The course context is organised in three strands related to the Core Skills for Work clusters of Skills. The content can be unpacked and re-organised into units of work to suit the program within which Preliminary Access to Work is delivered. Please note that the format of each strand begins with an overarching description followed by details that describe the content specific to the stage of learning.
STAGE 2: (50, 100 AND 150 HOURS)
This course has a size value of 5, 10 or 15 points.
STRAND 1: NAVIGATING THE WORLD OF WORK
Through this strand, learners gain a conceptual understanding of what it is to work, to be an active member of a community and how this relates to their personal preferences, interests and aspirations. They reflect on the employability skills they already have and how they can develop additional skills. Learners build their knowledge and understanding of the choices and challenges life after school can offer and develop the skills and support networks to assist them with this transition. Participation in work exposure experiences helps learners develop a sense of identity by identifying their interests, skills and talents.
In Stage 2, the focus is on further developing concepts about future learning, and options for future work and life roles by focussing on the significant work and life roles of themselves and familiar adults. They are prompted to attend and respond to learning through immersion in places, texts, and work-related activities. They experience ways to identify their personal interests and work-related skills. They encounter ways to reflect on skills and begin to encounter vocabulary associated with goal setting.
- respond to informative print and non-print texts about future learning options including education, training and leisure
- experience examples of others learning beyond school
- respond to the meaning of work in relation to their own experiences, for example:
o doing chores at home
o planning an event
o undertaking a weekend job
- recognise differences between work and leisure pursuits, for example:
o experience information about work and leisure interests of others
o assist to list their everyday activities and sort them into work or leisure.
- indicate a personal interest or work skill they possess, for example, by choosing from lists or responding to suggestions
- follow a simple strategy to reflect on skills, for example, using a short checklist
- encounter and react to vocabulary specific to goal setting
- respond to suggestions for developing skills.
STRAND 2: GETTING THE WORK DONE
Learners undertake a variety of applied learning and work exposure experiences that provide work-related contexts for them to apply and further develop their literacy and numeracy skills. Within these work-related contexts, they begin to develop skills to: work in a digital world; plan and organise; make decisions and identify and solve problems.
In Stage 2, in the preparation, undertaking and follow up of a range of work exposure experiences, learners will have opportunities to develop work-related skills by safely completing familiar tasks and becoming increasingly confident in the processes involved.
- recognise familiar places, materials, tools and equipment associated with routine workplace tasks
- assist to plan and organise workplace tasks, for example, by gathering materials, tools or equipment as directed
- participate in routine workplace tasks individually or with others, that enable them to apply literacy and numeracy skills, for example,
o respond to names of numbers in work-related situations, for example, waiting for counting up or down before starting an action
o explore and use some number names by ‘repeating’ number name, for example, we need two eggs for this recipe – how many eggs do we need?
o participate in ‘exchange of goods for cash’ simulations to purchase items or be paid for work in role play situations
o participate in work-related activities where simple measuring equipment is used appropriately, for example, assisting to cook simple dishes such as pikelets
o follow visual or verbal prompts to complete workplace tasks
o recognise images, words and sounds regarding safety.
- attend and respond to safety demonstrations
- follow instructions for safe behaviour around and with others
- assist in the use of digital systems to access information to facilitate learning, work or leisure activities, for example:
o view films and videos
o play computer games and the internet
o assist to log onto a system related to a workplace task
o manage time, for example, assist to set an alarm or timer
o assist to activate an app and choose options.
STRAND 3: INTERACT WITH OTHERS
In the preparation, undertaking and follow up of a range of work exposure experiences, learners have the opportunity to develop their workplace communications and interpersonal skills. They also develop understanding that work-related contexts may require particular ways of communicating and interacting that are different to everyday social communication and interaction.
In Stage 2, learners are learning how to be socially responsive. They are developing an awareness of the emotions in themselves and others, and a sense of self by exploring their personal characteristics and abilities. At this level learner involvement in work-related exchanges is directed and regulated by the teacher.