Work Studies Assessment Task Booklet · 2020-02-28 · Assessment Task Booklet . Mr. Aquilina...

Ambarvale High School

Year 11 2020

Work Studies

Assessment Task Booklet

Mr. Aquilina

([email protected])

Ms. Lalopoulos ([email protected])

In this booklet, you will find

1. Assessment Procedures in HSIE 2. The Assessment Grid for Work Studies 3. Assessment Task Notifications 4. Syllabus documents for the modules to be studied

1. Assessment Procedures in HSIE

PRELIMINARY ASSESSMENT IN HSIE

The HSIE Faculty will follow the policy and procedures outlined in the AHS Assessment Policy and Procedures Booklet.

Please note in particular the following points;

• If you have a legitimate reason why you will be unable to achieve an assessment deadline, you may be eligible for special consideration on your task. You must notify your teacher and negotiate this well BEFORE the due date of your task. You may require supporting documentation.

• All tasks are generally required to be submitted in PAPER form, NOT electronically, unless your task specifically states otherwise. Be organised.

• Be aware that computer or electronic failure are NOT considered by NESA to be a valid reason for a late or non-completion of tasks. Always, always, always back up your work.

• Students are required to submit their tasks before the end of school day ON THE DUE DATE and it will therefore be enforced in HSIE that all tasks must be received by 2.50pm.

• Failure to submit tasks on or before the due date will result in a deduction of marks. 20% will be deducted for each day that the task is late. After 5 school days, students will receive a zero mark and be issued an academic warning letter. Students will still have to submit the task to clear the warning and to be able to complete the course.

Exceptions include the following;

• ILLNESS fully covered by DOCTORS CERTIFICATE. You must see your classroom teacher / Head Teacher HSIE before school the morning of your return and present your paperwork.

• MISADVENTURE covered by a MISADVENTURE FORM. See your classroom teacher / Head Teacher HSIE before school the morning of your return to school and present your paperwork.

Non-Serious Attempts and Malpractice.

• NESA requires that all student assessments submitted are a serious attempt of the task. Non-Serious Attempts attract an N-Award Warning Letter and you will be required to resubmit the task to ensure you meet NESA standards of ‘diligence’. Please be aware you must make a ‘reasonable attempt’ of all assessment tasks. Your teacher will specifically advise you of what constitutes a ‘reasonable attempt’.

• Malpractice is a serious matter and includes plagiarism and cheating. In HSIE, there is a significant research component across our subjects and it is important to pay particular attention to plagiarism and accurate referencing. ANY infraction to NESA policy will result in a ZERO mark on the task, an N-Award Warning Letter and you will be required to resubmit the task. Be aware that further consequences can include Executive intervention, suspension and formal reporting. Please refresh and ensure you understand your obligations as outlined during the compulsory “All my Own Work” program or seek advice from your teacher if you are unsure of your obligations.

For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.

2. Assessment Grid for Work Studies

Faculty: HSIE Course: Work Studies In this Subject, you will cover: -

Module Core Study – My Working Life Module 1 – In the Workplace Module 3 – Workplace Communication Module 10 – Experiencing Work

Preliminary HSC Course Assessment Components Core Study – My Working Life This module focuses on assisting students to take responsibility for planning and implementing their career plan and revising it as required. Module 1 – In the Workplace This module focuses on employers, their expectations of employees and their responsibilities towards them. Module 3 – Workplace Communication This module focuses on providing students with knowledge of the different types of communication in the workplace and with skills to apply them effectively. Module 10 – Experiencing Work This module focuses on providing students with actual experiences in the workplace.

