Newsletter - Department of Education and Training



Year 9: Framework Learning Outcomes

Self-Development: 1. Understand how individual characteristics such as interests, skills, values, beliefs and attributes contribute to achieving personal, social, educational and professional goals

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Personal skills and |Careers and Transitions Resource Kit:| | |

|Physical, Personal and Social |work’ activities in the Careers and |Decision Learning – Personal skills | | |

|Learning (Personal Learning) |Transitions Resource Kit in order to |and work | | |

|Discipline-Based Learning (Humanities|identify personal skills and how | | | |

|– Economics) |skills relate to occupations. | | | |

|Interdisciplinary Learning (Thinking | | | | |

|Processes) | | | | |

| | | | | |

|Australian Curriculum | | | | |

|Critical and creative thinking | | | | |

|Personal and social capability | | | | |

|Ethical behaviour | | | | |

|Intercultural understanding | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

| |Complete the ‘Personal attributes’ |ReCaP: Personal attributes | | |

| |activity in ReCaP in order to | | | |

| |identify and discuss perceptions of | | | |

| |self, including personal attributes. | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Self-Development: 2. Explore methods to enhance interpersonal and group communication skills including skills for a successful work interview

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Interview preparation’ |Careers and Transitions Resource Kit:| | |

|Physical, Personal and Social |and ‘Go for gold – interview |Transition Planning – Interview | | |

|Learning (Personal Learning) |practice’ activities in the Careers |preparation & Transition Planning – | | |

|Discipline-Based Learning (Humanities|and Transitions Resource Kit to |Go for gold – interview practice | | |

|– Economics) |prepare for interviews by developing | | | |

|Interdisciplinary Learning |and practicing interview skills. | | | |

|(Communication; Thinking Processes) | | | | |

| | | | | |

|Australian Curriculum | | | | |

|Literacy | | | | |

|Critical and creative thinking | | | | |

|Personal and social capability | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

| |Complete the ‘Interview preparation’ |ReCaP: Interview preparation | | |

| |and ‘Interview participation’ | | | |

| |activities in ReCaP in order to |ReCaP: Interview participation | | |

| |prepare for an interview, and to help| | | |

| |students understand what a job | | | |

| |interview is and the reasons for its | | | |

| |use, and participate actively in the | | | |

| |interview process. | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Self-Development: 3. Recognise stereotypes, biases and discriminatory behaviours that may limit opportunities for people in the workplace

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Solving problems’ |Careers and Transitions Resource Kit:| | |

|Physical, Personal and Social |activities in the Careers and |Decision Learning – Solving problems | | |

|Learning (Personal Learning) |Transitions Resource Kit in order to | | | |

|Discipline-Based Learning (Humanities|identify different approaches to | | | |

|– Economics) |solving problems. | | | |

|Interdisciplinary Learning | | | | |

|(Communication; Thinking Processes) | | | | |

| | | | | |

|Australian Curriculum | | | | |

|Critical and creative thinking | | | | |

|Personal and social capability | | | | |

|Ethical behaviour | | | | |

|Intercultural understanding | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Career Exploration: 4. Understand how past, present and future academic performance may impact upon the selection of future programs and courses

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Careers expos/markets’ |Careers and Transitions Resource Kit:| | |

|Discipline-Based Learning (Humanities|activities in the Careers and |Opportunity Awareness – Careers | | |

|– Economics) |Transitions Resource Kit in order to |expos/markets | | |

|Interdisciplinary Learning |maximise the opportunity offered by a| | | |

|(Communication; Thinking Processes) |careers Expo/Market, and to gather | | | |

| |information about career pathways, | | | |

|Australian Curriculum |education and training, and job | | | |

|Critical and creative thinking |opportunities. | | | |

|Personal and social capability | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

| |Complete the ‘Understanding Pathways’|Careers and Transitions Resource Kit:| | |

| |activities in the Careers and |VET – Understanding Pathways | | |

| |Transitions Resource Kit in order to | | | |

| |explore the vocational education and | | | |

| |training pathways available beyond | | | |

| |the compulsory years with the focus | | | |

| |on Apprenticeships and Traineeships. | | | |

| |Complete the ‘Career investigation’ |ReCaP: Career investigation | | |

| |activities in ReCaP in order to | | | |

| |investigate options that can lead to | | | |

| |career pathways in senior school. | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Career Exploration: 5. Explore and develop commonly used work search tools (e.g. job applications, forms, resumes and portfolios) to find and maintain work

