaign for a worksite visited.


Elements


3.1 work in a team to plan a basic OHS activity

3.2 identify and allocate roles and levels of responsibility in relation to the OHS activity

3.3 discuss the benefits of teamwork in developing and implementing the OHS activity

3.4 work with others to achieve objectives for the OHS activity within agreed time frames

3.5 evaluate the completed OHS activity and list the outcomes that were achieved.

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Learning outcome 4Research employment opportunities in a selected workplace and learn about conditions of employment.


Complete a research project called ‘Future me’ or ‘All about me’:

Brainstorm own likes, dislikes, strengths and weaknesses.

Identify three industries that they may be interested in. (This may link directly to their VET course or part-time work.)

For each of the three industries, research a few employment opportunities, for example, jobs currently being advertised, any prerequisites required and conditions related to each job.

Present findings to the class or create brochures for one of the industries researched.

Hold a careers day where invited people can talk about:

their industry (broad) and their job (specific)

their work history (how they got to where they are)

their conditions of employment

qualifications required for their job.

Walk around the local area, identifying the industries and workplaces.

Complete excursions to selected workplaces, speaking with managers and employees (if possible) to discuss the industry and the rights and responsibilities of employers and workers.

Discuss rights and responsibilities with union or industry groups before or after an excursion and compare responses to real experiences.

Present findings to peers using appropriate technology.


Elements


4.1 research and identify different employment opportunities within a selected workplace

4.2 identify employee and employer rights and responsibilities in the selected workplace

4.3 interview an individual currently employed in the selected workplace and describe career opportunities, qualifications, and conditions of employment

4.4 present findings, supported by appropriate technology.

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Learning outcome 5Prepare an application for an employment opportunity.


Brainstorm all the elements of applying for a job.

Develop a list of skills and competencies to demonstrate through the application process, for example, technical skills related to the job, communication skills and personal skills.

Identify what is important to look for in a job advertisement:

hours of work (Is it part-time, full-time, weekend only?)

type of employment (Is it a fixed-term contract or permanent employment?)

location (Can I get there on my own? How will I get home?)

dress (Do I need a uniform or new clothes or shoes?)

appearance (Do I need to tie my hair up? What about facial piercings?)

Complete a SEEK profile.

Investigate the requirements of a resume and cover letter and compose a resume and cover letter for a job application.

Identify three different jobs that are currently advertised online and adapt own resume or cover letter to the three different opportunities (looking for key terms, changing what they emphasise, etc.).

Work with senior VCAL students to participate in mock interviews and seek feedback.


Elements


5.1 identify an employment opportunity

5.2 research and identify a variety of resumes and cover letter formats

5.3 plan and draft a resume and cover letter using an appropriate template

5.4 draft and complete an application for the selected employment opportunity

5.5 seek feedback on the application for the selected employment opportunity.

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Work Related Skills Foundation Unit 2

Learning outcome 1Work in a team to plan and organise a simple work-related activity.


Undertake an activity focusing on primary school health:

Brainstorm a range of practical work-related activities with a focus on student health that could be undertaken.

Run a questionnaire with primary school students.

After considering primary school input, plan a day for the students.

Investigate the technology required for the day – for example, laptop, mobile devices, video, GPS devices, timers – and ensure its availability.

Allocate roles and responsibilities across the group.

Develop the supporting material required, for example, timeline of the day, staffing requirements and letters to primary school parents.

Undertake a work-related activity focusing on community engagement:

Brainstorm ideas for a community festival, for example, activities that could be run and products that could be sold.

Keep minutes of meetings or journal entries of the process.

Identify the activities or products that they want to be involved with.

Make a list of the technology requirements, for example, email and website communications, and a sound system.

Complete an action plan: Who does what, when and where? Why?

Present the action plan to the school leadership team for feedback and endorsement.


Elements


1.1 brainstorm and explore possibilities for a simple work-related activity

1.2 identify and work collaboratively to select the activity

1.3 outline technology required for the activity

1.4 work in a team to identify roles and responsibilities for the activity

1.5 work collaboratively to develop a plan for the activity, outlining organisational details involved, and communicate the proposal, seeking feedback.

© VCAA Page 18



Learning outcome 2Identify and demonstrate employability skills required for a simple work-related activity.


Work in small groups to explore employability skills, and use a graphic organiser such as a lotus diagram to look at:

the names of the skills

what they include

how they are demonstrated

types of roles where the skill is used

people who demonstrate that skill.

Considering the same simple work-related activity as used for Learning outcome 1, students could:

brainstorm how each employability skill could be used in the activity

rank the employability skills from most important to least important

select a number of employability skills to focus on during the activity and specify why these skills have been chosen

explain how the skills were demonstrated

reflect on the experience and their own employability skills.


Elements


2.1 discuss and identify employability skills required for a simple work-related activity

2.2 describe employability skills required for the activity

2.3 demonstrate selected employability skills in the activity

2.4 evaluate how the employability skills were used in the activity.

