Introduction
This unit involves students developing skills and strategies to participate in personal transition planning. Students explore the roles of a range of services in the community and experience a range of training and workplace environments.
Note: Teachers need to ensure they comply with relevant school system/sector and workplace learning guidelines and policies.
Task
explores the nature of work and employment WELS-1
investigates support personnel and agencies in the community WELS-4
demonstrate uses strategies that facilitate transition to further education, training and employment WELS-7
recognises skills for effective participation in the workplace WELS-8
demonstrates skills for effective participation in the workplace WELS-9
communicates personal preferences and choices within the context of planning for transition to further education, training and employment WELS-10
evaluates personal skills and strengths to facilitate participation in pathways planning WELS-11
uses strategies to locate and select information WELS-12
uses strategies to organise and communicate information about the world of world WELS-13
Process
Assessment
Assessment for, Assessment as and Assessment of learning are approaches that enable teachers to gather evidence and make judgements about student achievement. These are not necessarily discrete approaches and may be used individually or together.
Some examples of assessment FOR learning in this unit include:
clear learning goals or intentions for the learning activities
high expectations for workplace behaviour, eg effective feedback on workplace activities to improve performance and develop work skills.
Some examples of assessment AS learning in this unit include:
inquiry-based learning that encourages students to take responsibility for their own learning, eg work skills-based activities, work experience
self-reflection and peer feedback, eg personal histories and goal-setting discussions or role-plays
self-reflection and peer feedback to refine students’ understanding and skill, eg reflecting and making changes to personal goals based on skills and attributes required in post school options.
Some examples of assessment OF learning in this unit include:
questioning to assess students’ knowledge and understanding to plan for future learning, eg mini whiteboards, online quizzes
observation of students’ knowledge, understanding and skills through their work and participation in activities, eg practical application of transition planning activities, work skills-based activities, work experience, checklists, photographs, work samples, video recordings, class
discussions.
Evaluation
Content has been drawn from the following topics in the Life Skills outcomes and content:
Topic 1: World of Work
Topic 2: Transitions
Topic 3: Effective Participation in the Workplace
Topic 4: Community and Government Organisations
Conclusion
Assessment for, Assessment as and Assessment of learning are approaches that enable teachers to gather evidence and make judgements about student achievement. These are not necessarily discrete approaches and may be used individually or together.
Some examples of assessment FOR learning in this unit include:
clear learning goals or intentions for the learning activities
high expectations for workplace behaviour, eg effective feedback on workplace activities to improve performance and develop work skills.
Some examples of assessment AS learning in this unit include:
inquiry-based learning that encourages students to take responsibility for their own learning, eg work skills-based activities, work experience
self-reflection and peer feedback, eg personal histories and goal-setting discussions or role-plays
self-reflection and peer feedback to refine students’ understanding and skill, eg reflecting and making changes to personal goals based on skills and attributes required in post school options.
Some examples of assessment OF learning in this unit include:
questioning to assess students’ knowledge and understanding to plan for future learning, eg mini whiteboards, online quizzes
observation of students’ knowledge, understanding and skills through their work and participation in activities, eg practical application of transition planning activities, work skills-based activities, work experience, checklists, photographs, work samples, video recordings, class discussions.
Credits
NSW Department of Education: Transition planning for school leavers
NSW Department of Education: Transition planning
NSW Department of Education: Transition plan proforma
Australian Disability Clearinghouse on Education and Training
Teacher Page
Content
Suggested teaching, learning and assessment
Resources
Students:
Transitions: Planning and managing transitions
recognise the need for individuals to make transitions throughout life
recognise future transitions in relation to work
recognise the importance of planning ahead and setting goals for successful transitions
identify others with whom they can collaborate in planning and managing transitions
Planning ahead
Participate in discussions about the importance of planning ahead and engage in processes that will facilitate planning. As a class, students brainstorm the benefits of planning.
Students create a daily, weekly and/or term school diary or timetable to plan for specific events such as excursions, special events, weekend trips or enrolling for the forthcoming sports season. Students include the events/activities as well as any planning/organisation needed prior to these events/activities.