Components Weighting

TASK 1 TASK 2 TASK 3

Term 1 - Week 9 Term 2 - Week 4 Term 3 - Week 8

My Working Life Presentation

Communication Skills Portfolio

Employment Conditions Case

Study OUTCOMES

2, 5

OUTCOMES 2, 4, 5

OUTCOMES 1, 2, 7

Skills 70% 25% 25% 20%

Knowledge & Understanding

30% 10% 10% 10%

Total 100% 35% 35% 30%

Work Studies Course Outcomes: 1. Investigates a range of work environments 2. Examines different types of work and skills for employment 3. Analyses employment options and strategies for career management 4. Assesses pathways for further education, training and life planning 5. Communicates and uses technology effectively 6. Applies self-management and teamwork skills 7. Utilises strategies to plan, organise and solve problems 8. Assesses influences on people’s working lives 9. Evaluates personal and social influences on individuals and groups

3. Assessment Task Notifications

Notice of Assessment Task Work Studies Year 11

Date of initial notification: Week 1, 2020

Date of submission: Thursday, Week 9 2020

Task Number: One

Task Type: Transition from School to Work Presentation Length: 5 minutes

Weighting of Task: 35% Total Marks: /35

Module: Unit 1 – Core Study: My Working Life

Task Description: Students are to create a 5-minute presentation on the transition from school to work. Your presentation should include a 5-minute speech and at least 4 PowerPoint slides to accompany this. The presentation should include the following:

• Identify your current skills and interests and explain how these will be useful in the workplace

OR • Identify your career goal and explain your plan to achieve this goal

On the date of submission, you are to submit hard copies of the following:

• Your PowerPoint presentation • Your speech

Your presentation order will be drawn at random, starting on the day of submission and continuing on to following lessons

Outcomes assessed: 2. Examines different types of work and skills for employment 5. Communicates and uses technology effectively

Mark Break Down (/35): Understanding personal skills and explaining their usefulness in the workplace (/20) OR Understanding appropriateness of career goals and demonstrating a realistic and researched plan for attainment (/20) Demonstrating professional presentation and technological skills (15)

Year 11 Work Studies Assessment 1 Marking Rubric NAME: _______________

Understanding your personal skills (/10) [2] N

(0-5)

E (6)

D (7)

C (8)

B (9)

A (10)

- Demonstrates elementary understanding of personal skills Vaguely identifies the notion of personal skills

Demonstrates basic understanding of personal skills Identifies few personal skills

Demonstrates sound understanding of personal skills Identifies and describes few personal skills

Demonstrates thorough understanding of personal skills Explains a variety of personal skills

Demonstrates extensive understanding of personal skills Analyses a variety of personal skills in detail

Explaining the usefulness of personal skills in the workplace (/10) [2] N

(0-5)

E (6)

D (7)

C (8)

B (9)

A (10)

- Demonstrates elementary understanding of the usefulness of personal skills in the workplace Vaguely identifies a relationship between personal skills and the workplace

Demonstrates basic understanding of the usefulness of personal skills in the workplace Identifies few relationships between personal skills and the workplace

Demonstrates sound understanding of the usefulness of personal skills in the workplace Identifies and describes few relationships between personal skills and the workplace

Demonstrates thorough understanding of the usefulness of personal skills in the workplace Explains a variety of relationships between personal skills and the workplace

Demonstrates extensive understanding of the usefulness of personal skills in the workplace Analyses a variety of relationships between personal skills and the workplace in detail

OR Understanding importance of career goals (/10) [2] N

(0-5)

E (6)

D (7)

C (8)

B (9)

A (10)

- Demonstrates elementary understanding of career goals Vaguely identifies the notion of career goals

Demonstrates basic understanding of career goals Identifies the importance of career goals

Demonstrates sound understanding of career goals Describes the importance of career goals

Demonstrates thorough understanding of career goals Explains the importance of career goals

Demonstrates extensive understanding of career goals Analyses the importance of career goals

Demonstrating a realistic plan for attaining career goals (/10) [2] N

(0-5)

E (6)

D (7)

C (8)

B (9)

A (10)

- Creates an elementary career plan Vaguely identifies an unstructured (or unfinished) career plan

Creates a basic career plan Identifies a variety of factors within a career plan

Creates a sound career plan Describes a variety of factors within a semi-realistic career plan

Creates a thorough career plan Explains a variety of factors within a realistic career plan

