English at Work - Teacher Guide

Teacher guide English at Work Toolbox 14.05

Supporting resources for Certificate IV in English Proficiency (40623SA) 17/10/2011: Version 1.0

flexiblelearning.net.au/toolbox

National VET E-learning Strategy 1 English at Work - Teacher Guide

Flexible Learning Toolboxes, National VET E-learning Strategy, © Commonwealth of Australia (Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE), 2012. With the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Attribution- ShareAlike 3.0 Australia (http://creativecommons.org/licenses/by-sa/3.0/au ) license.

National VET E-learning Strategy 2 English at Work - Teacher Guide

Table of Contents

Page Table of Contents...... 3 Introduction...... 5 Getting started delivering e-learning...... 6 Getting you started...... 6 How to install the Toolbox...... 6 Preparing to use the Toolbox...... 7 Computer and technical requirements...... 8 Hardware...... 8 Software...... 8 Customisation...... 10 Online teaching strategies...... 11 Social networking...... 12 Preparing the learners to use the materials...... 12 Implementing successful Toolbox delivery...... 13 Providing support...... 13 Tasks and discussion board activities...... 14 Qualification and competencies...... 15 Scope of Teacher guide...... 15 Relationship of topics to units of competency...... 16 Target audiences...... 19 Learners...... 19 Teachers/trainers/facilitators...... 19 Toolbox structure and design...... 20 Site map...... 20 Topic structure...... 21 Resources...... 22 Glossary...... 23 Key features...... 24 Topic guides...... 25 Learning objects...... 25 Teaching and learning design...... 26 Tasks and activities...... 27 Topic: Getting started...... 27 Topic: Selecting a placement...... 29

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Topic: Applying for a placement...... 31 Topic: Getting ready...... 33 Topic: The Australian workplace...... 35 Topic: Getting along...... 37 Assessment strategies...... 38 Employability skills...... 39 Getting help...... 40 Where can I get more information?...... 40 How can I get support?...... 40 Resources...... 42 Appendix A...... 43 Topic guide for Getting started...... 44 Topic guide for Selecting a placement...... 48 Topic guide for Applying for a placement...... 52 Topic guide for Getting ready...... 55 Topic guide for The Australian workplace...... 59 Topic guide for Getting along...... 63

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Introduction

Welcome to the English at Work Toolbox.

This Teacher guide will assist trainers and teachers wishing to use the Toolbox either in its compl ete form, or as a source of learning components, in the development of their own teaching progra ms.

The purpose of the Teacher guide is to show how the Toolbox resources can be effectively used to assist in the delivery of a program. It is written in a non-prescriptive way, assuming that the trai ners will want to select aspects of the Toolbox, substitute others and customise aspects for their own audience including learners with language, literacy and numeracy needs.

These strategies will provide opportunities to maximize the learning experience through the use of the Toolbox and take advantage of the collaborative learning environment that can be achieve d through facilitated discussion and information sharing amongst a group of learners.

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Getting started delivering e-learning

Getting you started If you are new to e-learning, we suggest you visit http://designing.flexiblelearning.net.au/ This site provides some answers to two big questions: What is e-learning? and How do you do it?

There are a number of resources that provide learning designs, learning materials, strategies that come with downloadable guides. Some of the areas covered are:

1. Get started in e-learning. 2. Explore e-technologies. 3. Plan an e-learning initiative. 4. Design an e-learning course. 5. Develop an e-learning plan.

How to install the Toolbox To start using this CD-ROM:

Insert the Toolbox CD in your CD-ROM drive. In most cases the CD will automatically run, if it doesn't then do one the following.

 Using Windows Explorer (or your equivalent) double click on the CD-ROM icon to view the files contained on the CD-ROM. Then double-click on the file called ‘index.htm’ at the root directory level. Or  Using your web browser, go to the ‘File’ menu and select ‘Open file’, browse to the location of the CD-ROM and open the file 'index.htm' at the root directory level.

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Preparing to use the Toolbox

As a workplace trainer or supervisor, it is important to set aside adequate time to familiarise your self with the Toolbox and its resources so you can properly support your learners. Teachers have reported the greatest successes when they first familiarised themselves with the Toolbox, integra ting it with their course, developing student activities and additional material and thus guiding the learners through using the Toolbox.

It is important to prepare to use the Toolbox. The following tips for trainers highlight important inf ormation you should consider when introducing Toolboxes into your training.

 Set aside adequate time to familiarise yourself with the Toolbox so you can properly support your learners.  Internet sites change over time so make sure you check for broken links prior to using the Toolbox.  Set realistic time frames for implementation.  Integrate the Toolbox into your teaching delivery, just as you would any new teaching resource.  Using a Toolbox is not about leaving learners alone to learn for themselves, but about using a new medium as a part of an overall teaching delivery strategy.  If you choose to conduct group activities via discussion boards or wikis, you will need to set up discussion threads/wiki headings prior to commencing the activity.  You may need to provide instructions to the learners on how to use communication tools such as email, WIKI, virtual conferencing or chat.

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Computer and technical requirements

Nothing spoils a computer-based learning experience more than technical problems and difficulti es. On the opening screen of the Toolbox there is a link to system requirements. Some users do not check this prior to using the Toolbox and discover they don’t have the required software insta lled on their computer, or that their computer doesn’t meet the minimum requirements. It is worth checking with your Systems or IT Coordinator.

However, Toolboxes are designed for a standard specification computer and Internet connection eliminating many problems. You can help by making sure your learners have checked their comp uter against the minimum specifications listed, and where necessary help them to download requ ired plugins. For your reference, below is a copy of the information presented within that link from the home page.

Hardware To use the learning material in this unit, learners will need a computer with the following features:  IBM® compatible with a 1GHz processor running Windows XP, or Vista, or  Apple Macintosh® PowerPC with a 800MHz processor or Intel Core Duo 1.33GGHz running OSX v10.5 with: o 512 MB of RAM o 1024 x 768 pixel display o CD-ROM drive o internet access o sound card.

Software Learners will also need the following software/plug-ins installed on their computer:  Internet Explorer 7.0 or 8.0 (http://www.microsoft.com/ ) OR  Firefox 3.0 or above (http://www.mozilla.com/ ) OR  Safari 3 or above (http://www.apple.com/ )  Microsoft® Word 97-2003 or a similar word processing program to open and use downloadable forms, checklists and worksheets  Adobe® Flash Player 10. If you haven’t got this plug-in, you can download and install the latest free version from: www.adobe.com

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 Adobe® PDF Reader 8.0. If you haven’t got this plug-in, you can download and install the latest free version from: www.adobe.com. Incorrect versions of these applications could result in information being shown in an unreadable form or not shown at all.