© VCAA Page 19



Learning outcome 3Identify workplace issues relevant to a simple work-related activity.


Develop a risk assessment template related to a work-related activity and as a class work through identifying potential hazards and levels of risk.

Brainstorm what could go wrong. Think broadly and then work backwards to reduce the list to realistic risks and hazards.

Consider factors such as evacuations, SunSmart policies, privacy and access for all abilities.

Explore ideas related to cost, policies, confidentiality, publication of images and work, and access for all abilities.

Using appropriate technology, research OHS incidents that occurred for similar events and discuss as a case study with the class.


Elements


3.1 conduct an OHS risk assessment for a simple work-related activity

3.2 identify other possible issues that may arise from the activity

3.3 suggest possible solutions to address identified potential issues

3.4 identify the social and ethical considerations for the responsible use of technology within the activity.

© VCAA Page 20



Learning outcome 4Work in a team to complete a simple work-related activity.


Investigate types of planners and planning tools that may be useful in planning and delivering an activity.

Develop a planner for the team that includes what is to be done by who and when, for example, a daily schedule, timetable or flow chart.

Create and use a personal journal, including documenting details of work undertaken as well as reflections on the team and how the activity is developing.

Work together to develop peer, self or adult feedback sheets and use feedback regularly.


Elements


4.1 carry out a simple work-related activity within agreed time frames

4.2 use appropriate technology collaboratively in the activity

4.3 manage own tasks within the activity

4.4 evaluate the effectiveness of the activity.

© VCAA Page 21



Learning outcome 5Review the process and outcome of a simple work-related activity.


Brainstorm questions that will help in the review of the activity. Using a question matrix may help develop better questions, as it provides a range of question stems to complete.

Define and clarify key terms related to aspects of the activity that will be reviewed, for example, organisation, implementation and problem-solving process.

Develop a visual chart to demonstrate the effectiveness of or satisfaction with the process and outcome of the activity (happy, sad, angry, chilled, don’t care, etc.). Select an emotion and explain the choice in writing or orally, using appropriate technology.

Reflect on own skills development for each employability skill used in the activity. List five other work contexts in which each skill could be used.

Review the effectiveness of the technology used in the activity.


Elements


5.1 review the organisation and implementation of a simple work-related activity

5.2 review the problem-solving process used in the activity

5.3 review own and team effectiveness in achieving the desired outcome of the activity

5.4 review the use of technology in the activity

5.5 identify employability skills used within the activity that can be transferred to other work contexts.

© VCAA Page 22



Learning outcome 6Prepare, plan and deliver a presentation on a completed simple work-related activity.


Discuss and agree on the requirements for the presentation on a completed simple work-related activity, for example, length of time, use of technology, audience, purpose and use of visuals.

Develop a checklist for what the presentation needs to include.

Brainstorm a list of key terms that need to be included.

Practise and provide feedback to others.

Explain the role of the audience.

Present to the audience using appropriate technology.


Elements


6.1 prepare and plan for a presentation on a simple work-related activity

6.2 give a presentation on the completed work-related activity

6.3 explain the planning process of the activity

6.4 describe the implementation of the activity

6.5 identify the outcomes of the activity.

© VCAA Page 23



Work Related Skills Intermediate Unit 1

Learning outcome 1Research and describe OHS roles and responsibilities of the relevant personnel in a selected work environment.


Research a number of workplace environments and describe various OHS roles and responsibilities within these workplace environments.

Use photos of workplace environments to identify who is there, what is correct practice, what is dangerous, etc.

Role-play workplace conversations related to OHS issues, including both appropriate and inappropriate types of conversations.

Reflect on workplaces where they have been (for example, as part of part-time work or previous work experience) and identify OHS roles, duties and responsibilities within these workplaces.

Develop a table of information required and work through answers related to SWL or a VET-inspired workplace.

Explore the safe@work part of the Victorian Government Department of Education and Training website and complete the appropriate modules.

Organise a guest speaker from their workplace to talk to their class.

Explore the WorkSafe Victoria website. Select a workplace of interest; identify the roles, powers and entitlements of an HSR; and identify the work safety regulations related to this workplace.

Workplace visits:

Visit a workplace and have the manager, OHS person or HSR speak to the group, focusing on risk management.

Discuss the importance of developing appropriate risk control strategies in the workplace.

Describe and document strategies that the organisation employs in regards to OHS, making particular reference to the importance of ongoing consultation between employers and employees.

Elements


1.1 research and describe the OHS roles, duties and responsibilities of employers, employees, visitors and volunteers in a selected work environment

1.2 research and describe the role, powers and entitlements of a HSR in the selected work environment

1.3 research and describe the role and powers of work safety regulators in the selected work environment

1.4 discuss what is meant by risk management, using examples to explore measures in the hierarchy of control

1.5 describe what effective consultation about health and safety matters between an employer and employees might look like

© VCAA Page 24



1.6 research and describe the duties placed on the employer in relation to notifiable incidents.

© VCAA Page 25



Learning outcome 2Identify and apply complex OHS procedures in a selected workplace.


