Recent Prior Experience
Students have completed modules 1, 2, 3, 4, 5 and 6 of their Pathways Plan.
Indicators of Learning
understand the importance and components of lifelong learning
investigate the skills and personal qualities needed to navigate 21st century work opportunities
identify their work skills and reflect on how to improve them
Personal and social capability
- Social awareness
- Social management
Critical and creative thinking:
- Generating ideas, possibilities and actions
- Reflecting on thinking and processes
- Analysing, synthesising and evaluating reasoning and procedures
30 Minutes - Core Skills for Work
Introduce the ‘Core Skills for Work’ or ‘employability’ or ‘soft skills’ – a set of non-technical skills, knowledge and capabilities that underpin successful participation in work. They include skills such as problem solving, collaboration, self-management, communication and digital technology.
Ask students to login to their Pathways Plan and look at the Core Skills for Work diagram. Discuss that to be effective in any work situation, people need a combination of technical or discipline specific skills, language, literacy and numeracy skills and capabilities. Core skills for work illustrate this.
Lead a discussion on the importance of building a portfolio of skills that are highly transferable across a number of occupations. Things like automation, globalisation and more flexible working arrangements are changing the way we work.
Ask students to watch the FYA ‘Mind the Generation Gap’ video about what a career in mechanics looks like, 28 years apart. Ask students to get into pairs and list six differences between Damian and Edward’s experiences as mechanics and discuss the different skills they each require. Lead a discussion on how the world of work has changed in the last 30 years and how it will continue to change into the future.
Ask students to login to their Pathways Plan and complete the ‘When in the workplace’ quiz twice:
(1) by selecting the answer that best describes the skills they demonstrate in a familiar work situation and
(2) by selecting the answer that best describes the skills they demonstrate in an unfamiliar setting.
Ask students to reflect on how different/similar their proficiency score is for both situations. Are there any consistencies or strengths? What skills can they improve on?
Ask students to break into small groups to complete Resource A: Learning is ongoing. Ask groups to report back additional tips and barriers/strategies to being an effective learner. Discuss lifelong learning and the many ways people learn. Emphasise that the more you are open to new activities/opportunities, the more you will learn and grow.
Achievement standard statement
Catering for individual differences, learning styles, special needs (student diversity)
ABCD Career Competencies
3. Change and grow throughout life
3.1 Discover that change and growth are part of life
3.4 Develop strategies for responding positively to life and work changes
4. Participate in lifelong learning supportive of career goals
4.1 Discover lifelong learning and its contribution to life and work
4.2 Link lifelong learning to personal career aspirations
4.3 Link lifelong learning to the career building process
7. Secure/create and maintain work
7.1 Explore effective ways of working