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Customisation

Toolboxes are designed to be customised. This is an important feature. Teachers are invited to u se parts of a Toolbox that compliment their training sessions and/or incorporate their own materi als into a Toolbox. There are a series of mini tutorials available on the Toolbox website that may assist you in customising a Toolbox. These can be found at: http://tle.tafevc.com.au/toolbox/acce ss/search.do?paging.page=1&hier.topic=4553a498-8801-c8ab-4a85-9ad266cd4cb0. If you req uire assistance with your customisation, please contact the Toolbox Champion in your state. You will find a list of the Toolbox Champions in the ‘Getting help’ section of this guide.

To customise resources in this Toolbox you will need software such as:  an HTML text editor such as Homesite®, BBEdit® or Adobe® Dreamweaver to edit web pages. Alternatively, for a free downloadable text editor try Kompozer http://www.kompozer.net/download.php  a word processor such as Microsoft® Word to edit documents.

If customisation of multimedia interactions is required, then the following applications may be necessary:  Flash CS3  XML SPY or equivalent XML editing tool  Photoshop/Fireworks (or equivalent) for editing still images  SoundEdit16 (or equivalent) for editing sound content  Premiere (or equivalent) for editing video content.

Refer to the Technical guide for further information.

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Online teaching strategies

Teaching in an online environment focuses on facilitating and guiding the learner’s progress. Learners have significant learning resources available to them in the Toolbox, through their netw orks of contacts, and on the internet. Helping learners to navigate this information and pinpoint th e relevant materials to meet the evidence requirements is the central role. It requires a clear stat ement of learning objectives and regular feedback on learner progress.

Toolboxes are designed to encourage this learner collaboration and the activities are customisab le depending on requirements. It is the trainer’s decision how this collaboration occurs. For exam ple:

A trainer might set up a discussion board or online discussion forum around or al language skills needed in the Australian workplace. A start and finish date might be set for the discussion, and a proportion of final assessment weighted to participation. Learners may be notified of these requirements by email, as w ell as through an initial posting on the bulletin board. The bulletin board (along with other tools) is a useful record of learner contributions for assessment purp oses.

Online discussions will only work if there is a sense of team collaboration, so it is important that y ou consider how to develop this team environment. Throughout the tasks in this Toolbox there ar e many opportunities for learners to communicate with their colleagues. Below are some tips that could help you to set up and facilitate communication activities with the learners.

 You can use an online icebreaker in a computer training room or with learners who are at different locations.  If you intend for your learners to collaborate online (using email, a learning management system, or a web discussion board) it’s important to give them a chance to get familiar with each other by using the medium, before they get down to the serious part.  Use online tools for the discussions required for team or individual tasks in the Projects section.  Set group projects based on the eJournal activities.

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Social networking Every day, your learners communicate with each other in new and different ways, and emails an d bulletin boards are not always the preferred options. Mobile phones, text messaging, and creati ng and sharing media files (videos, graphics, podcasts) are other common forms of communicati on that people currently use.

Social networking tools allow you to assist learners to network with other learners as they comple te Toolbox activities. For example, you can ask learners to create networks by:

 reviewing Your guide to social e-learning for additional information and ideas. http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm  sharing their work in weblogs, for example writing in their own blog or sharing mobile phone photos in moblogs (mobile weblogs)  collaborating with others to develop documents, for example using wikis to put together a response to one of the group projects  creating and sharing photos of their work using photo sharing software, for example Flickr, www.flickr.com  creating and sharing bookmarks of sites they have found useful in research, for example, www.delicious.com  creating and sharing media files capturing their work, for example MP3s or video files  sharing their evidence for assessment in social networking spaces on the internet  sharing ideas and information via a virtual conference.

Preparing the learners to use the materials It is recommended that you provide an orientation to the Toolbox in a practical, face-to-face session with learners actually using the Toolbox.

Using a Toolbox is not about leaving learners alone to learn for themselves, but about using a medium as part of an overall teaching delivery strategy.

Beside the resources that are located in the Toolbox, it is highly recommended that you refer your learners to a range of other resources including textbooks, websites, video etc.

The following tips for learners highlight important information you should consider when introducing the use of Toolboxes into your delivery strategy.

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Implementing successful Toolbox delivery Flexible delivery is not about leaving learners alone to learn for themselves, but about using a ne w medium as a part of an overall teaching delivery structure that is well defined. In an evaluation of Toolboxes, the overall message from teachers was that ‘structure means success’ and reflects their recognition that effort is required to integrate the Toolbox into their teaching delivery – just li ke building any new teaching resource.

Feedback from the same evaluation of Toolboxes suggested that orientation sessions appeared t o be a feature of the more successful trials. Providing orientation to the Toolbox in a practical, fac e-to-face session with learners actually using the Toolbox is clearly a key to a successful use. It provides a mixture of technical and pedagogical assistance that aligns the Toolbox with the qualif ication and the course.

Providing support  It is important to plan ahead and obtain management support, set realistic timeframes for implementation and gain support from the learner’s employer before introducing the Toolbox.  Make sure that you are aware of legislation and regulations which may impact on flexible delivery of the Toolbox. For example, learners working at home, traineeship agreements, apprenticeship agreements and enterprise-based arrangements.  Establish whether your learners have completed any previous units online. This way you can gauge how much support you will need to provide to coach learners in development of online learning skills, as well as the content in the topics. You will probably find learners require different levels of support. In the first few weeks get a clear picture of how each learner is coping to enable early intervention.  If you manage a very large group of learners, create a sense of community online by setting up study groups of four to eight students, all of whom begin the topic at more or less the same time. This makes it easier for learners to gain the benefits of social learning and to form networks and provide support to each other as they study.  Once you have set up the study group, facilitate an online ‘icebreaker’ activity when learners start the topic.  Plan ahead and be clear to your learners about which group work activities you expect them to complete.

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Tasks and discussion board activities  If you choose to include discussion board exercises, you will need to set up discussion threads prior to commencing the activity. You will also need to advise learners of these requirements.  You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as e-mail, discussion board or chat. TIP: Make use of your LMS delivery tools.  If you are delivering the program online, email will be the primary method of communication with your learners, so ensure that you have a clear system of email folders for managing the traffic.  Send emails to all learners with reminders of the tasks that should be completed, the tasks in progress with reminders for times of chats or forums during that week. Alerting learners to activities for which they should be undertaking individual learning (eg in learning tasks and learning packs) prior to a group activity in the week to come can also be helpful. You might comment on the quality of work in the preceding week and provide tips and encouragement for the task at hand.  Be clear about timeframes by setting targets for learning. These can help you with your ‘online lesson’ planning. You will need to set frameworks so that learners know what to do, and when to do it.  When learners are about to start an online group activity, send them an email with instructions on what teams they will be in or whose job it is to start a round robin activity. Do not presume learners will work it out.

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Qualification and competencies

The English at Work Toolbox supports the Certificate IV in English Proficiency (40623SA).

The units of competency covered are: Competency Code Competency Name HCCL Prepare for a field placement HCLS(SA)/VPAU516(VIC) Work effectively in an Australian workplace.