Identify common injury hotspots in a selected industry or workplace.

Identify 5–10 signs or symbols that can be found in the workplace. Describe the significance of these symbols and how they might apply in particular workplaces.

Develop or complete a risk assessment tool for the workplace.

Identify and examine possible complex OHS hazards that may be present in the workplace.

Undertake a risk assessment and discuss possible risk control measures using the hierarchy of control. Refer to the WorkSafe Victoria website for information.

Photograph relevant signs and symbols and then create a poster that includes all the signs and describes their meanings for someone with low literacy or for EAL workers.

Assist with a fire or safety drill and give feedback on the drill.

Describe why risk controls are important in the workplace.

Conduct a risk assessment of the classroom using the hierarchy of control and identify any safety concerns and possible ways to address them.

Use role-plays and scenarios to explore a range of safety procedures.

Attend a safety meeting or safety briefing at school, at the provider setting or in the workplace. Listen to the information and discussion and provide feedback (clarity of information, level of technical knowledge required, etc.).

Evaluate the findings of the risk assessment and suggest possible areas for improvement.

If a real workplace cannot be used, the teacher could direct students to use the school or provider as a simulated workplace environment.

Elements


2.1 identify and classify OHS information, signs and symbols in a selected workplace

2.2 examine complex OHS hazards and risks in the selected workplace

2.3 identify and discuss possible risk control measures for OHS issues in the selected workplace using the hierarchy of control

2.4 prepare for and conduct a thorough OHS risk assessment of the selected workplace

2.5 interpret and evaluate the findings of the OHS risk assessment and make possible suggestions for improvement.

© VCAA Page 26



Learning outcome 3Work in a team to plan and undertake a complex OHS activity.


As a team, undertake an OHS audit of the school’s or provider’s kitchen, with a view to using it for a fundraiser dinner to meet Personal Development Skills learning outcomes:

Begin with a team meeting and focus on the importance of working together as a team.

Determine signs and symbols that will be required on the day (both before and during the activity or at the event).

Allocate fellow students a specific role or responsibility. (Ideally there should be two students in each role.)

Identify potential hazards, complete a risk assessment and implement appropriate hazard controls.

Work with the school or provider HSR to ensure all aspects of OHS are covered and to seek feedback.

Identify and address challenges associated with working in a team.

Review the OHS measures after completion of the activity or event.

Evaluate the effectiveness of the OHS activity.

Elements


3.1 work in a team to plan a complex OHS activity

3.2 identify, allocate and describe team member roles and levels of responsibility in relation to the OHS activity

3.3 discuss the advantages and disadvantages of teamwork in planning and developing the OHS activity

3.4 collaborate with team members to undertake the OHS activity

3.5 seek feedback and critically evaluate the effectiveness of the OHS activity.

© VCAA Page 27



Learning outcome 4Research and present findings on employment opportunities and conditions in a selected workplace.


Host weekly guest speakers, including developing a Q&A session.

Have a weekly focus on an industry. Work in pairs and develop a presentation on an industry of choice.

Select an industry – for example, hospitality – and explore:

roles within the industry

qualifications required for the various roles

conditions (awards, agreements, wages, unions)

career progression opportunities

personal attributes and abilities (linking to employability skills).

Present findings using appropriate technology. The presentation could include:

why they want to be involved in that industry

how to improve their chances of getting into the industry

imagining they have been in the industry for 10 years (What would their work and life be like?).

The teacher could integrate elements of the Literacy Skills learning outcomes with students’ presentations of their findings.

Elements


4.1 research and identify a variety of employment opportunities in a selected workplace, using appropriate technology

4.2 research and describe workplace conditions and wage entitlements for several areas of employment within the selected workplace

4.3 interview an individual who represents workers from the selected workplace, focusing on current workplace issues, agreements and roles and responsibilities of employers and employees

4.4 present findings, supported by appropriate technology.

© VCAA Page 28



Learning outcome 5Prepare an application for an employment opportunity.


Brainstorm all the elements of applying for a job, with a particular focus on selection criteria.

Develop a list of skills and competencies that they may want to demonstrate through the application process, for example, technical skills related to the job, and communication and personal skills.

Work with other students to identify what they think is important to look for in a job advertisement:

hours of work (Is it part-time, full-time, weekend only?)

type of employment (Is it a fixed-term contract or permanent employment?)

location (Can I get there on my own? How will I get home?)

dress (Do I need a uniform or new clothes or shoes?)

appearance (Do I need to tie my hair up? What about facial piercings?)

Work with other students to complete a SEEK profile.

Investigate the components of a resume and cover letter and practise developing these documents.

Using SEEK or another jobseeker website, identify three suitable but different jobs they would like to apply for, now or in the future, and adapt the resume or cover letter to the different opportunities (using key terms, changing what they emphasise, etc.).

Participate in mock interviews and seek feedback. If possible, engage employers in this activity.

