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 3: (5, 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 3, the focus is on identifying information about options for future learning and work and life roles, including features and benefits. Learners examine the characteristics of some work and life roles that match their strengths, skills and interests.
- engage with information about future learning options including education, training and leisure, to identify matches with personal interests and capabilities
- use information about work and life roles to identify types of work
- identify some reasons why people work, for example:
- to gain a source of income (in paid employment)
- to be independent
- to improve skills
- for personal achievement
- identify personal work-related strengths and skills
- use feedback on personal skills and interests, (for example, to assist to build a very simple resume, or to set goals), for example:
- a good listener
- work well in teams
- awards/achievements.recognise personal challenges and strategies for support, for example:
- recognise personal challenges and strategies for support, for example:
- build confidence through role-play and video examples
- identify need to develop particular skills, for example, literacy
- identify volunteer opportunities as a way to develop new skills
- share ideas and assist to set goals for the future, for example, as part of developing a transition plan
- change, accept or reject ideas for a goal, based on their personal preference.
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 will begin to develop skills to work in a digital world, plan and organise, make decisions, identify and solve problems.
In Stage 3, in the preparation and undertaking of a range of work exposure activities and/or internships or work experience, learners have opportunities to develop work-related skills by completing familiar tasks and participating in new activities.
- participate in familiar workplace tasks individually and with others, that enable them to apply literacy and numeracy skills, for example:
- match words with images relevant to work-related tasks
- recognise quantities and count forwards
- distribute materials evenly (example???)
- match coins with templates in ‘exchange of goods for cash’ simulations to purchase items or receive payment in role play situations
- select equipment to conduct measurements
- associate activities with nominal amounts of time (short, long etc.).
- complete familiar tasks, locating places, materials tools or equipment used
- participate in new work-related tasks, as directed
- attend to safety demonstrations and practice actions demonstrated
- communicate how to behave safely in familiar workplace situations, for example by using images, words or sounds
- identify routine work-related problems and possible solutions in supported situations, for example,
- using a simple checklist to identify hazards
- referring to familiar workplace rules or agreed protocols to identify a problem
- use digital systems to access information or communicate, to facilitate learning, work or leisure activities, for example:
- locate clubs, events
- simple digital messaging
- use digital systems to record or store information, ideas or plans, for example, photos, text, images, audio and numerical data.
STRAND 3: INTERACT WITH OTHERS
Through the preparation and undertaking of a range of work exposure experiences, learners have opportunities to develop their workplace communication 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.
At Stage 3, the focus is on enabling learners to be socially active in work-related settings. They are learning about their personal preferences, trying a variety of work-related activities and tasks. With support and encouragement, they participate in an unfamiliar activity. Learners are provided with opportunities to learn skills required to work in a group.
- participate in routine work-related activities and interact with others in a range of familiar contexts
- communicate in work-related settings to share ideas, information and needs, for example:
- greet people
- make a request
- ask for help
- recognise how communication changes according to the context and the people, for example:
- peers, teachers
- try a variety of activities, completing some steps in a set routine independently
- identify familiar adults in work-related settings and explore groups they belong to
- follow supervisor directions to intentionally participate in work-related tasks and follow rules and routines
- follow basic workplace rules regarding the use and care of property and expectations regarding behaviour in work-related settings.