Although the Toolbox has not been produced specifically to align to other courses or units, activiti es and information may be useful in supporting delivery of:  HCLM (SA) Undertake a field placement  units of competency offered under the Certificate IV in ESL (Employment/Professional) (21937VIC), such as: o VPAU127 Develop job interview skills o VPAU132 Respond to an advertised job o VPAU556 Organise and participate in a practical placement o VPAU518 Present and listen to complex oral presentations in an employment or professional context o VPAU520 Read and write complex texts for employment  other courses incorporating delivery of the Australian Core Skills Framework (ACSF).

Scope of Teacher guide This Teacher guide has been developed to help you to use the English at Work Toolbox to delive r the Certificate IV in English Proficiency (40623SA). It explains the types of activities and resour ces contained in the Toolbox and offers suggested delivery strategies and opportunities for custo misation to help you to maximise the learning experience for your learners. This includes providin g guidance on how to create a collaborative learning environment through facilitating discussions and information sharing amongst the group of learners.

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Relationship of topics to units of competency The Toolbox is organised by topics, rather than by units of competency. The table provides an ov erview of the content or each of the six topics and the relationship of the content to the units of c ompetency.

Unit of competency details Topic name and description of content HCLS(SA)/VPAU516(VIC) Work effectively in an Australian HCLL Prepare for field placement workplace

Getting started Element 1: Identify cultural Element 1: Use own interests, features and skills of the experience and qualifications to  Identify interests, Australian workplace help select an appropriate experiences and placement qualifications and evaluate  1.3 List generic skills valued how these are relevant to in the Australian workplace  1.1 Identify and articulate own the Australian workplace interests, experiences and  1.4 Identify own generic skills qualifications  Identify the generic skills required for an Australian  1.5 Relate own generic skills  1.4 Assist with identifying an workplace to a specific job position organisation for placement  Identify own generic skills and how these relate to job roles in the Australian workplace Selecting a placement Element 1: Identify cultural Element 1: Use own interests, features and skills of the experience and qualifications to  Assess the skills, Australian workplace help select an appropriate qualifications and personal placement attributes needed for  1.4 Identify own generic skills particular industries or  1.3 Use search strategies to help jobs  1.5 Relate own generic skills locate possible placements to a specific job position  Work out which industries  1.4 Assist with identifying an or jobs match own skills organisation for placement and qualifications Element 2: Research the chosen  Work out the industries or placement for purpose, structure, jobs that match own services and human resources personal requirements contacts  Search for suitable  2.1 Use telephone, email or placements internet skills to research placement  2.2 Establish location, hours of business and contact details for chosen placement  2.3 Research purpose and scope of services provided by chosen organisation

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Relationship of topics to units of competency (continued)

Unit of competency details Topic name and description of content HCLS(SA)/VPAU516(VIC) Work effectively in an Australian HCLL Prepare for field placement workplace

Applying for a placement Element 1: Use own interests, experience and qualifications to  Create a resume help select an appropriate  Write application letters placement  Practise interview  1.2 Create a written resume technique – phone and in Element 3: Prepare for an initial person interview regarding involvement in a placement  3.1 Demonstrate understanding of interview conventions  3.2 Articulate own interests and experience as related to the organisation  3.3 Use appropriate verbal and non-verbal language  3.4 Use appropriate clarification strategies Getting ready to start Element 3 Identify conditions Element 4: Demonstrate awareness in Australian workplaces of appropriate social conventions  Making arrangements to in an Australian workplace, start  3.1 Describe workplace community or training environment conditions of employment  What’s expected -  4.1 Discuss issues concerning punctuality, attendance, punctuality and attendance dress conventions  4.2 Discuss dress conventions for the particular placement The Australian workplace Element 3 Identify conditions Element 2: Research the chosen in Australian workplaces placement for purpose, structure,  Employment conditions services and human resources  3.1 Describe workplace contacts  Entitlements and conditions of employment responsibilities  2.4 Demonstrate awareness of  3.2 Describe the role of OHS&W including the duties and  Occupational health and organisations providing safety responsibilities of employers and support in the workplace employees  Finding help within and outside the organisation

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Relationship of topics to units of competency (continued)

Unit of competency details Topic name and description of content HCLS(SA)/VPAU516(VIC) Work effectively in an Australian HCLL Prepare for field placement workplace

Getting along Element 1: Identify cultural Element 4: Demonstrate awareness features and skills of the of appropriate social conventions  Features of the culture of Australian workplace in an Australian workplace, the Australian workplace community or training environment  1.1 Identify features of the  Communicating at work culture of the Australian  4.3 Demonstrate casual  Issues which can arise workplace conversation skills for use at break times from cultural  1.2 Discuss the impact of misunderstandings aspects of the culture of the  Solving problems and Australian workplace on communication within the  Resolving conflicts and workplace disputes Element 2: Communicate with colleagues from diverse backgrounds  2.1 Identify issues which can arise from cultural misunderstanding  2.2 Discuss strategies which assist in resolving issues arising from cultural misunderstanding

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Target audiences

Learners The range of learners studying ESL courses is large and varied. Some learners need basic language skills development while others require English language skills at a higher or professional level. Some learners acquire English language quickly and can proceed readily to higher levels of English language skills development. Learners studying a range of Certificate IV level English Proficiency and/or English Second Language (ESL) courses may find the Toolbox useful. The language skill sets, within Certificate IV ESL courses provide English proficiency for learners:  whose language skills are not at the level required to obtain work or meet minimum entry requirements for further vocational study, eg migrants on a range of visa applications, Indigenous, deaf/hard-of-hearing or Auslan users, people requiring additional language intensive skills for work purposes  with language background in oral and/or non-Roman script based, who need time to develop further written English language skills  who have a professional or trade vocation and require English language skills to work in specific industries, eg to meet required workplace legislations  requiring specific language development to gain entry to other tertiary or higher education courses.

Teachers/trainers/facilitators The Toolbox will suit a range of delivery and assessment contexts, including:  vocational trainers and/or assessors in an educational or workplace setting who deliver face to face training, conduct assessments and issue qualifications  trainers or teachers in community based learning settings  volunteer tutors assisting people at home  facilitators of online, flexible or blended learning programs.

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Toolbox structure and design

Site map Below is a full site map which provides an overview of the Toolbox structure.

Splash page Getting started  Index  What’s the story?  System requirements  What’s next?  Unit information  Preparation  Acknowledgements  Practice  Disclaimer/copyright  Projects  Link to Teacher guide and  Link to Technical guide

Selecting a placement Applying for a placement  What’s the story?  What’s the story?  What’s next?  What’s next?  Preparation  Preparation  Practice  Practice  Projects  Projects

Getting ready The Australian workplace  What’s the story?  What’s the story?  What’s next?  What’s next?  Preparation  Preparation  Practice  Practice  Projects  Projects

Getting along Extras  What’s the story?  Resources  What’s next?  Glossary  Preparation  Practice  Projects

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Topic structure Learners select a topic from the Welcome page shown below.