Creates an extensive career plan Explains a variety of factors within a realistic career plan

AND Demonstrating professional presentation and technological skills (/15) [5] N

(0-7.5)

E (7.5-10)

D (11-12)

C (13)

B (14)

A (15)

- Demonstrates elementary professional presentation and technological skills Demonstrates very few of the listed skills

Demonstrates basic professional presentation and technological skills Demonstrates few of the listed skills

Demonstrates sound professional presentation and technological skills Demonstrates a moderate amount of the listed skills

Demonstrates thorough professional presentation and technological skills Demonstrates most of the listed skills

Demonstrates extensive professional presentation and technological skills Demonstrates all of the listed skills

Professional Presentation and Technological Skills to be demonstrated

Clean, tidy and professional dress

Confident presentation of task

Appropriate use of professional language

Presentation kept between 3 and 5 minutes

Appropriate demonstration of PowerPoint skills, ensuring that the slides are professional, relatable and readable

Clean, tidy and professional appearance

Use of a clear and loud voice

Appropriate use of professional body language

Appropriate use of PowerPoint presentation for notes

TOTAL MARK: /35 GRADE:

Feedback:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


Date of initial notification: Week 1, Term 1 2020

Date of submission: Thursday, Week 4 Term 2 2020

Task Number: Two

Task Type: Communication Portfolio Length: Five Parts


Module: Module 4: Workplace Communication

Task Description: Students are to complete a five-part Communication Portfolio, demonstrating proficiency in a variety of Microsoft Office software. The Portfolio will include the following parts

- Part 1 Typed Report A 500 word report on examining a variety of employment options for future school leavers

- Part 2 Excel Spreadsheets A demonstration of Microsoft Excel skills through completing online tutorial activities

- Part 3 PowerPoint Presentation A five-slide PowerPoint Presentation examining a variety of workplace environments

- Part 4 Publisher Poster A A4 poster promoting TAFE qualifications

- Part 5 Handwritten Memorandum A handwritten note to the next employee communicating what needs to be achieved in their shift

All sections (apart from Part 2) must be printed and submitted as hard copies Part 2 will be submitted and uploaded to the Google Classroom. More information about each section is detailed in the Appendix below

Outcomes assessed: 2. Examines different types of work and skills for employment 4. Assesses pathways for further education, training and life planning 5. Communicates and uses technology effectively

Mark Break Down (/70): PART 1

- Examining a variety of employment options (/10) [2] - Professional use of Microsoft Word (/5) [5]

PART 2 - Professional use of Microsoft Excel (/15) [5]

PART 3 - Investigation of a range of workplace environments (/10) [2] - Professional use of Microsoft PowerPoint (/5) [5]

PART 4 - Promotion of further education opportunities through TAFE (/10) [4] - Professional use of Microsoft Publisher (/5) [5]

PART 5 - Professional use of handwriting skills (/10) [5]

Appendix – Information for Communication Portfolio

Part 1: Report Students are to complete a 500 word report on a variety of employment options for future school leavers

Your report is to cover the following options for school leavers

- Full-time employment - Casual employment whilst studying full-time - Apprenticeships - Traineeships

Your report needs to include the following

- Introduction - Conclusion - Titles and subheadings - A reference list

Students are to research the employment option then describe the attributes of this type of employment and examine potential benefits and drawbacks. For example:

- Describe the attributes of ‘full time employment’ and then …

- Examine potential benefits and drawbacks of ‘full time employment’

The following page is a scaffold for you to use to complete your task

Report: Options for Future Employment

Introduction

50 words summarising what is to be written in the report (best to be done at the end)

Full-Time Employment

3-4 sentences on the attributes of full-time employment, including

• Number of hours worked • Paid sick and annual leave • Guarantee of hours

3-4 sentences on the benefits and drawbacks of full-time employment

• Two benefits are …. • Two drawbacks are …

Part-Time Employment Whilst Studying

3-4 sentences on the attributes of part-time employment, including

• Number of hours worked • Paid sick and annual leave • Guarantee of hours

3-4 sentences on the benefits and drawbacks of part-time employment


Apprenticeships

3-4 sentences on the attributes of apprenticeships, including

• Number of hours worked • Industries involved • Pay rates • Annual and sick leave