Transition planning
Participate in discussions to clarify the purpose and nature of transition planning. This may involve:
recognising that discussions at a transition planning meeting will provide information about options for further education, training and/or employment
identifying the time and place for the meeting
identifying the people who will attend the meeting and the ways in which they can assist the student.
NDIS: Leaving school
Students:
Transitions: Personal skills and strengths
identify personal skills and strengths
describe their own personal skills and strengths in the context of pathways planning
identify personal skills and attributes that they may need to further develop to meet their goals
Transitions: Planning and managing transitions
identify personal strengths, interests and care issues that may influence their transition choices
participate in personal pathways planning by establishing preferences, making choices and setting goals
Personal history
Students develop a personal folio/résumé that highlights what they like to do, their personal skills and strengths in preparation for discussions at a transition planning meeting. The personal folio should be in an appropriate format with photographs and/or visual/written texts and may include information about:
preferred subjects at school
preferred work environments, eg inside/outside
preferred hobbies and interests
personal attributes such as, negotiation/communication/listening skills, patience, perseverance, working in a team or independently
skill areas
details of previous work experience
acknowledged areas where improvement would enhance their personal skills and strengths such as the need to work as part of a team, resolve conflict, deal with criticism, punctuality, and personal care and presentation.
In pairs, students discuss aspirations and goals they would like to achieve post school. They develop a list of personal goals they would like to set during transition planning meetings, and steps they may take to work toward their goals.
Transition planning meetings
As a class, students participate in simulated transition planning meetings. Students may use their folios as the basis for asking questions and seeking clarification about options for further education, training, and employment. The scenarios should also provide an opportunity for students to support a personal point of view about preferred options and choices.
The Department of Education and Training Victoria: Transition planning – Goal setting
Department of Education Western Australia: Transition planning – About me Questionnaire
NSW Department of Education: Transition planning for school leavers
NSW Department of Education: Transition planning
NSW Department of Education Transition plan proforma
NDIS: Leaving school
Students:
Transitions: Planning and managing transitions
recognise future transitions in relation to work
recognise the importance of planning ahead and setting goals for successful transitions
participate in personal pathways planning by establishing preferences, making choices and setting goals
negotiate an agreed plan that will facilitate an individualised pathway for education, training and employment
Transition planning meeting
Participate in a scheduled transition planning meeting. This may include:
using the information in their folio to express preferences
participating in decision-making processes, eg expressing a point of view
listening, identifying, and recording actions to be taken following the meeting
determining the timeframe for subsequent meetings
undertaking actions agreed to at the meeting.
NSW Department of Education: Transition planning for school leavers
NSW Department of Education: Transition planning
NSW Department of Education Transition plan proforma
Students:
Community and Government Organisations: Organisations in the community
identify a range of government departments and agencies and investigate their role
identify the roles of service organisations in the community
explore ways in which organisations can assist them in their lives
identify appropriate departments, businesses, services or personnel that can assist with individual support needs
Local agencies and services
Identify agencies that can be accessed to meet individual needs, including:
NDIS
to apply and manage NDIS funding
RMS/Service NSW
to apply for a learner driver licence
banks or automatic tellers
to open a personal account or withdraw money
police and community youth club
for information on leisure activities
Medicare Service Centre
to apply for a Medicare card
public transport authority
to ascertain which railway stations have ramps and/or lifts
Centrelink
to seek payments and assistance with jobs.
Activities may include:
matching pictures, photographs, texts to indicate the roles and functions of departments, agencies, businesses and services in the community, identifying which agencies have an online portal or mobile application
identifying individual needs for support and indicating the appropriate department, agency, business and/or service that can provide assistance
recording the function and contact details of relevant departments, agencies, businesses and services in an appropriate format
completing forms and navigating agency websites, online portals and mobile applications.