Develop peer feedback programs or protocols to help assess employment opportunities or prepare an application, for example, using a 3-2-1 model (3 strengths, 2 improvements required, 1 statement that stood out) or 4As model (What does this Assume? What do you Agree with? What do you Argue against? What do you Aspire to do?)

Share a variety of cover letters or resumes (there are many available online) and highlight issues and strengths. Work together to rewrite areas of weakness.

Elements


5.1 research and identify an employment opportunity, including selection criteria, using appropriate technology

5.2 research and identify the strengths and weaknesses of a variety of resumes and cover letters

5.3 draft a resume and cover letter for the selected employment opportunity

5.4 complete the application for the selected employment opportunity

5.5 seek feedback on the application and identify areas for improvement.

© VCAA Page 29



Work Related Skills Intermediate Unit 2

Learning outcome 1Work in a team to research and plan a complex work-related activity or project.

Example activities, projects and tasks

Run a market stall:

Get approval from the school principal or the provider to run a market stall.

Develop a product to sell at a local market, the school or the provider setting, to raise money for a local cause.

Complete a project justification table, including costs, benefits, impacts and risks.

Identify the technology required for the production of goods and determine access and availability.

Assign roles to each member of the group to ensure production can be completed in the required time frame.

Reflect on various aspects of the project and consider improvements for the future.

Organise a careers day for Year 9 students:

Engage with local employers, and organise and brief guest speakers.

Survey Year 9 students in relation to questions, interests, etc.

Plan and run the day.

Other activities and projects:

Run a car wash for the local community.

Host a community concert or event.

Hold an orientation barbecue for families new to the school or provider.

Organise a multicultural day or Harmony Day celebration.

Fundraise for a coffee machine for the local community centre.

Elements


1.1 brainstorm and research several possible complex work-related activities or projects

1.2 select and justify the activity or project

1.3 identify and analyse the technology required for the activity or project

1.4 work in a team to identify and allocate roles and responsibilities for the activity or project

1.5 communicate a proposal for the activity or project, evaluate feedback and identify areas for improvement.

© VCAA Page 30



Learning outcome 2Describe, analyse and demonstrate employability skills valued in a complex work-related activity or project.


Run a market stall:

Specify which employability skills are being used.

Evaluate the activity or project, focusing on one employability skill that was strengthened through participation.

Organise a careers day for Year 9 students:

Use the employability skills as an organising feature of the day.

Have guest speakers use the language of the employability skills.

Reflect on how the employability skills were demonstrated in the activity or project.

Other activities, projects and tasks:

Research and investigate employability skills required for different workplaces.

Brainstorm which employability skills are required for a particular complex work-related activity or project and how these skills could be demonstrated in the activity or project.

Allocate different employability skills to small groups of fellow students, and research and prepare TED Talk–style presentations. Set a short time limit and set requirements for each member, for example, all team members need to speak.

Explore how employability skills are demonstrated non-verbally.

Keep a logbook highlighting the use of the employability skills.

Collect visual evidence of themselves demonstrating the targeted employability skills.

Elements


2.1 describe, identify and analyse a number of employability skills valued in a complex work-related activity or project

2.2 explain the importance of employability skills valued in the activity or project

2.3 demonstrate a range of employability skills in the activity or project

2.4 examine and evaluate the demonstration of employability skills in the activity or project.

© VCAA Page 31



Learning outcome 3Identify and solve issues relevant to a complex work-related activity or project.


Undertake a comprehensive OHS risk assessment for a work-related activity or project, such as:

running a public charity event

running a market stall

organising a pizza night

running a cake stall.

Identify OHS issues connected to the event and brainstorm possible solutions.

Rank possible solutions in order of importance and explain the ranking.

Use a logbook to record issues and solutions as they arise in the activity or project.

Develop appropriate documentation related to the activity or project, using suitable technology.

Create flow charts with multiple solution paths (where each path explores a different way an issue could evolve).

Elements


3.1 conduct an in-depth OHS risk assessment for a work-related activity or project

3.2 identify and discuss a range of other common issues, hazards and risks that may arise during the activity or project

3.3 develop appropriate strategies and processes to solve issues for the activity or project

3.4 document and present potential strategies and processes to solve issues for the activity or project

3.5 identify and discuss the social and ethical considerations for the responsible use of technology within the activity or project.

© VCAA Page 32



Learning outcome 4Work cohesively in a team to complete a complex work-related activity or project.


Use the complex work-related activity or project selected in Learning outcome 3:

Develop a team plan for the activity or project.

Use collaboration technology, such as Google Docs, to ensure all team members can contribute and keep track during the activity or project.

Organise peer reviews and feedback so that the team members can review each other’s contributions and provide constructive feedback.

Meet all the time frames as set in the team plan, and make decisions to revise the plan as required.

Seek feedback from fellow team members and evaluate own performance within the team.

Elements


4.1 organise, prioritise and allocate tasks and resources for a complex work-related activity or project

4.2 demonstrate self-management skills during the activity or project

4.3 complete the work-related activity or project within agreed time frames

4.4 use a range of appropriate technologies collaboratively in the activity or project

4.5 seek feedback and critically evaluate own and team performance within the activity or project.