3-4 sentences on the benefits and drawbacks of apprenticeships


Traineeships

3-4 sentences on the attributes of traineeships, including

• Number of hours worked • Industries involved • Pay rates • Annual and sick leave

3-4 sentences on the benefits and drawbacks of traineeships


Part 2: Excel Tutorials Students are to go to the following website:

https://www.gcflearnfree.org/excel2016/

On this website, there is a variety of online tutorials for Microsoft Excel 2016.

Students are to complete ten of these tutorials (excluding the category of Extras).

Students are to read each tutorial, download the practice document, and complete the challenge activity.

Students are to save their completed challenges. These will need to be uploaded as a complete zipped folder to the Google Classroom.

These 10 Tutorials and Challenges are your Assessment Task Part 2. They will be uploaded to the Google Classroom together as an Assessment Task submission.

Part 3: PowerPoint Presentation Students are to complete a 5-slide presentation on different workplace environments

Your report is to cover the following workplace environments

- Retail environment - Office environment - Construction site environment - Police force environment

Students are to research the workplace environments then describe the attributes of this workplace environment. Include a picture with each slide.

On each slide include

• Name of workplace environment • What are the attributes of the environment • At least one picture of the environment

Part 4: Publisher Poster Students are to complete an A4 poster promoting TAFE qualifications

Your poster is to highlight the benefits of obtaining a TAFE qualification in trades or service skills. You are to describe the benefits of going to TAFE, and include images.

Part 5: Handwritten Note You are to handwrite a short (1 paragraph) note to explaining to your co-worker what they need to do for their shift

https://www.gcflearnfree.org/excel2016/

Assessment 2: Workplace Communication Portfolio Name: ______________ Part 1: Microsoft Word Report

Band 1 0-2.5 0-5

2 3 6

3 3.5 7

4 4 8

5 4.5 9

6 5

10

Professional Use of Microsoft Word [5] /5

- Consistent spelling and grammatical errors Elementary use of the business report format (no titles, headings, executive summary or reference list)

A high level of spelling and grammatical errors Basic use of the business report format (inconsistent use of titles, headings, executive summary or reference list)

A moderate level of spelling and grammatical errors Moderate use of the business report format (includes all titles, headings, executive summary or reference list)

A minimal level of spelling and grammatical errors Thorough use of the business report format (appropriate use of titles, headings, executive summary or reference list)

No spelling and grammatical errors Extensive use of the business report format (proper use of titles, headings, executive summary or reference list)

Examining a variety of employment options [2] /10

- Elementary understanding of one employment option

Elementary understanding of more than one employment options OR Basic understanding of one employment option

Basic understanding of more than one employment options OR Sound understanding of one employment option

Sound understanding of more than one employment options OR Thorough understanding of one employment option

Thorough understanding of a variety of employment options

Part 2: Microsoft Excel Tutorials

Band 1 0-7

2 8-9

3 10-11

4 12-13

5 14

6 15

Microsoft Excel Skills [5] /10

- A high level errors in tutorials Elementary Microsoft Excel skills demonstrated throughout Very few tutorials attempted

Moderate errors in tutorials Basic Microsoft Excel skills demonstrated throughout Few tutorials attempted

Minimal errors in tutorials Sound Microsoft Excel skills demonstrated throughout At least half tutorials attempted

No errors in tutorials Thorough Microsoft Excel skills demonstrated throughout Most tutorials attempted

No errors in tutorials Extensive Microsoft Excel skills demonstrated throughout All tutorials attempted

Part 3: PowerPoint Presentation on workplace environments

Band 1 0-2.5 0-5

2 3 6

3 3.5 7

4 4 8

5 4.5 9

6 5

10

Workplace environments [2] /10

- Elementary understanding of one employment environment

Elementary understanding of more than one employment environment OR Basic understanding of one employment environment