All topics in the English at Work Toolbox follow the same layout and structure, as detailed below. The following image shows the menu for the topic Getting started and provides an explanation of the various sections in the topic.

What’s the story introduces learners to the individual person featured in the case study and to the topic. What’s next explains the project tasks and offers some alternative ways to complete the topic.

The Preparation section provides information about the topic area and information or activities focussing on speaking, listening, reading or writing.

The Practice section provides practical activities to reinforce the information and activities presented in one or more topic areas of the Preparation section.

The Projects section provides team and individual tasks that cover the entire topic. This is a link to activities requiring learners to complete journal entries.

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Although the pages within each topic are designed to be read sequentially, learners can go to an y page using the menu provided on the left hand side of the page. Learners can access the Reso urces and Glossary areas and return to the Home page using the menu at the top of the page.

Resources The Resources page provides links to resource sheets that focus on a specific language area. R esource sheets consist of explanatory information and practice exercises. Resource sheets avail able include: Abbreviations; Adjacency pairs; Adverbs, Contractions; Phrases; Email and letter w riting; Sentences; Writing a report.

Glossary The glossary is an alphabetic listing of words that are used or associated with the content in this Toolbox. It consists of a single html page with alphabetic navigation and links back to the top of t he page.

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You can customise this page to add further references.

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Key features There are a number of key features within the Toolbox which are designed to engage the learner.

Extensive use of audio to assist learners with pronunciation of words, Audio eg key definitions and useful terms.

Each of the six topics is introduced on the ‘What’s the story’ page by Topics a different person. Images and audio are used to present a real life problem faced by the person and the learner then follows this person through the topic to find out what he/she did. To further support the learners’ understanding, five people are used Case studies throughout the resource as case study examples. These people are: Phillipa (aged care worker), Marcia (courier), Ella (administrative officer), Jonathon (Chef) and Rohan (retail manager).

eJournal ‘eJournal’ activities are included throughout the preparation, practice and project areas. The eJournal activities provide opportunities for independent reflection and collaborative learning.

The ‘Resources’ page includes links to resource sheets. The resource sheets provide information that could be useful across the Resources whole six topics of the Toolbox. Each resource sheet includes explanations, examples and activities on areas such as colloquial language, making verbal presentations and note taking.

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Topic guides A Topic guide for each of the topics in the Toolbox has also been developed. The Topic guides a re included as Appendix A of this Teacher guide. They provide:  a list of activities with their purpose, description and resources required  related employability skills  communication activities  assessment suggestions.

Learning objects An alternative way to access this Toolbox content is via discrete learning objects which can be d ownloaded from http://lorn.flexiblelearning.net.au/ Learning objects are smaller components of c ontent forming a self-contained sequence of learning. A ‘learning object’ is defined as:

A digital entity designed to support a particular learning experience, that can be repurposed for use in another setting, and which forms or is part of an IMS content package. Essential characteristics of learning objects are that they incorporate a self-contained sequence of learning and be discoverable, interoperable, editable and reusable. (source: Australian Flexible Learning Framework Trials of Learning Objects (Series 7) - http://toolboxes.flexiblelearning.net.au/documents/reports.htm#r17

A learning object does not imply that it is an entire competency or one of the key performance cri teria from a unit of competency. A learning object is an output that can be used by others as a st andalone product. The best way to identify a learning object is as a segment of content that can stand alone and be used independently from the rest of the competency.

This Toolbox supports nine learning objects which are: 1. Getting started. 2. Selecting a placement. 3. Applying for a placement: The resume. 4. Applying for a placement: The application. 5. Applying for a placement: The interview. 6. Getting ready: Getting job ready. 7. Getting ready: Getting organised. 8. The Australian workplace. 9. Getting along.

These learning objects can be accessed from http://lorn.flexiblelearning.net.au/repositories.

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Teaching and learning design

Because the target learners are adults, The English at Work Toolbox is designed to present learn ers with real life problems supported by case studies featuring realistic people and situations.

The navigation is kept simple and the design is clear and uncluttered so that learners can more e asily engage with the content and activities.

The teaching and learning strategies employed in the English at Work Toolbox are provided in the table.

Strategy Example The case studies introduced on the ‘What’s the story’  Problem-based pages and continued on through the topic. Activities included predominantly in the Practice  Interactive sections. The eJournal activities included throughout the  Reflection/evaluation Preparation, Practice and Projects sections of each  Web-based research including topic. identification, interpretation and analysis The team and individual tasks included in the Projects  Project-based sections of each topic.

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Tasks and activities

This section provides information about the activities for each of the six topics included in the To olbox. This includes:  the location of activities including the section, sub-topic and page  description of activities including any additional resource requirements, such as internet access.

Topic: Getting started Preparation section

Sub-topic Page Activity description About you – Getting to know Learners identify their own interests by finding and completing Your you online self assessment tools. Internet access is required for interests this activity.

Asking for help Learners identify the meaning of formal words used in an email. Personal This is an eJournal activity where learners list personal qualities attributes and qualities and reflect on their personal attributes comprehension and qualities. About you – Skills Learners read a list of statements and then choose those Your skills comprehension statements which identify a skill. 1 Skills Learners read statements made by a range of people comprehension describing their skills and then rate each person’s skill level. 2 Skills and Learners read sentences and then identify adverbs, temporal experience clauses and causal clauses. adverbs About you – Qualifications This is an eJournal activity requiring learners to read and Your comprehension analyse an extract from a University course description to qualifications work out the transferable skills that students completing the course would acquire. Workplace Generic skills in Learners explore five case studies to find out the generic skills – What action skills needed for a range of occupations. are generic Generic skills Learners match generic skill words with the correct skills? vocabulary synonyms. Using skill words Learners select the most appropriate word to use in a sentence. Workplace Skill action This activity allows learners to listen to word pronunciation, skills – match generic skills words with their meanings and identify

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Australian words skills words by completing a find-a-word quiz. generic skills

Practice section

Page Activity description Recognising Learners read statements that workers make and match the statement with skills the correct generic skill category

Project section

Page Activity description Team task Learners work in teams to apply their knowledge of Australian generic skills by developing a self-assessment tool that allows users to identify interests, experience and qualifications and compare identified skills with Australian generic skills. Individual task Learners work individually to complete two parts: Part one is an e Journal activity requiring learners to brainstorm and list all interests and achievements. Part two requires learners to use the information gathered in the brainstorming activity and the self-assessment tool developed in the team task to map personal skills, interests and experiences against Australian generic skills.

