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 4: (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 4, the focus is on developing skills to find information about future learning, work and life options that match their identified interests, strengths, skills and capabilities.
- explore future learning, work and life options through a mix of strategies including relevant websites or online tools, for example, a mix of in-person, event-based, print, online and other audio/visual sources, for example:
o identify course outlines, fees, available support, transport to and from
o explore types of work options (full time, part time, other)
- explore the benefits of work, for example:
o financial independence
o can tie in with interests and hobbies
o gives a sense of self-identity and social connectedness
- group familiar people in work and life roles
- identify personal interests and share their likes and dislikes
- identify strengths and interests and how these would transfer to the workplace. For example:
o ability to follow a task consisting of one or more steps
o skills in working with technology
- identify personal work-related challenges and strategies for support. For example:
o build confidence through role play
o identify need to develop particular skills e.g. literacy
- identify job types, further education pathways and career options that align with personal skills, interest and aspirations, for example:
o Vocational Education and Training (VET) providers, for example, TasTAFE
o disability employment service providers
- assist to develop goals to incorporate into a transition plan.
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 4, in the preparation, undertaking and follow of a range of work exposure activities and/or internships or work experience, learner will have opportunities to develop work-related skills by working as part of a team to plan, prepare and complete tasks.
- participate in a range of familiar and new workplace tasks individually and with others, that enable them to apply basic literacy and numeracy skills, for example:
o use appropriate language and names for places, materials, tools and equipment used in familiar workplace tasks
o accurately count collections up to 10 using correct names for numbers
o assist to check that collections conform to a specified size by number, and add or subtract accordingly, for example, checking if packaged biscuits have the correct number
o match coins to images
o use money in ‘exchange of goods for cash or payment for work’ simulations
o experience reading measurements on linear scales (e.g. thermometer, oven dial, ruler, tape measure) and assist to use these measurements in more complex activities involving them
o discuss work-related events using time markers including yesterday, earlier today, next week, next month
- identify their role in a team and select places, materials, tools or equipment needed to complete designated tasks
- demonstrate some safe work practices
- identify situations that could be a problem or challenge, and discuss relevant ways to access help
- use digital systems to locate, access and store information from digital sources, for example:
o use icons-based menus
o follow hyperlinks
o print pages
o copy, paste and save text and images
o use buttons and tabs
o use favourites, bookmarks and reading lists.
STRAND 3: INTERACT WITH OTHERS
Through the preparation, undertaking and follow up 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.
In Stage 4, students learn to be socially perceptive and to guide their behaviour across a range of familiar situations. They are learning to adhere to class practice, offer assistance, share, initiate activities and regulate emotional expression. On a personal level they are learning about their characteristics, strengths and preferences. This course provides opportunities for learners to build their independence to establish and maintain friendships and skills required to work in a small group.
- participate in routine work-related activities and interact with others in a range of familiar contexts showing cooperative behaviour
- communicate in work-related settings to share ideas, information and needs, for example:
o greet people
o respond to questions
o make a request
o ask for help
o give and receive instructions
- recognise how communication changes according to the context and the people, for example:
o peers, teachers, employers
o public or work place
- begin to use the professional etiquette of work-place communication, for example:
o personal space
o topic of conversation
o use of mobile phones
- work with various peers, including participating in an activity not of their choosing
- respond to others in work-related group situations, working in a small group cooperatively
- demonstrate some understanding that negative words and actions in the workplace can be hurtful, and that their behaviour can impact on others.