Basic understanding of more than one employment environment OR Sound understanding of one employment environment

Sound understanding of more than one employment environment OR Thorough understanding of one employment environment

Thorough understanding of a variety of employment environments

PowerPoint Skills [5] /5

- Elementary demonstration of PowerPoint skills Elementary demonstration of professional language

Basic demonstration of PowerPoint skills Basic demonstration of professional language

Moderate demonstration of PowerPoint skills Moderate demonstration of professional language

Thorough demonstration of PowerPoint skills Thorough demonstration of professional language

Extensive demonstration of PowerPoint skills Extensive demonstration of professional language

Part 4: Promotion Poster for TAFE

Band 1 0-2.5 0-5

2 3 6

3 3.5 7

4 4 8

5 4.5 9

6 5

10

Benefits of TAFE [4] /10

- Elementary demonstration of the benefits of TAFE qualifications

Basic demonstration of the benefits of TAFE qualifications

Sound demonstration of the benefits of TAFE qualifications

Thorough demonstration of the benefits of TAFE qualifications

Extensive demonstration of the benefits of TAFE qualifications

Microsoft Publisher Skills [5] /5

- Elementary demonstration of Publisher skills Elementary demonstration of professional language

Basic demonstration of Publisher skills Basic demonstration of professional language

Moderate demonstration of Publisher skills Moderate demonstration of professional language

Thorough demonstration of Publisher skills Thorough demonstration of professional language

Extensive demonstration of Publisher skills Extensive demonstration of professional language

Part 5: Handwritten Memorandum

Band 1 0-4

2 5

3 6

4 7

5 8

6 9-10

Handwriting Skills [5] /10

- Major spelling and grammatical errors Elementary handwriting legibility

Moderate spelling and grammatical errors Basic handwriting legibility

Minimal spelling and grammatical errors Sound handwriting legibility

No spelling and grammatical errors Thorough handwriting legibility

No spelling and grammatical errors Extensive handwriting legibility

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Date of initial notification: Week 1, Term 1 2020

Date of submission: Thursday, Week 8 Term 3 2020

Task Number: Three

Task Type: Employment Conditions Case Study


Module: Module 1: In the Workplace

Task Description: Students are to complete the Employment Conditions Case Study Booklet (to be provided). In this booklet, students will be required to research the following information

- Types of employment conditions (casual, part-time, full-time, apprenticeships, traineeships, labour hire and self-employment)

- Types of employment contracts (awards, EBAs, and individual contracts)

- Employer responsibilities (wage rates, working hours, breaks, leave, OHS, dismissal, anti-discrimination, and union membership)

- Employee responsibilities (following lawful instructions, attendance, anti-discrimination, and acting ethically)

Outcomes assessed: 1. Investigates a range of workplace environments 2. Examines different types of work and skills for employment 7. Utilises strategies to plan, organise and solve problems

Mark Break Down (/30) Marks to be allocated in the case study booklet

4. Syllabus Documents (Excerpt)

Work Studies

Stage 6

Content Endorsed Course

Syllabus

August 2012

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Core: My Working Life (30 indicative hours) This module focuses on assisting students to take responsibility for planning and implementing their career plan and revising it as required. Outcomes

1. investigates a range of work environments 2. examines different types of work and skills for employment 3. analyses employment options and strategies for career management 4. assesses pathways for further education, training and life planning 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups

Key Issues Transition from school to work • work phases in life

- work responsibilities in home - school, other experiences and being ready for work - moving from school to work - working life - retirement

• current skills and interests - personal skill sets - awards, achievements, experiences and their relevance to employability - areas of career interest

• life and career goals • the need to plan to achieve goals • identifying pathways to achieve life and career goals

- time needed to progress through pathways - work/life balance

Learning Experiences Students:

• explain the transition process from school to work • propose future changes to self, family and community over time • explain the benefits to individuals of planning their transition from school to work • identify personal skills and interests • examine the main steps in the planning process and relate them to career planning • investigate websites that are designed to assist the planning process • examine the range of pathways from school to work • investigate how family and friends identified their life and career goals • discuss the options that people face throughout their lives with respect to their work–

life balance. Exploring career and life choices • the range of employment opportunities • educational opportunities

• relationships between education, work and standard of living


• identify main occupations and employment types • briefly research information on career options • explain how income tends to vary relative to age, qualifications and occupation • investigate links between educational and career achievements and standards of

living • briefly examine options for further education and training • assess the benefits of different community and workplace learning opportunities • recognise the need to continue learning in formal and informal settings after school.

Assessing specific work and life situations • present work and life plans and aspirations • achievements and personal best results – education, work, sport, interests, community

involvement, volunteering and enterprising activities • workplace skills, personal attributes, employment interests and further education • family and community commitments


• evaluate their current work and life plans • identify their strengths across a broad range of activities • assess their strengths and achievements in terms of workplace skills • identify factors that have contributed to their strengths and achievements and link

them to their education, work-related skills, personal attributes and career interests. Identifying future aspirations • life goals: lifestyle, income, independence, working conditions, employment stability and

contributions to community/society • simple, realistic and achievable career and life goals


• express their aspirations for the future • research in detail a limited number of realistic career options and their requirements • draft several career-focused goals that are simple, realistic and achievable over a

few years • describe values and ideals that will influence their desired career pathway and

approach to work.

Developing a career plan • elements of a career plan

- work-related skills, personal attributes and education - work, enterprise and community learning and career prospects - building connections for career and community/workplace opportunities

• support for a career plan - networks and connections - financial and assistance requirements - tertiary qualifications and entry requirements - developing workplace skills and personal qualities - work placement, work experience, casual employment and volunteering

experiences • job application process

- types of job applications - record keeping and a personal portfolio

• implementing, monitoring and revising a career plan • seeking assistance


• assess the role of education, including vocational education and training in preparation for employment

• prepare an action plan to achieve career goals • research in detail the educational qualifications needed to achieve career goals and

break the achievement of these down into a sequence of smaller steps • identify appropriate people in the school, TAFE college, family and community to

assist achievement of goals • obtain the necessary resources to achieve career goals • establish a portfolio of broad achievements that can be built over time • discuss why it is important to maintain an appropriate personal online profile.

Module 1: In the Workplace (15–30 indicative hours) This module focuses on employers, their expectations of employees and their responsibilities towards them. Note: This module is a prerequisite for Module 7. Outcomes

1. investigates a range of work environments 2. examines different types of work and skills for employment 3. analyses employment options and strategies for career management 4. assesses pathways for further education, training and life planning 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 8. assesses influences on people’s working lives

Key Issues Employers’ expectations • employees

- enthusiasm and initiative - willingness to learn quickly - mistakes can be part of the learning process

• positive employee behaviours

- appropriately dressed and presented - positive and enthusiastic approach - well-prepared - focused on the job - exercises care in carrying out tasks - ethical attitude to work

• work harmoniously with colleagues

- engage with colleagues positively - be respectful of gender, age and cultural differences - understand the organisational structure - recognise and respond to workplace protocols


• explain why it is important for a new employee to try to meet an employer’s expectations

• demonstrate the capacity to communicate positively and interrelate effectively • identify actions that help employees to work harmoniously with their colleagues in the

workplace • analyse a workplace code of conduct and its contribution to a harmonious and

productive work environment • explain what employees should do if they are worried that they are not meeting their

employer’s expectations

• identify examples of behaviours that could be in conflict with a hypothetical employer’s expectations

• discuss what employees should do if their employer is not meeting their expectations in some areas.

Employment obligations

• types of employment - casual - part-time - full-time - apprenticeships/traineeships - contract - labour-hire employment - voluntary/unpaid - self-employment - mixed modes


• distinguish between the different types of employment • discuss the advantages and disadvantages of the different types of employment • explain how the preferred type of employment might change for people through their

working lives.