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Topic: Selecting a placement Preparation section

Sub-topic Page Activity description Defining your Job Learners view job advertisement extracts to work out search – advertisement generic skill requirements. Matching comprehension skills to jobs Job Learners view the meaning of common abbreviations used advertisement in job advertisements. abbreviations Job Learners explore job advertisements to find out the meaning advertisement of abbreviations. vocabulary Defining your Generic skills Learners select a generic skill and then read why Cynthia search – comprehension thinks she has gained the skill while she worked as a nurse. Matching Job requirements Learners read descriptions of people and job people to jobs comprehension advertisements. They then have to decide whether the person matches the job. Defining your Considering This is an eJournal activity where learners list their job goals search – personal and reflect on how personality, interests and other factors Considering requirements influenced their job choices. personal Job choice Learners listen to people talk about their job choices and requirements comprehension reflect on why the particular person chose the job. Defining your Putting it This is an eJournal activity where learners answer questions search – together designed to help then narrow down the types of jobs that Putting it would suit them. together Language Learners select a generic skill that Cynthia has gained from comprehension 1 working as nurse to see why Cynthia thinks it is relevant to a child care position. Language This is an eJournal activity where learners list their comprehension 2 transferable skills and explain why each could be used in a range of jobs. Conducting Networks Learners listen to the ways in which people used consulting your search – comprehension networks to find work. Consulting networks Conducting Conducting your This is an eJournal activity where learners explore an your search – search – Using employment website and then write a paragraph describing Using job job seeking tools one useful item of information they found. seeking tools Job seeking tools Learners listen to ways in which people used job seeking comprehension tools to find work.

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Preparation section continued

Conducting Researching Learners write a covering letter or email to a potential your search – organisations employer to find out whether there is a job vacancy. Researching Researching Learners listen to a person explain how researching an organisations organisations organisation helped him to find work. comprehension

Practice section

Page Activity description Identify skills Learners examine job advertisements and practise identifying the skills and qualifications required. Identify Learners match job advertisement abbreviations with their meanings. abbreviations Identify generic Learners read statements found in job advertisements and choose whether the skills statements describe generic skills. Reading job Learners download a worksheet which includes three job advertisements. advertisements They read the worksheet and then answer questions about the job requirements. Conducting a Learners complete a treasure hunt requiring them to collect items related to search searching for a job.

Project section

Page Activity description Team task Learners work in teams to apply their knowledge about defining a job search by developing a tool that allows users to document industries and jobs, skill requirements, personal requirements and job search tools.

Individual task Learners work individually to complete a 750 word report about a particular industry in Australia and prepare a 5 - 10 minute oral presentation based on the report.

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Topic: Applying for a placement Preparation section

Sub-topic Page Activity description The resume Comprehension Learners explore resumes to see how information changes to – What is it? suit the type of job or industry.

The resume Resume Learners explore a resume to find out more about key sections – What’s in vocabulary and what they mean. it?

The resume Writing tips Learners view a movie to see some resume writing tips. – How do I do it? Editing and Learners view proofreading strategies to use in editing a spelling resume. The Speaking Learners listen to phone introductions and practise their own application – introductions. phone Listening Learners listen and take note of key points in a telephone conversation and compare their notes with another learner. The Cover letter Learners explore the parts of a cover letter. application – vocabulary cover letter Email Learners explore an email application to see the information vocabulary that should be included. Writing style: Learners identify errors in a cover letter. formal letter The Writing Learners practise completing an application form. application – The application form The Speaking skills Learners practise responses to interview questions. interview – face-to-face The Evaluating Learners listen to two responses to interview questions and interview – responses rate which one is the best. Phone

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Practice section

Page Activity description Resume Learners are provided with a set of details from a resume and asked to place building blocks them under the appropriate headings in the blank resume. By doing this, they will be practising the resume keywords and applying their understanding of the different components of a resume. Interview Learners watch video extracts from an interview and rate each factor in the techniques interviewee's performance as either appropriate or inappropriate. Interview lucky Learners work in groups of three or four to practise answering random dip interview questions. Learners also write interview questions to help them understand what to expect during an interview.

Project section

Page Activity description Team task Learners work in teams to practise participating in a job placement interview and then take part in a debrief session to evaluate how well the interview went. Individual task Learners work individually to complete a job placement application.

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Topic: Getting ready Preparation section

Sub-topic Page Activity description The Australian Defining a This is an eJournal activity where learners reflect on their own workplace – workplace experience or working in their countries of origin. Introduction to the Australian workplace The Australian Comparing and Learners listen to case studies about workplaces and then workplace – contrasting answer questionnaires in their eJournals to summarise Characteristics workplaces workplace conditions. of the Comparing and Learners listen to Husani’s experiences working in Egypt and Australian contrasting answer questions to discover how working in Australia is workplace countries different. Am I job Asking Learners evaluate whether a set of questions is appropriate ready? – appropriate to ask an employer. Confirming questions conditions Am I job Understanding Learners listen to workers talk about what happens in a ready? – the workplace if an employee is not punctual. Attendance consequences Am I job Personal Learners listen to workers talk about personal presentation ready? – presentation requirements and then answer questions about dress codes Personal in the workplaces. presentation Matching jobs Learners match workers with the appropriate job based on to looks their attire. Am I Writing a To-do Learners organise a set of tasks on a To-do list according to organised? – list how urgent each task is. Planning Am I What do you Learners choose a genre and write down their expectations organised? – expect regarding a field placement of their choice. Knowing what to expect

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Practice section

Page Activity description How do I look? Learners read the personal presentation policy of an organisation and then rate an employee according to whether she complies with the policy. Where do they Learners choose the most appropriate workplace for a range of people based work? on their personal presentation. What should I Learners read about a situation in which Sean cannot work one of his shifts. do? Learners choose from a range of responses and then read the consequences of these responses for Sean and for his colleagues. Husani’s Learners read about Husani’s new work placement and then use this timetable information to organise Husani’s timetable.

Project section

Page Activity description Team task Learners work in teams to discuss their experiences in the workplace outside Australia. They then share their discussion with the class and discuss various scenarios about attendance and punctuality. Individual task Learners work individually to prepare a To-do list and timetable for a placement.

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Topic: The Australian workplace Preparation section

Sub-topic Page Activity description Work Minimum This is an eJournal activity in which learners use the Fair environment – standards Work Ombudsman website to search for information about Employment comprehension National Employment Standards and then write one sentence conditions about each of the ten minimum standards. Awards This is an eJournal activity in which learners use the Fair comprehension Work website to locate information about a modern award. Enterprise This is an eJournal activity in which learners use the Fair agreements Work website to locate information about an agreement. comprehension Work Rights and Learners choose whether a series of sentences describe an environment – responsibilities employee entitlement or responsibility. Entitlements comprehension and responsibilities Health and OHS scenarios Learners listen to a situation and then hear an employee’s safety – and an employer’s perspective about responsibilities. Occupational health and safety Finding help – Internal Learners explore case studies to find out more about internal Internal supports in supports. supports action Finding help – Unions This is an eJournal activity in which learners use the internet External comprehension to locate information about unions. supports Workers Learners read information about workers compensation and compensation then write a sentence that describes the purpose of workers' comprehension compensation. They then find the relevant agency for their state or territory and write a summary of what to do if they are injured at work and wish to make a claim for workers’ compensation.