© VCAA Page 33



Learning outcome 5Review and evaluate the process and outcome of a complex work-related activity or project.


Write a list of every aspect of the activity or project and review each individually. (This is particularly important if the overall event or an aspect of the project was not successful or not completed.)

Select an aspect of the activity or project that requires improvement or reworking, and explain what they would do differently.

Use a PMI (plus, minus, interesting) chart or other organiser to reflect on the project.

Collaborate with other members of the team, combine the feedback received from their peers, participants, etc., and identify themes.

Develop recommendations for other students to consider if they were to complete a similar activity or project.

List the employability skills used in the activity or project. For each skill identify five other projects that the skill or knowledge gained could be transferred to.

Elements


5.1 review the organisation and implementation of a complex work-related activity or project

5.2 evaluate the problem-solving process for the activity or project

5.3 evaluate the use of technology in the activity or project

5.4 evaluate feedback gathered from the activity and make recommendations for future work-related activities or projects

5.5 review and evaluate employability skills used in the activity/project that can be transferred to other work contexts.

© VCAA Page 34



Learning outcome 6Develop and deliver a presentation on a complex work-related activity or project, using appropriate technology.


Use the activity or project selected in Learning outcome 3 or a new activity or project:

Develop a checklist for planning and delivery of this activity or project, and explain its importance.

Develop a showcase or gallery walk as a presentation of the activity or project.

Create a digital journal for publication that includes all the requirements for the activity or project.

Create a presentation for a younger student cohort about the activity or project that:

shows them what is involved in the activity or project

demonstrates the employability skills that were used

showcases technology

allows for small-group discussion and collection of feedback, using appropriate technology to record these discussions.

Elements


6.1 prepare for a presentation on a completed complex work-related activity or project

6.2 explain the planning and implementation process of the complex work-related activity or project

6.3 evaluate and provide an analysis of the feedback gathered for the activity or project

6.4 explain the outcomes of the activity or project

6.5 deliver the presentation using appropriate technology.

© VCAA Page 35



Work Related Skills Senior Unit 1

Learning outcome 1Communicate ideas and information about a range of complex OHS requirements in a selected work environment.


Undertake research on the underpinning principles and objectives of the Occupational Health and Safety Act 2004.

Describe the roles and responsibilities of OHS personnel in a selected work environment or the school or provider environment.

Work with OHS personnel to lead a student OHS committee:

Complete risk assessments.

Run meetings with agenda and minutes.

Report issues to the OHS personnel.

Consider hazardous spaces – for example, the science room, kitchen, woodwork space – and the teachers and education support staff, and discuss and identify OHS issues within the spaces, as well as roles and duties of staff, communication required, etc.

Review the school’s or provider’s documentation and procedures to identify possible improvements, and then provide feedback to the leadership and discuss suggestions.

Explore what is required to obtain a Working With Children Check (required for all people over 18 who work with schools).

Research and describe employer and employee duties within a selected workplace or industry with regard to notifiable incidents. Use the WorkSafe Victoria website as a starting point.

Attend an OHS meeting at the workplace (for example, a workplace related to SWL, part-time work or VET placement).

Discuss the importance of developing appropriate risk control strategies in the workplace, identify how they may be applied to a specific workplace and present the information using appropriate technology.

Complete a risk analysis for a workplace visit or excursion and communicate this using appropriate technology.

Use feedback to evaluate a communication and consultation strategy in the selected workplace or school or provider environment.

Elements


1.1 explain the key concepts underpinning the objectives and principles of the OHS Act

1.2 define the roles and duties of OHS personnel in a selected work environment

1.3 analyse and evaluate several forms of OHS information in the selected work environment

1.4 use appropriate forms and channels of communication to convey OHS information in the selected work environment, supported by appropriate technology

© VCAA Page 36



1.5 use feedback to evaluate communication and consultation strategies in the selected work environment

1.6 research and describe the duties placed on the employer in relation to notifiable incidents.

© VCAA Page 37



Learning outcome 2Conduct a risk assessment of potential hazards within a selected workplace.


Select a particular industry or workplace for investigation:

Using the Worksafe Victoria website and other OHS resources, identify why it is important to have safety reporting procedures in place.

Identify what effective safety reporting procedures look like.

Identify what they would do if they identified gaps in these processes in their workplace.

Conduct an OHS audit with the OHS coordinator in the school or provider setting.

Describe the importance of safety reporting procedures and investigate effective safety reporting procedures.

Create a presentation to show leadership, such as a school council or school board of management, the strengths and weaknesses of the current OHS procedures in the school or provider setting.

Work with other VCAL students to develop a risk assessment process, demonstrating their knowledge and understanding of OHS.

Create flow charts of OHS-related processes, and identify areas of concern and ways of reporting these concerns.