Services Australia: Leaving school
NDIS: Leaving school
Students:
World of Work: Types and variety of work
identify types of work options
explore reasons why people would choose to undertake different work options
identify a range of workplaces
recognise links between jobs and workplaces
World of work
Explore different types of work, where specific work is undertaken, and the reasons why people work. This may involve:
sorting and matching photographs/pictures to identify what is work and what is not work
recognising the different types of work such as paid, unpaid, and voluntary work; full-time, part-time or casual work; permanent or temporary work
interviewing family members or friends to explore work options and the reasons why people work
recounting the work experiences of people from their research
exploring the links between types of work and workplace environments such as indoor/outdoor, alone or with others, eg she is a doctor and she works in a hospital; he is a builder and he works outside; she sells jewellery and she works in a department store
recording the information obtained on a poster or multimedia presentation.
Job Jumpstart: Work preferences
Job Jumpstart: Toolbox
Students:
World of Work: Types and variety of work
identify types of work options
explore reasons why people would choose to undertake different work options
identify a range of workplaces
identify the variety of organisational features associated with workplaces
communicate information gathered about a job
World of Work: Workplace environments
recognise different types of workplaces
Transitions: Education, training and employment
visit a range of education, training and employment environments to increase their knowledge and understanding of options
Types of work
Participate in site studies to observe and record experiences of a variety of training and/or work environments for the purpose of clarifying individual preferences. This may include visits to:
a TAFE or community college to observe training programs/workshops, eg panel-beating, food service
training sites in the community, eg apprentices working at a smash repair shop, trainees working at a childcare centre
indoor/outdoor workplaces, eg retail outlets, council parks and gardens
individual or team workplaces, eg train station, fast food outlet
voluntary and paid work, eg volunteer roles at a hospital; packer in a factory.
Students record their observations and experiences of work and training site studies in their folio to reflect on the link between the types of work and training, and the variety of training and work environments.
Job Outlook: Career Quiz
Job Outlook: Career Search ( Skills Match
Job Jumpstart: Job Search Basics Workbook
Job Jumpstart: Interview a workplace expert
Students:
Transitions: Personal skills and strengths
identify personal skills and strengths
describe their own personal skills and strengths in the context of pathways planning
explore the personal skills and attributes required for their preferred job and/or career path
Effective Participation in the Workplace: Effective workers
recognise skills and attributes that lead to effective participation in the workplace
participate in practical vocational learning activities
Work-based skills
In groups within structured role-plays/scenarios, students outline their preferences for participation in training and/or workplace experiences, and demonstrate the skills necessary for effective participation in training and/or workplace experiences.
Students identify factors necessary for effective participation in training and/or workplace experiences such as punctuality, reliability, appropriate personal and interpersonal skills, and enthusiasm. They record skills they already have for effective participation in training and/or workplace experiences.
SafeWork NSW: Young workers toolkit
Job Jumpstart: Skills questionnaire
Youth Central Victoria: Job skills
Students:
World of Work: Other rights and responsibilities in the workplace
demonstrate appropriate conduct and behaviour in the workplace
Transitions: Personal skills and strengths
participate in activities that allow the development of work-related skills
Transitions: Education, training and employment
explore education, training and employment options related to their own personal transition plans
access training opportunities to develop work-related skills
Effective Participation in the Workplace: Effective workers
demonstrate a range of skills for effective participation in the workplace
participate in practical vocational learning activities
Work experience
Participate in a range of simulated training and/or workplace experiences within the school where a range of workplace skills can be explored. This may include:
communicating and behaving appropriately with others
working safely
dressing appropriately
staying on task, attending to own work, and completing tasks.
Participate in a range of training and/or workplace experiences in the community. These experiences should provide students with opportunities to:
demonstrate travel skills involved in attending training/workplaces
demonstrates skills for effective participation in the workplace such as punctuality, reliability, honesty, appropriate personal and interpersonal skills, work habits and enthusiasm
comply with rules and requirements for workplaces such as wearing and using appropriate personal protective equipment
identify, locate, and communicate with appropriate personnel in the workplace who can provide assistance if needed.
In pairs, students participate in self-reflection activities where they will evaluate the original goals set. They discuss with their partner any amendments or additions they would make to their goals using the skills, knowledge, and experience from this unit.