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Practice section

Page Activity description Identifying Learners match statements about entitlements with the appropriate employment employment terms. terms National Learners use the Fair Work ombudsman website to work out whether employment particular employees are covered by the national workplace relations system. standards Examine an Learners examine an employment contract and then answer questions about employment entitlements. contract Getting help Learners are presented with various workplace issues and practise identifying the right person or agency to go to for assistance.

Project section

Page Activity description Team task Learners work in teams to research a topic about employment conditions, prepare a short presentation, and then present it to the class. Individual task Learners work individually to research employee entitlements for an industry of and also about equal employment opportunity.

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Topic: Getting along Preparation section

Sub-topic Page Activity description Workplace culture Sample Learners read stories about workplace hierarchies that – Structure workplace exist in Australian workplaces and then answer questions hierarchies in their eJournal. Workplace culture Socialising at Learners view video to see how a new employee, Jacob, – Relationships work experiences his first meal break with co-workers. Misunderstandings Australian Learners listen to common examples of slang and find out – Communicating slang what they mean. at work Body language Learners view a series of photos and evaluate whether they display positive or negative body language. Misunderstandings What’s your Learners read about a series of workplace situations and – Expressing your opinion? then choose whether a response was appropriate. opinion Overcoming Am I being Learners read case studies and then choose whether the issues – What is reasonable? conflict is reasonable or unreasonable. conflict? Overcoming issue Dispute Learners view a video on YouTube showing a mediation – Resolving resolution in session and then record answers to questions in their disputes action eJournals.

Practice section

Page Activity description What kind of Learners decide whether a series of statements are about personality based or conflict? work based conflicts. Who am I? Learner practise applying knowledge of workplace hierarchical structure by meeting some workers and determining their positions.

Project section

Team task Learners work through a role play scenario to apply skills in dispute resolution Individual task Learners work individually to analyse a series of case studies about people who are in conflict at work.

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Assessment strategies

The English at Work Toolbox does not specifically support assessment of the competencies, as assessment methodologies and practices can vary greatly for RTOs nationally. Toolboxes in gen eral do not provide summative assessment(s). However, some of the activities contained in a To olbox may lend themselves to be used in the context of formative assessment(s). As part of an e vidence portfolio, an assessor may choose to use completed worksheets and journal entries pres ented by a learner online or face-to-face, as well as meaningful contributions to online discussion s or the project work recommended in the Toolbox.

The Project tasks provided in each of the six topics may support the summative assessment proc ess as learners will be working on tasks that directly align with competencies. However it is impor tant to remember that the Toolbox is based on topics, rather than units of competency. In most c ases you will need to use additional assessment methods to ensure learners fully demonstrate th eir competency

The following principles can be used to guide an assessment approach, but it is the RTO’s responsibility to comply with current requirement and standards, eg the AQTF 2007 Essential Standards for Registration, and other standards and requirements which may arise. Some principles of assessment tasks/activities are that they:  provide evidence of satisfactory performance for each element of competency and its performance criteria through a variety of tasks  have a relevant context  be culturally sensitive  are integrated into practice  have clear instructions so that learners know what is expected and the criteria by which they will be judged  can be completed in the time allowed (this should allow for preparation and re-drafting as appropriate to the task)  are validated through a range of strategies, eg moderation, mentoring, client satisfaction survey, peer review. In order to complete assessments, learners should be allowed appropriate reference materials, eg personal word lists, dictionaries, thesaurus, calculators

Assessment methods and tools that may be useful for learners completing ESL qualifications include:  written reports, essays or assignments  oral presentations  multimedia presentations  folios  learner self-assessments  on-going teacher assessments.

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There may be circumstances where elective units from English Proficiency qualifications are offered to learners who are not EAL/D (eg in literacy programs). In these situations, delivery and assessment may be carried out by practitioners with qualifications acceptable in General Education accredited curricula. Relevant units relate to:  grammar  pronunciation  spelling  vocabulary  Australian society and culture  information technology.

Employability skills Employability skills are sometimes referred to as generic skills, core skills, essential skills, capabi lities or key competencies. The Commonwealth of Australia defines them as, ‘skills required not only to gain employment, but also to progress within an enterprise so as to achieve one’s potenti al and contribute successfully to enterprise strategic directions’. (Employability Skills Summary, h ttp://employabilityskills.training.com.au/index.php, accessed 14 January 2010).

Learners studying English Proficiency qualifications may already have developed employability s kills drawing on language(s) other than English. The focus in English Proficiency qualifications is on embedding employability skills into delivery and assessment using English as the medium of communication. As learners move through the courses they may draw increasingly from English i n addition to first language(s).

The employability skills relevant to this Toolbox are included in the Topic guides in Appendix A.

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Getting help

If there are any technical issues, users should refer to the specifications in the Technical guide. If assistance is still required:  call the Help Desk on 1300 736 710  email your issue to [email protected]

Where can I get more information? Visit the Toolbox website for detailed information about each Toolbox, related training packages, qualifications and competencies, previews and to purchase a Toolbox. The website also includes guidelines for developers and current news and updates. flexiblelearning.net.au/toolbox/

How can I get support? Support can be provided to training providers in the selection and use of Toolbox content including assistance with:  discovery and downloading of learning objects  customisation of existing content for their particular training needs  creating user-generated content  packaging and uploading of new e-learning content, and  the use of content development tools. For contact details of the support person in your state or territory visit: flexiblelearning.net.au/toolbox/support/

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Toolbox contact details:

Flexible Learning Toolbox Help Desk Phone: 1300 736 710 Email: [email protected] Website: flexiblelearning.net.au/Toolbox

For further information on the National VET E-learning Strategy, please contact the FLAG Secret ariat: Phone: 03 9954 2700 Email: [email protected] Website: flexiblelearning.net.au

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Resources

Search for Employability Skills http://employabilityskills.training.com.au/index.php To search for what employability skills are included in a qualification, access the website above. Go to the Employability Skills Summary section and enter the qualification code into the search box and click on the Find button. You will be provided with a list that contains the Employability Skills that this qualification covers.

Toolbox Implementation Guide http://Toolboxes.flexiblelearning.net.au/documents/index.htm This guide has been designed to help you get started with using your Toolbox as a teaching resource.

Toolboxes by series / code http://toolboxes.flexiblelearning.net.au/preview/byseries.htm This website provides you with access to all Toolboxes. You may want to review the previous series of Teacher guides for guidance or clarification.

Designing e-learning http://designing.flexiblelearning.net.au/ This site provides some answers to two big questions  What is e-learning? the Gallery of strategies has over 100 click-and-view samples plus teaching guides  How do you do it? the Learning design and Learning materials sections offers detailed sample designs and course maps

To help you find what you’re looking for, there are a range of different e-tours through the resources on this site.