• types of employment contracts - awards – the minimum wage, awards for different occupations - enterprise agreements - individual contracts


• distinguish between the minimum wage, award wages and wage rates determined in enterprise agreements

• explain how individuals are protected in awards and enterprise agreements • outline the circumstances under which a person would be covered by an individual

contract.

• employers’ responsibilities - wages and conditions

wage rates required by workplace laws, including ‘trial’ periods, overtime and penalty rates when applicable

working hours and meal breaks access to leave entitlements – personal leave, recreation leave, parental

leave superannuation – eligibility and choice of fund

- safe and healthy systems of work safe work practices anti-discrimination and anti-bullying procedures workers’ compensation insurance

- other legal responsibilities dismissal procedures are fair and legal employees able to join a union of their choice


• research the award wage for the starting salary of a particular occupation • investigate the process for applying for a Tax File Number • identify the current rates for personal income tax • outline the steps that should be followed by employees who are bullied or experience

discrimination in the workplace • explain why employees should choose their own superannuation fund • investigate the current unfair dismissal procedures and the associated avenues for

appeal • explain what an employee should do if asked to do something that is likely to

adversely affect their health and safety • discuss the case for and against joining a union.

• employees’ responsibilities - follow lawful instructions - meet attendance and punctuality requirements - work conscientiously and competently - comply with work health and safety requirements - comply with anti-discrimination requirements - act ethically and in the interests of the employer


• outline the responsibilities of employees regarding attendance and punctuality, work health and safety requirements, and working conscientiously and ethically

• investigate what an employee should do if asked to follow an instruction that is not lawful

• identify situations where a employees might face disciplinary action because they have not acted in the interests of the employer.

Indicators of success

• performing work tasks - the quantity and quality of the good or service produced - meeting work supervisor and customer expectations - self-management and personal attributes - initiative and enterprise - limit of responsibilities • working with others - working cooperatively and contributing to positive team dynamics - working effectively with people from diverse social and cultural backgrounds and ages - tracking progress of project plans or team goals - receiving and giving feedback - leadership • managing change

- staying calm and making good decisions - seeking assistance and clarification - coping with stress and conflict

- problem-solving - planning and organising - using new technology - undertaking further education and training

• personal satisfaction

- achieving success - earning respect of colleagues - maintaining a record of achievements


• discuss the dilemmas that might arise for employees who strive to achieve output targets and high-quality standards simultaneously

• identify actions by individuals that can lead to greater effectiveness in teams • describe situations in which relatively new employees should use their initiative in the

workplace • examine the contribution of planning and organising to solving problems associated

with change • explain how change in the workplace can lead to stress and conflict • investigate strategies that employees should address to cope with conflict and stress

in the workplace • discuss how further education and training can contribute to success at work.

Module 3: Workplace Communication (15–30 indicative hours) This module focuses on providing students with knowledge of the different types of communication in the workplace and with skills to apply them effectively. Outcomes

1. investigates a range of work environments 2. examines different types of work and skills for employment 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups

Key Issues

Appropriate communications • written, spoken, numerical and visual

- different methods of communication - correct spelling and punctuation - audible, clear and friendly voice - concise, correct and courteous communication - accurate calculations and visual representations - culturally appropriate communication - communication that is inclusive of colleagues and clients with a disability


• practise conveying instructions to a hypothetical co-worker • write a note/memorandum to a supervisor • reply to an email sent to an employee by a supervisor about a hypothetical situation • interpret a tax invoice or sales receipt • undertake a range of calculations typical of particular vocations • identify examples of communications that could offend others • role play communicating with a customer.

• listening, reading and questioning - active listening - interpreting technical information - open and closed questioning - maintaining confidentiality


• demonstrate active listening • interpret text, diagrams and data of a technical nature • explain the purpose of open and closed questions • identify the reasons for maintaining confidentiality in the workplace.