Use historical incidents as case studies to explore. For example, analyse significant breaches of safety and workplace responses to them, such as the Exxon Valdez oil spill near Alaska in 1982 or the nuclear accident at the Fukushima Daiichi Nuclear Power Plant, in Japan, after an earthquake and tsunami in 2011. (Legal Studies resources could be useful here.)

Use images of workplaces to prompt discussions around risk assessments.

Work with a manager or supervisor for SWL to identify potential or existing hazards.

Work with a manager or supervisor for SWL to undertake a risk assessment and to report any hazards.

Interview the OHS manager for SWL to ascertain their role and the steps involved in key processes.

Elements


2.1 identify potential and/or existing workplace hazards and undertake a risk assessment of a selected workplace

2.2 identify the steps taken to resolve OHS issues in the selected workplace

2.3 evaluate the effectiveness of the risk control measures within the selected workplace

2.4 describe the reporting process for OHS hazards identified in the selected workplace

2.5 analyse the strengths and weaknesses of the OHS issue-resolution process in the selected workplace.

© VCAA Page 38



Learning outcome 3Undertake a self-directed, complex OHS project.


Complete an OHS audit of the school or provider setting:

Refer to the WorkSafe Victoria website to research OHS requirements.

Determine different roles and responsibilities in relation to this audit.

Share their findings, using appropriate technology, in a presentation to other students, discussing the benefits and challenges they experienced in developing and implementing the project.

Seek feedback on the effectiveness of the audit.

Undertake a fundraising activity, focusing on a detailed risk assessment of venue and activities, analysis of the charity, allocation of safety roles to team members, etc.

Undertake an incursion for another cohort of students, which would include the identification of roles for the project team, other students and teachers; the planning of the event; and communication and feedback in planning and evaluation.

Investigate the issue of bullying or harassment in the workplace:

Select a number of media articles related to bullying or harassment in the workplace.

For each article, describe the incident that occurred in the workplace.

Investigate whether breaches of workplace laws occurred as a result of these incidents.

Identify strategies that could be used to minimise the incidents recurring and to control the level of risk.

Use the WorkSafe Victoria website to support their work.

Present their findings to the group and seek feedback.

Elements


3.1 plan a self-directed, complex OHS project within a selected workplace

3.2 identify and analyse roles and levels of responsibility in relation to the OHS project

3.3 discuss the benefits and challenges of developing and implementing the OHS project

3.4 undertake the self-directed OHS project

3.5 seek feedback and critically evaluate the process and execution of the OHS project.

© VCAA Page 39



Learning outcome 4Research, analyse and present findings on employment opportunities and conditions in a selected industry.


Create a profile, for a wall display or career expo, of an industry that has local relevance.

Working in groups and using the PACT (Pay And Conditions Tool) on the Fair Work Ombudsman website, undertake research on different industries and create a presentation to deliver to the class, using appropriate technology.

Investigate an industry of choice:

Describe the industry and the type of jobs within this industry.

Select three employment opportunities and analyse the roles using a template such as PMI (plus, minus, interesting) or SWOT (strengths, weaknesses, opportunities, threat).

Identify the required skills, knowledge and attributes for these employment opportunities.

Describe the long-term viability of this industry using source material from websites such as My Skills (national directory of VET organisations and courses), myfuture (national career information service) and the ABS (Australian Bureau of Statistics).

Develop a digital presentation that could be used with parents or guardians to explain why they have selected a particular VET or pathway.

Elements


4.1 describe and analyse current employment opportunities for a selected industry

4.2 investigate the knowledge, skills and attributes required for employment in the selected industry

4.3 critique the long-term viability of the selected industry

4.4 deliver findings in a sustained presentation, supported by appropriate technology.

© VCAA Page 40



Learning outcome 5Prepare and critically analyse an application for an employment opportunity.


Using the three employment opportunities researched for Learning outcome 4, write an application and resume for each, making sure the application addresses all key selection criteria.

Find some examples of applications for employment and resumes online and analyse the strengths and weaknesses of these documents.

Write a series of drafts, making improvements based on feedback from peers and teachers.

Using SEEK, find five jobs that they would be interested in applying for and prepare applications and resumes to fit these job. Seek feedback on their applications and modify as appropriate.

Complete mock interviews and seek feedback on their performance in these interviews.

Elements


5.1 research and identify an employment opportunity, including selection criteria, wages and entitlements, using appropriate technology

5.2 research and compare several resumes and cover letters

5.3 draft, critically analyse and edit a resume and cover letter for the selected employment opportunity

5.4 complete an application for the selected employment opportunity

5.5 seek feedback on the application and modify as appropriate.

© VCAA Page 41



Work Related Skills Senior Unit 2

Learning outcome 1Demonstrate initiative/enterprise in the planning of a complex, self-directed work-related project.


Research and identify potential opportunities for undertaking a complex work-related project within the local school community or provider setting, such as:

undertaking fundraising projects targeted towards helping communities and workplaces directly impacted by bushfires in Victoria

undertaking community awareness campaigns

undertaking a simulated microbusiness

establishing a social enterprise

organising an information expo for other students

organising a school-wide event, such as a festival or a fair

developing and implementing an art installation

designing a local skate park or basketball court.