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Writing winning |Careers and Transitions Resource Kit:| | |

|Discipline-Based Learning (Humanities|resumes’ and ‘Get that job’ |Transition Planning – Writing winning| | |

|– Economics) |activities in the Careers and |resumes & Transition Planning – Get | | |

|Interdisciplinary Learning |Transitions Resource Kit in order to |that job | | |

|(Communication; ICT; Thinking |prepare a resume and investigate the | | | |

|Processes) |merits of different styles of | | | |

| |resumes, and explore ways of funding | | | |

|Australian Curriculum |and applying for jobs, courses and | | | |

|Literacy |volunteer work, through advertised | | | |

|Information and Communication |vacancies and cold canvassing. | | | |

|Technology | | | | |

|Critical and creative thinking | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

| |Complete the ‘Resume’ activities in |ReCaP: Resume | | |

| |ReCaP in order to prepare a basic | | | |

| |resume, curriculum vitae, or personal| | | |

| |data sheet that is developed and | | | |

| |stored electronically. | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Career Exploration: 6. Explore the relationship between work and the community, and how technological advances impact on the work roles in the community

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Balancing leisure and |Careers and Transitions Resource Kit:| | |

|Discipline-Based Learning (Humanities|work’ activities in the Careers and |Opportunity Awareness – Balancing | | |

|– Economics) |Transitions Resource Kit in order to |leisure and work | | |

|Interdisciplinary Learning (ICT; |identify the effect of changing work | | | |

|Thinking Processes) |patterns on balancing leisure and | | | |

| |work. | | | |

|Australian Curriculum | | | | |

|Information and communication | | | | |

|technology | | | | |

|Critical and creative thinking | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

| |Complete the ‘Technology and change’ |ReCaP: Technology and change | | |

| |activities in ReCaP in order to | | | |

| |report on the impact of technological| | | |

| |change on employment and way of life.| | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Career Management: 7. Use career information resources to locate information on occupational and industry trends, education and training trends, social and economic trends

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Skills in demand’ |Careers and Transitions Resource Kit:| | |

|Physical, Personal and Social |activities in the Careers and |Opportunity Awareness – Skills in | | |

|Learning (Interpersonal Development; |Transitions Resource Kit in order to |demand | | |

|Personal Learning; Civics and |explore skills shortage areas and job| | | |

|Citizenship) |prospects. | | | |

|Interdisciplinary Learning (ICT) | | | | |

| | | | | |

|Australian Curriculum | | | | |

|Literacy | | | | |

|Numeracy | | | | |

|Information and Communication | | | | |

|Technology | | | | |

|Critical and creative thinking | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

| |Complete the ‘Present and future work|ReCaP: Present and future work | | |

| |patterns’ activities in ReCaP in |patterns | | |

| |order to investigate and compare | | | |

| |changes that have occurred in the | | | |

| |nature of work. | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Career Management: 8. Understand the importance of developing flexible and adaptable short-term Career Action Plans within the career building process

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Future predictors and |Careers and Transitions Resource Kit:| | |

|Physical, Personal and Social |risk assessment’ activities in the |Decision Learning – Future predictors| | |

|Learning (Personal Learning) |Careers and Transitions Resource Kit |and risk assessment (aka Future | | |

|Discipline-Based Learning (Humanities|in order to build upon goal setting |predictions and risk assessment) | | |

|– Economics) |and to consider how the world might | | | |

|Interdisciplinary Learning |change. | | | |

|(Communication; ICT; Thinking | | | | |

|Processes) | | | | |

| | | | | |

|Australian Curriculum | | | | |

|Literacy | | | | |

|Personal and social capability | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

| |Complete the ‘Managed Individual |Careers and Transitions Resource Kit:| | |

| |Pathways’ activities in the Careers |VET – Managed Individual Pathways | | |

| |and Transitions Resource Kit in order| | | |

| |to explore vocational education and | | | |

| |training pathways available beyond | | | |

| |senior secondary years, Career Action| | | |

| |Plans, and to commence developing a | | | |

| |draft Career Action Plan as part of | | | |

| |pathways planning for Year 9. | | | |

| |Complete the ‘Career action plan’ |ReCaP: Career Action Plan | | |

| |activities in ReCaP in order to | | | |

| |produce a career action plan using | | | |

| |goal-setting processes. | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

Career Management: 9. Examine how personal goals can be satisfied through a combination of work, community, social and family roles

|Sample Curriculum Link |Sample Activities |Sample Resources |Current Practice |Change Practice |

| | | |(Is this being achieved now? If yes, how and by whom?) |(How could the learning outcome be achieved?) |

|VELS Level 6 |Complete the ‘Career pathways plan’ |Careers and Transitions Resource Kit:| | |

|Physical, Personal and Social |activities in the Careers and |Transition Planning – Career pathways| | |

|Learning (Personal Learning) |Transitions Resource Kit in order to |plan (aka Career pathway planning) | | |

|Discipline-Based Learning (Humanities|produce a career pathway using | | | |

|– Economics) |personal goals. | | | |

|Interdisciplinary Learning | | | | |

|(Communication; Thinking Processes) | | | | |

| | | | | |

|Australian Curriculum | | | | |

|Critical and creative thinking | | | | |

|Personal and social capability | | | | |

| | | | | |

|Other | | | | |

|Pastoral care, religious education, | | | | |

|careers classes | | | | |

Schools/organisations are encouraged to build on and contextualise this template to meet the needs of their unique learner cohort and school/organisation priorities.

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