VELS (Level 6) and the Be Real Game
VELS (Level 6) and the Be Real Game
| |Strand |Domain |Dimension |Learning Focus |Standard |Principles of Learning and Teaching |
|T |Discipline-Based |Humanities - Economics |Economic knowledge & |Examine vocational pathways, |Analyse vocational pathways & education & |Develop & support a positive learning environment: |
|H |Learning | |understanding |education & training |training requirements & identify possible |Build positive relationships between students & between |
|E | | | |requirements |career paths & opportunities |student & teacher. |
| | | | | | |Mentor programs |
|B | | | |Consider possible work & career|Demonstrate skills required for moving from |Create an environment that values & respects individuals & |
|E | | | |options |school to employment or further education |the community. |
| | | |Economic reasoning & | | |Provide structured support with literacy so that all students|
|R | | |interpretation |Develop skills & strategies for| |can undertake the reading, written & presentation tasks. |
|E | | | |transition to employment, | |Job applications |
|A | | | |further education & training, | |Resume writing |
|L | | | |including job seeking, job | |Role playing |
| | | | |application & interview skills | | |
|G | | | | | |Develop independence & interdependence through activities |
|A | | | | | |that have students working in a variety of groupings: |
|M | | | | | |individually, pairs & small groups. |
|E | | | | | | |
| | | | | | |Use knowledge of the students’ backgrounds, interests, prior |
| | | | | | |learning & skills to inform new learning, and role playing |
| | | | | | |and pathways planning |
| | | | | | | |
| | | | | | |Use inquiry-based learning to enable students to deepen their|
| | | | | | |thinking about |
| | | | | | |Careers |
| | | | | | |Pathways |
| | | | | | |Employment |
| | | | | | |Using myfuture website or other career based tools |
| | | | | | |Mock Interviews |
|Physical Personal & Social Learning |Inter-personal Development |Building social relationships
Working in teams. |Work in diverse teams within & beyond school to complete complex tasks. |Demonstrate awareness of complex social conventions & behave appropriately when interacting with others.
Work collaboratively, negotiate roles & delegate tasks. Working with the strengths of a team they achieve agreed goals within set time framework.
|
Use self assessment approaches for students to assess their development in vocational skills:
• Organisation
• Information gathering
• Communication
• Working in teams
• Analysing information
• Showing initiative
• Being flexible
• Creativity
Give students feedback on their learning through verbal consultations.
Organise mock job interviews with outside interviewers.
Invite guests from the community to share with students their work & community experiences.
Work within the local community to formulate a community projects.
Develop a pathways plan & future directions.
Use Work Experience to further develop students understanding of the working world (including occupational health and safety) | | |Inter-disciplinary Learning |Commun-ication |Listening viewing & responding
Presenting
|Gain a high level of expertise & fluency in language, forms & communication.
Language across the curriculum as well as a range of occupations & career pathways. |Use complex & verbal & non-verbal cues, subject-specific language, & a wide range of communication forms.
Use subject specific language & conventions in accordance with the purpose of their presentation to communicate complex information | | | | |Thinking |Reasoning, processing & inquiry
Creativity
Reflection, evaluation & metacognition |Become discriminating thinkers, capable of making informed decisions about controversial & complex issues. |Generate questions that probe perspectives & viewpoints. | | |
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