Having selected a work-related project, undertake the following tasks:

Survey stakeholders.

Research local laws and processes for the council or shire.

Explore funding potential.

Scope designs.

Seek council permission (if required).

Develop a project timeline, budget, etc.

Articulate the importance of the project for young people and how it may impact pathways post-school.

Develop a detailed feasibility plan for the project, including aims, measurable milestones, budget, timelines and contingency plans.

Present the plan to the school or provider, the council and other relevant stakeholders, using appropriate technology.

Seek feedback on the plan, and evaluate and adjust as necessary.

Brainstorm elements of the feasibility plan. Depending on the project, these elements may include funding sources and budgeting, expenditure accountabilities, resource allocation and the project timeline.

Present the revised feasibility plan, using appropriate technology, to a relevant audience, and seek feedback.

Elements


© VCAA Page 42



1.1 research and identify potential opportunities for an innovative, complex, self-directed work-related project

1.2 develop a detailed feasibility plan for the project including aims, budget, timelines and measurable milestones

1.3 identify what technology can be utilised for the creation of the project

1.4 present a feasibility plan to a relevant audience, including stakeholders and/or industry, seeking feedback.

© VCAA Page 43



Learning outcome 2Investigate, analyse and demonstrate employability skills valued in a complex, self-directed work-related project.


Activities for this learning outcome could be directly linked to the work-related project selected for Learning outcome 1:

Investigate and discuss with peers the employability skills that are required to achieve the requirements of the project.

Analyse and prioritise in order of importance the employability skills that will be used.

Justify their decisions and demonstrate the use of these employability skills in the project.

Critically evaluate their use of these skills.

Other activities, projects and tasks:

Develop a portfolio, looking at each employability skill and contributing evidence for each skill demonstrated (visual evidence, reflections, feedback from others, etc.).

Complete online research into the skills and discuss their importance and relevance.

Speak to a range of employers and employees about the skills they require in achieving work objectives.

Share case studies or scenarios with the class and have them identify the top three skills needed in each situation.

Brainstorm ways that skills can be demonstrated in the selected project and use as a checklist for self, peer and teacher assessment for providing constructive feedback.

Develop a class continuum of proficiency for employability skills – what would it look like for a beginner, an experienced person, a master?

Elements


2.1 investigate and discuss selected employability skills valued in a complex, self-directed work-related project

2.2 analyse and prioritise employability skills required in the project

2.3 demonstrate proficiency in the selected employability skills in the project

2.4 critically evaluate the demonstration of the selected employability skills in the project.

© VCAA Page 44



Learning outcome 3Identify, analyse and solve issues related to a complex, self-directed work-related project.


Develop and complete a risk management assessment for a selected project by:

brainstorming all possible issues, hazards and risks

asking how issues and hazards might emerge (under what conditions), for example: What might happen if it is raining? What might happen if it is a Total Fire Ban day? What might happen if the electricity goes out?

selecting the top 10 most likely issues and hazards

developing two to four possible solutions for each issue and hazard

in small groups, determining the best possible solution, looking at aspects such as cost, expertise required, adult involvement and the outcome of action.

Depending on the project students could also:

create appropriate safety signage and explain why they have chosen those signs

develop emergency procedures and a flow chart of possible actions

develop and deliver safety briefings to targeted groups (team, participants, adults), using technology responsibly

make a video to share with others prior to the event, using appropriate technology, and take note of social and ethical considerations for the responsible use of the technology chosen.

Elements


3.1 conduct a thorough OHS risk assessment for a complex, self-directed work-related project

3.2 identify and discuss a range of other common issues, hazards and risks that may arise during the project and the conditions under which they might arise

3.3 develop and present possible solutions for the issues identified to minimise risk

3.4 analyse the social and ethical considerations for the responsible use of technology within the project.

© VCAA Page 45



Learning outcome 4Work cohesively with others to support the completion of a complex, self-directed work-related project.


Working in a team, select a complex self-directed work-related project. This could be the same project used in Learning outcome 3 or a different project.

Work in a team to draft a project plan, including role descriptions (what each role needs to include), maximising individuals’ strengths.

Research timeline tools, such as a Gantt chart, and identify how these tools can be used to facilitate completion of the project.

Develop contingency plans to support delivery and timeliness of the project.

Revisit the project plan on a regular basis, adjusting the plan and timelines as necessary.

Discuss and develop strategies to engage stakeholders. These could include surveys, questionnaires, interviewing people and meetings.

Seek feedback from relevant stakeholders.

Work with others on key performance indicators (KPIs) or use SMART (specific, measurable, achievable, relevant, time-bound) goals to structure the team’s work.

Evaluate team roles, challenges and contributions and make adjustments as necessary to ensure completion of the project.

