When students demonstrate knowledge and understanding of work practices, they identify and describe the characteristics of the world of work and the skills needed to succeed in the modern workplace, including 21st century skills3 Key Skills for Work (CSfW)4 and employability and lifelong learning skills .5 They identify and describe skills related to preparing and searching for a job, functioning in an existing job and entering a new job. They make decisions about the suitability of work and career options, assess their current learning and identify future learning needs.
Underpinning factors
These aspects of literacy knowledge and skills are embedded in the specific objectives, subject matter and standards of career education instruments. These aspects of numeracy knowledge and skills are embedded in the specific objectives, subject matter and standards of career education instruments.
Aboriginal perspectives and Torres Strait Islander perspectives
Pedagogical and conceptual frameworks
The teacher provides the students with a problem, problem or question and an outline for its consideration. A guided teacher offers questions to encourage exploration, and students are self-directed in exploring these questions.
Teaching and learning strategies
The instrument-specific standards describe the characteristics that are evident in the students' responses and agree with the identified assessment objectives. The assessment objectives are taken from the subject objectives and contextualized to the assessment instrument's requirements.
Student profile
The final folio is the collection of evidence of the student's work that is used to determine the student's final result. The “evidence” includes actual student responses, teacher judgments, an instrument description, instrument-specific standards, and annotated teacher comments supporting the decisions made.
Determining an exit result
The student demonstrates thorough knowledge and understanding of self, work practices and career processes in a range of familiar and some less familiar contexts. The student demonstrates fundamental knowledge and understanding of self, work practices and career processes in a range of familiar and some less familiar contexts. The student demonstrates knowledge and understanding of self, work practices and career processes in a range of familiar and some less familiar contexts.
The student uses oral and written language to communicate information about himself, work practices and career development and management.
Sub-topic 2: Understanding the world of work
This assessment focuses on the collection, interpretation, analysis and/or evaluation of data, using a research approach. The presentation is an independent assignment that requires students to complete an interview or survey relevant to the job, workplace, or career. Students are required to use spoken/signed language to communicate their findings to a live or virtual audience (ie through the use of technology).
Students must communicate their findings to a live or virtual audience (i.e. through the use of technology) using spoken/sign language.
Internal assessment 1B: Student learning journal
Teachers may wish to interview students to determine their learning orientation; their ability to plan, implement and adapt processes to achieve learning outcomes; and the range of strategies they use to support their learning. The student's work has the following characteristics: Grade. effective planning, implementation and regulation of processes for achieving learning outcomes in work-related contexts. purposeful application of learning strategies in work-related contexts. logical planning, implementation and adjustment of processes to achieve learning outcomes in work-related contexts. consistent application of learning strategies in work-related contexts. planning, implementing and adjusting processes to achieve learning outcomes in work-related contexts. applying learning strategies in work-related contexts. planning, implementing and adjusting processes to achieve learning outcomes in work-related contexts. several applications of learning strategies in work-related contexts, with varying success. planning, implementing and rarely regulating processes for achieving learning outcomes in work-related contexts. isolated application of learning strategies in work-related contexts. The objectives for this topic are drawn from the syllabus objectives and are contextualised to the subject and unit requirements.
Each objective must be evaluated at least once. demonstrate knowledge and understanding of self, work practices and career. select, analyze and use information related to work and career development ●. use oral and written language to communicate information ● ● 4. plan, implement and adapt processes to achieve learning outcomes at work-. use learning strategies in a work and career context.
Sub-topic 2: My plans for the future
This assessment focuses on the interpretation, analysis, review and/or evaluation of ideas and information. Students can support their answers with visual, audio and/or digital elements appropriate to the type of text. They map the requirements of these potential paths onto their personal skills and attributes, decide on the chosen path and develop an action plan to achieve their career goal.
This assessment requires students to use written language to communicate ideas and information to readers for a specific purpose.