Your guide to social e-learning http://socialelearning.flexiblelearning.net.au/social_elearning/index.htm In this resource you can explore the opportunities and challenges that you might discover with social e-learning in practice, and get practical guidance and tips from e-learning practitioners. Listen to the keynote from Anne Bartlett-Bragg to find out more about the practice behind the case studies, strategies, tools and activities presented in this resource.

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Appendix A

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Topic guide for Getting started The topic is introduced by Khir who has recently arrived from Malaysia. He has a Malaysian qualification and extensive work experience but he doesn't necessarily want to work in his chosen field now that he's in Australia. Really, what he'd like to do is use the skills he has gained from his studies and work experience in a new industry so that he can learn more and enjoy a new and rewarding job in Australia. The topic focuses on generic skills developed through past qualifications and experiences that may be transferable to the Australian workplace.

Activities The table provide the location, description, purpose and resource requirements for activities.

Preparation section

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Workplace Skill action This activity allows learners to listen to word pronunciation, skills – words match generic skills words with their meanings and identify Australian skills words by completing a find-a-word quiz. generic skills

Practice section

Page Activity description

Recognising Learners read statements that workers make and match the statement with skills the correct generic skill category

Employability skills

Problem solving  Use a range of tools to reflect and analyse own skills, experiences and personal qualities to evaluate suitability of a range of industries/jobs. Initiative and enterprise  Adapt to a new learning environment with support and seek feedback on completed tasks. Planning and organising  Plan and organise, as part of a team, the development of a self-assessment tool.

Self-management  Use a range of tools to reflect and analyse own skills, experiences and personal qualities to evaluate suitability of a range of industries/jobs.

Learning  Learn, using a range of mediums, as an individual or as part of a group. Technology  Use information and communication technology to learn and to communicate in English.

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Communication activities Learners will need to communicate as part of a team to complete the team task in the project section.

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Assessment suggestions

Project section Task description

Team task Learners work in teams to apply their knowledge of Australian generic skills by developing a self-assessment tool that allows users to identify interests, experience and qualifications and compare identified skills with Australian generic skills. Individual task Learners work individually to complete two parts: Part one is an e Journal activity requiring learners to brainstorm and list all interests and achievements. Part two requires learners to use the information gathered in the brainstorming activity and the self-assessment tool developed in the team task to map personal skills, interests and experiences against Australian generic skills.

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Topic guide for Selecting a placement This topic is introduced by Cynthia. Cynthia would like to find a placement that will help her get a job. She has a good understanding of her skills, qualifications and personal attributes and needs to find out what is needed for the type of job she is interested in. This topic focuses on:  assessing the skills, qualifications and personal attributes needed for particular industries or jobs  working out which industries or jobs match particular skills and qualifications  thinking about the industries or jobs that match personal requirements  searching for suitable placements.

Activities The table provide the location, description, purpose and resource requirements for activities.

Preparation section

Sub-topic Page Activity description Defining your Job Learners view job advertisement extracts to work out generic search – advertisement skill requirements. Matching comprehension skills to jobs Job Learners view the meaning of common abbreviations used in advertisement job advertisements. abbreviations Job Learners explore job advertisements to find out the meaning advertisement of abbreviations. vocabulary Defining your Generic skills Learners select a generic skill and then read why Cynthia search – comprehension thinks she has gained the skill while she worked as a nurse. Matching Job Learners read descriptions of people and job advertisements. people to jobs requirements They then have to decide whether the person matches the comprehension job. Defining your Considering This is an eJournal activity where learners list their job goals search – personal and reflect on how personality, interests and other factors Considering requirements influenced their job choices. personal Job choice Learners listen to people talk about their job choices and requirements comprehension reflect on why the particular person chose the job. Defining your Putting it This is an eJournal activity where learners answer questions search – together designed to help then narrow down the types of jobs that Putting it would suit them.

National VET E-learning Strategy 49 English at Work - Teacher Guide together Language Learners select a generic skill that Cynthia has gained from comprehension working as nurse to see why Cynthia thinks it is relevant to a 1 child care position. Language This is an eJournal activity where learners list their comprehension transferable skills and explain why each could be used in a 2 range of jobs. Conducting Networks Learners listen to the ways in which people used consulting your search – comprehension networks to find work. Consulting networks Conducting Conducting This is an eJournal activity where learners explore an your search – your search – employment website and then write a paragraph describing Using job Using job one useful item of information they found. seeking tools seeking tools Job seeking Learners listen to ways in which people used job seeking tools tools to find work. comprehension Conducting Researching Learners write a covering letter or email to a potential your search – organisations employer to find out whether there is a job vacancy. Researching Researching Learners listen to a person explain how researching an organisations organisations organisation helped him to find work. comprehension

Practice section

Employability skills

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Teamwork  Work collaboratively with appropriate teachers/supervisors and other team members to complete projects and activities. Problem solving  Use a range of tools to identify and evaluate industries and jobs in terms of the skills, qualifications and personal attributes required. Initiative and enterprise  Adapt to a new learning environment with support and seek feedback on completed tasks. Planning and organising  Plan and draft a 750 word report, together with an oral presentation, about a particular industry in Australia. Self-management  Use a range of tools to reflect and analyse the skills, qualifications and personal attributes required for a range of industries/jobs. Learning  Learn, using a range of mediums, as an individual or as part of a group. Technology  Use information and communication technology to learn and to communicate in English.

Communication activities Learners will need to communicate as part of a team to complete the team task in the project section.

Assessment suggestions

Project Activity description section

Team task Learners work in teams to apply their knowledge about defining a job search by developing a tool that allows users to document industries and jobs, skill requirements, personal requirements and job search tools. Individual task Learners work individually to complete a 750 word report about a particular industry in Australia and prepare a 5 - 10 minute oral presentation based on

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the report.

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Topic guide for Applying for a placement This topic is introduced by Asha who has found a placement she’s interested in applying for. The topic focuses on resume writing, job applications and job interviews.

Activities The table provide the location, description, purpose and resource requirements for activities.

Preparation section

Sub-topic Page Activity description The resume Comprehension Learners explore resumes to see how information changes to – What is it? suit the type of job or industry.

The resume Resume Learners explore a resume to find out more about key sections – What’s in vocabulary and what they mean. it?

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Practice section

Employability skills

Initiative and enterprise  Adapt to a new learning environment with support and seek feedback on completed tasks. Planning and organising  Plan and prepare a resume and job application letter for a selected job advertisement.  Plan and prepare for a job interview. Self-management  Locate a suitable job advertisement and then prepare the documents necessary to apply for the position and to prepare for an interview. Learning  Learn, using a range of mediums, as an individual or as part of a group. Technology  Use information and communication technology to learn and to communicate in English.

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Communication activities Learners will need to communicate as part of a team to complete the team task in the project section.

Assessment suggestions

Project section Activity description

Team task Learners work in teams to practise participating in a job placement interview and then take part in a debrief session to evaluate how well the interview went. Individual task Learners work individually to complete a job placement application.