• body language, personal space and overall communications - personal presentation - appropriate and inappropriate body language - personal space - sensitivity to others


• deduce meaning from different forms of personal presentation – consider clothing and accessories

• identify common ways of expressing meaning using body language • analyse how people indicate that someone is entering their personal space.

Working with customers • assisting customers

- internal and external customers - business image and expectations - greetings in accordance with the business’s policy - friendly, open, positive and honest communications - understanding customer needs - seeking assistance if required - concluding in a positive manner


• distinguish between internal and external customers • identify how appropriate personal presentation can vary among workplaces • demonstrate how employees should greet customers in hypothetical work settings • investigate the customer’s wants by using open questions and active listening • demonstrate how employees should end a meeting with an external customer, close

a sale or a business transaction. • negotiation

- win-win approach - negotiating informally - collecting data and determining priorities - finding common ground - making concessions - achieving consensus - confirming agreement

• customer complaints

- dealing with customer complaints - protocols to address a complaint - resolution of the issue


• identify some informal negotiations that often occur in the classroom or other familiar setting

• identify an example of a win-win approach to negotiating • recommend strategies that could help two people find common ground in their

negotiations • propose situations in which someone might make concessions to achieve an

agreement in a negotiation • role play customer complaint scenarios.

Using technology • general workplace technology

- communication, including email - electronic diary and scheduling software - information processing - copiers and shredders

• industry-specific technology

• software

- word processing - spread sheets - databases - presentations - specialist software - point of sale systems

• internet

- research - financial transactions, including banking

• inappropriate use

- personal use of the employer’s equipment - inappropriate use of the social media - cyber bullying - personal mobile phone calls at work


• demonstrate the operation of different types of office technology • perform simple tasks on spreadsheets and databases • use the internet to conduct work-related research • investigate issues associated with transferring money online • present a report on the inappropriate use of office technology.

Module 10: Experiencing Work (15–30 indicative hours) This module focuses on providing students with actual experiences in the workplace. It aims to build on prior learning in the Work Studies syllabus core and other elective modules.

Schools have the flexibility to include up to a maximum of 60 indicative hours for one or two modules on Experiencing Work. These modules must not exceed 50 percent of course time.

They may involve integrated work placements and/or block work placements in businesses and/or community organisations. Students may also conduct research activities in a number of workplace settings and/or be involved in structured enterprise competitions. The value of these experiences is to reinforce the school-based components of the course and to complement work placements that students undertake in other subjects.

Teachers should ensure all required approvals and documentation is completed for students to be involved in activities external to the school.

Outcomes 1. investigates a range of work environments 2. examines different types of work and skills for employment 3. analyses employment options and strategies for career management 4. assesses pathways for further education, training and life planning 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups

Key Issues

Work health and safety

Note: Teachers may modify this Work health and safety content depending on prior student learning.

• safe working practices - a safe work area - safe use of equipment - personal protective equipment and clothing - preventing bullying and harassment

• managing risks - identify hazard/s - assess the risks of the hazard - control the hazard - report the hazard

• common hazards - manual handling - slips and falls - hazardous substances - UV radiation

- noise - plant and equipment - electrical safety


• using a specific work environment explain how safe working practices are implemented

• identify some common hazards and rate the degree of risk associated with each • propose measures for controlling a range of hazards with different degrees of risk • identify workplace hazards, safety signs and symbols.

The workplace

- specific workplace/s for experiencing work


• identify a suitable workplace/community organisation • familiarise themselves with the workplace and its procedures and protocols • obtain all approvals to participate in experiencing work • submit appropriate documentation.

Participate in a work environment

- specific workplace/s


• perform duties and tasks in the workplace • experience the daily procedures in particular occupations/workplaces • meet and talk to people in the workplace • build a network of contacts • prepare material to support future job applications • apply workplace skills • work safely • prepare a report/logbook of experiencing work

Work Studies Assessment Task Booklet · 2020-02-28 · Assessment Task Booklet . Mr. Aquilina...

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