Internal assessment 2B: Student learning journal
It may also include annotated presentation notes, teacher observation sheets, and self- and/or peer-assessment. A question and answer session (teacher and/or classmates) at the end of the written response can also provide information about the learning process and student engagement in the task. The student work has the following characteristics: Grade. effective planning, implementation and adaptation of processes to achieve learning outcomes in career and/or work-related contexts. purposeful application of learning strategies in career and/or work-related contexts. logical planning, implementation and adaptation of processes to achieve learning outcomes in career and/or work-related contexts. consistent application of learning strategies in career and/or work-related contexts. planning, implementing and adapting processes to achieve learning outcomes in career and/or work-related contexts. application of learning strategies in career and/or work-related contexts. incidental planning, implementation and adaptation of processes to achieve learning outcomes in career and/or work-related contexts. some application of learning strategies in career and/or work-related contexts, with varying degrees of success. irregular planning, implementation and adaptation of processes to achieve learning outcomes in career and/or work-related contexts. isolated application of learning strategies in career and/or work-related contexts. highly educated or skilled in a particular activity; perfected in knowledge or training; expert. the condition or quality of being true, correct, or exact; be free from errors or defects; precision or exactness; correctness;. in science: the extent to which a measurement result represents the quantity it claims to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty. accurate precise and precise; to the point; consistent with or precise. conform to a truth, standard, rule, model, convention, or known fact; free from errors or defects; careful; correct in all details.
Australian Core Skills Framework; a tool which helps both specialist and non-specialist English language, literacy and numeracy practitioners to describe an individual's performance in the five core skills of learning, reading, writing, oral communication and numeracy;. develop to facilitate a consistent national approach to the identification and development of the core skills in diverse personal, community, work and education and training contexts who are very/highly skilled or skilled in something; authority. sufficiently satisfactory or acceptable in quality or quantity equal to the requirement or occasion. dissect to identify and examine constituent parts and/or their relationships; break down or examine to identify the essential elements, features, components or structure; determine the logic and reasonableness of information;. examine or consider something in order to explain and interpret it, with the aim of finding meaning or relationships and identifying patterns, similarities and differences. the acquisition and application of knowledge, understanding and skills in real or life-like contexts which may include workplace, industry and community situations; it emphasizes learning by doing and includes both theory and the application of theory, linking subject knowledge and understanding with the development of practical skills. a subject whose primary focus is work and vocational education; it emphasizes applied learning and community connections;. a subject for which a syllabus has been developed by the QCAA with the following characteristics: results of courses developed from Applied Syllabus contribute to the QCE; results can contribute to ATAR calculations. apply knowledge and understanding in response to a given situation or circumstance; perform or use a procedure in a given or specific situation. evaluate evaluate the value, meaning or status of something; assess or consider a text or piece of work. value recognize or make a judgment about the worth or value of something; fully understood; understand the full implications of appropriate acceptable; suitable or appropriate for a particular purpose,. is suitable for the purpose or occasion; fit; appropriate area of study a section of, or a section within, a unit. argue give reasons for or against something; challenge or debate an issue or idea; persuade, prove or try to prove by giving reasons aspect a particular part of a characteristic of something; a facet, phase or part of. assess measure, determine, evaluate, estimate or make a judgment about the value, quality, outcomes, results, size, significance, nature or extent of something. assessment purposeful and systematic collection of information about students'. assessment tool an instrument or device used to collect information about student performance. assessment objectives drawn from the unit objectives and contextualised for the requirements of the assessment tool. see also 'syllabus objectives', 'unit objectives'). Standard Australian English; the form of Australian English that conforms to the perceived idea of appropriate usages for serious writing;. SAE; the form of Australian English that conforms to the perceived idea of appropriate usages for serious writing;. it is English which, in its spoken and written form, is the English of more formal communication throughout the Australian. community; it conforms to generally accepted rules of syntax and pronunciation and uses vocabulary that is more formal than colloquial; SAE works to facilitate communication across ethnic, social, occupational and cultural groups, and can be used as a benchmark against which Australian dialects and cultural varieties of English are recognized.