Elements


4.1 develop a project plan incorporating roles, procedures and time frames for self and others in a complex, self-directed work-related project

4.2 work effectively with others to complete allocated tasks, taking into account individual skills and attributes and the project goals

4.3 review and manage all aspects of the project, including negotiating with others to define and monitor project objectives and where necessary redefine

4.4 seek ongoing feedback from relevant stakeholders for the project, making adjustments as required

4.5 evaluate the effectiveness and challenges of working with others to undertake and complete the project.

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Learning outcome 5Analyse and evaluate the process and outcomes of a complex, self-directed work-related project.


Upon completion of a project plan related to the self-directed work-related project:

Analyse the effectiveness of the plan, taking into account planned targets and milestones and ensuring that these are specific and achievable.

Revisit the project plan on a regular basis and make adjustments as appropriate.

Evaluate, seek feedback and incorporate feedback as appropriate.

Demonstrate employability skills that have been used in the completion of the project and analyse how these skills can be effectively transferred to other work activities.

Evaluate the effectiveness of technology used in the achievement of the project.

Elements


5.1 analyse and evaluate the effectiveness of the project plan in delivering a complex, self-directed work-related project

5.2 analyse the project plan, taking into account the achievement of planned milestones and the issues identified, and make adjustments as required

5.3 critically evaluate the use of technology in the project

5.4 interpret and analyse the feedback acquired and the outcomes of the project to determine if the project met the initial project plan

5.5 review and evaluate employability skills used in the project that can be transferred to other work contexts.

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Learning outcome 6Deliver a sustained presentation of a complex, self-directed work-related project using technology in an innovative manner.


Select a complex, self-directed work-related project. This could be directly linked to other learning outcomes in this unit.

Explain the importance and development of the selected project.

Discuss and explore a variety of presentation styles, beyond an oral presentation with PowerPoint. Options could include producing a short film, making a documentary, or developing a publication-ready news-style report using Prezi or a newer form of presentation software.

Brainstorm what a sustained presentation should include, how it could be paced and who needs to contribute what. Look at examples, such as TED talks.

Practise in front of ‘familiar’ audiences, such as peers and VCAL teachers, and then present to an ‘unfamiliar’ audience, such as the school or provider leadership team, school council or stakeholders.

Discuss ways to present feedback.

Seek feedback about their presentation.

The teacher could integrate elements of the Numeracy Skills learning outcomes with students’ presentations of their feedback.

Elements


6.1 plan for a sustained presentation of a complex self-directed work-related project

6.2 explain the development/importance of the project

6.3 explain and describe the planning process and implementation of the project

6.4 present an analysis of feedback gathered on the project

6.5 deliver the presentation demonstrating innovation through the use of technology.

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Appendix – Learning outcomes tables

Work Related Skills – Unit 1

Learning outcome

Foundation Intermediate Senior

1 Identify OHS roles and responsibilities of the relevant personnel in a selected work environment.

Research and describe OHS roles and responsibilities of the relevant personnel in a selected work environment.

Communicate ideas and information about a range of complex OHS requirements in a selected work environment.

2 Identify and apply basic OHS procedures in a selected workplace.

Identify and apply complex OHS procedures in a selected workplace.

Conduct a risk assessment of potential hazards within a selected workplace.

3 Work in a team to plan and undertake a basic OHS activity.

Work in a team to plan and undertake a complex OHS activity.

Undertake a self-directed, complex OHS project.

4 Research employment opportunities in a selected workplace and learn about conditions of employment.

Research and present findings on employment opportunities and conditions in a selected workplace.

Research, analyse and present findings on employment opportunities and conditions in a selected industry.

5 Prepare an application for an employment opportunity.

Prepare an application for an employment opportunity.

Prepare and critically analyse an application for an employment opportunity.

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Work Related Skills – Unit 2

Learning outcome

Foundation Intermediate Senior

1 Work in a team to plan and organise a simple work-related activity.

Work in a team to research and plan a complex work-related activity or project.

Demonstrate initiative/enterprise in the planning of a complex, self-directed work-related project.

2 Identify and demonstrate employability skills required for a simple work-related activity.

Describe, analyse and demonstrate employability skills valued in a complex work-related activity or project.

Investigate, analyse and demonstrate employability skills valued in a complex, self-directed work-related project.

3 Identify workplace issues relevant to a simple work-related activity.

Identify and solve issues relevant to a complex work-related activity or project.

Identify, analyse and solve issues related to a complex, self-directed work-related project.

4 Work in a team to complete a simple work-related activity.

Work cohesively in a team to complete a complex work-related activity or project.

Work cohesively with others to support the completion of a complex, self-directed work-related project.

5 Review the process and outcome of a simple work-related activity.

Review and evaluate the process and outcome of a complex work-related activity or project.

Analyse and evaluate the process and outcomes of a complex, self-directed work-related project.

6 Prepare, plan and deliver a presentation on a completed simple work-related activity.

Develop and deliver a presentation on a complex work-related activity or project, using appropriate technology.

Deliver a sustained presentation of a complex, self-directed work-related project using technology in an innovative manner.

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