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Topic guide for Getting ready This topic is introduced by Husani who has found a job placement and is getting ready to start. The topic focuses on:  the Australian workforce and how it differs from other workforces around the world  how to get job ready and organised  what to expect on the first day.

Activities The table provide the location, description, purpose and resource requirements for activities.

Preparation section

Sub-topic Page Activity description The Australian Defining a This is an eJournal activity where learners reflect on their own workplace – workplace experience or working in their countries of origin. Introduction to the Australian workplace The Australian Comparing Learners listen to case studies about workplaces and then workplace – and answer questionnaires in their eJournals to summarise Characteristics contrasting workplace conditions. of the workplaces Australian Comparing Learners listen to Husani’s experiences working in Egypt and workplace and answer questions to discover how working in Australia is contrasting different. countries Am I job ready? Asking Learners evaluate whether a set of questions is appropriate – Confirming appropriate to ask an employer. conditions questions Am I job ready? Understanding Learners listen to workers talk about what happens in a – Attendance the workplace if an employee is not punctual. consequences Am I job ready? Personal Learners listen to workers talk about personal presentation – Personal presentation requirements and then answer questions about dress codes presentation in the workplaces. Matching jobs Learners match workers with the appropriate job based on to looks their attire. Am I Writing a To- Learners organise a set of tasks on a To-do list according to organised? – do list how urgent each task is. Planning Am I What do you Learners choose a genre and write down their expectations organised? – expect regarding a field placement of their choice.

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Knowing what to expect

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Practice section

Employability skills

Communication  Listen to and interpret verbal information in an employment or professional context.  Discuss and share information, ideas and opinions in formal and informal contexts.  Read and interpret a range of relevant documents for a range of employment purposes and audiences.  Produce documents using a range of formal and informal language. Teamwork  Work collaboratively with appropriate teachers/supervisors and other class / group members to complete assignments.  Participate in a group discussion and contribute to a presentation about past experiences in a workplace outside Australia. Problem solving  Assess various situations about attendance and punctuality and suggest strategies to address each situation. Initiative and enterprise  Adapt to a new learning environment with support and seek feedback on completed tasks. Planning and organising  Plan and prepare a To-do list and timetable in preparation for a work placement.

Self-management  Reflect on and analyse the presentation and attendance requirements for industries/jobs. Learning  Learn, using a range of mediums, as an individual or as part of a group. Technology  Use information and communication technology to learn and to communicate in English.

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Communication activities Learners will need to communicate as part of a team to complete the team task in the project section.

Assessment suggestions

Project section Activity description

Team task Learners work in teams to discuss their experiences in the workplace outside Australia. They then share their discussion with the class and discuss various scenarios about attendance and punctuality. Individual task Learners work individually to prepare a To-do list and timetable for a placement.

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Topic guide for The Australian workplace This topic is introduced by Ameen who wishes to find out more about working conditions in Australia. The topic focuses on:  the work environment  health and safety in the workplace  where to find help about workplace issues.

Activities The table provide the location, description, purpose and resource requirements for activities.

Preparation section

Awards This is an eJournal activity in which learners use the Fair comprehension Work website to locate information about a modern award.

Enterprise This is an eJournal activity in which learners use the Fair agreements Work website to locate information about an agreement. comprehension Work Rights and Learners choose whether a series of sentences describe an environment – responsibilities employee entitlement or responsibility. Entitlements comprehension and responsibilities Health and OHS scenarios Learners listen to a situation and then hear an employee’s safety – and an employer’s perspective about responsibilities. Occupational health and safety Finding help – Internal Learners explore case studies to find out more about internal Internal supports in supports. supports action Finding help – Unions This is an eJournal activity in which learners use the internet External comprehension to locate information about unions. supports Workers Learners read information and then write a sentence that compensation describes the purpose of workers' compensation. They then comprehension find the relevant agency for their state or territory and write a summary of what to do if they are injured at work and wish to

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make a claim for workers’ compensation.

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Practice section

Examine an Learners examine an employment contract and then answer questions about employment entitlements. contract

Getting help Learners are presented with various workplace issues and practise identifying the right person or agency to go to for assistance.

Employability skills

Communication  Listen to and interpret verbal information in an employment or professional context.  Discuss and share information, ideas and opinions in formal and informal contexts.  Read and interpret a range of relevant documents for a range of employment purposes and audiences.  Produce documents using a range of formal and informal language. Teamwork  Work collaboratively with appropriate teachers/supervisors and other class / group members to complete assignments.  Participate in a group discussion and contribute to a presentation about employment conditions in Australia. Problem solving  Assess various situations about employment conditions and health and safety and suggest strategies to address each situation. Initiative and enterprise  Adapt to a new learning environment with support and seek feedback on completed tasks. Planning and organising  Choose an industry and plan and prepare a summary of entitlements.  Research equal employment opportunity and prepare a written summary covering discrimination and harassment. Self-management  Reflect on and analyse the entitlements of a particular industry.  Analyse the grounds for discrimination in a particular state or territory of Australia.

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Learning  Learn, using a range of mediums, as an individual or as part of a group. Technology  Use information and communication technology to learn and to communicate in English.

Communication activities Learners will need to communicate as part of a team to complete the team task in the project section.

Assessment suggestions

Project section Activity description

Team task Learners work in teams to research a topic about employment conditions, prepare a short presentation, and then present it to the class. Individual task Learners work individually to research employee entitlements for an industry of and also about equal employment opportunity.

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Topic guide for Getting along This topic is introduced by Angelina who is from Colombia. She has researched the Australian workplace and has found a placement to suit her skills and experience. She's about to start and is wondering what it will be like. The topic focuses on the workplace culture and on communicating effectively with colleagues in Australian workplaces.

Activities The table provide the location, description, purpose and resource requirements for activities.

Preparation section

Practice section

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Employability skills

Communication  Listen to and interpret verbal information in an employment or professional context.  Discuss and share information, ideas and opinions in formal and informal contexts.  Read and interpret a range of relevant documents for a range of employment purposes and audiences.  Produce documents using a range of formal and informal language.  Participate in a role play about dispute resolution and report back to a group about the process used. Teamwork  Work collaboratively with appropriate teachers/supervisors and other class / group members to complete role plays and other activities. Problem solving  Assess various situations about conflict and misunderstandings and suggest strategies to address each situation. Initiative and enterprise  Adapt to a new learning environment with support and seek feedback on completed tasks. Planning and organising  Plan and organise role plays about dispute resolution.

Self-management  Reflect on and analyse the causes of conflict and misunderstandings in the workplace. Learning  Learn, using a range of mediums, as an individual or as part of a group. Technology  Use information and communication technology to learn and to communicate in English.

Communication activities Learners will need to communicate as part of a team to complete the team task in the project section.

Assessment suggestions

Project section Learners work through a role play scenario to apply skills in dispute resolution

Individual task Learners work individually to analyse a series of case studies about people who are in conflict at work.

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