Career Education

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Short Course syllabus — DRAFT for consultation

April 2023

This is a draft document provided for consultation and is not to be implemented.

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ISBN

Print version: TBA Electronic version: TBA

Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. |

Attribution (include the link): © State of Queensland (QCAA) 2023 www.qcaa.qld.edu.au/copyright.

Queensland Curriculum & Assessment Authority PO Box 307 Spring Hill QLD 4004 Australia Phone: (07) 3864 0299

Email: [email protected] Website: www.qcaa.qld.edu.au

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Queensland syllabuses for senior subjects __________________ 1

Course overview _______________________________________ 2

Rationale ... 2

Syllabus objectives ... 3

Designing a course of study in Career Education ... 4

Topic 1: My current skills and attributes ____________________ 11 Objectives ... 11

Subject matter ... 12

Topic 2: My options for the future _________________________ 14 Objectives ... 14

Subject matter ... 15

Assessment __________________________________________ 17 Internal assessment 1A: Presentation ... 17

Internal assessment 1B: Student learning journal... 19

Internal assessment 2A: Investigation ... 21

Internal assessment 2B: Student learning journal... 23

Reporting standards ___________________ 25 Determining an exit result _ 27 Glossary ___________ Error! Bookmark not defined.

Version history________________________________________ 27

References ___________________________________________ 28

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Queensland syllabuses for senior subjects

In Queensland, a syllabus for a senior subject is an official ‘map’ of a senior school subject.

A syllabus’s function is to support schools in delivering the Queensland Certificate of Education (QCE) system through high-quality and high-equity curriculum and assessment.

Syllabuses are based on design principles developed from independent international research about how excellence and equity are promoted in the documents teachers use to develop and enliven the curriculum.

Syllabuses for senior subjects build on student lear ning in the Prep to Year 10 Australian Curriculum and include General, General (Extension), Senior External Examination (SEE), Applied, Applied (Essential) and Short Course syllabuses.

Career Education is a Short Course syllabus in the Humanities and Social Sciences learning area.

General information about implementing syllabuses is available in the QCE and QCIA policy and procedures handbook.

More information about syllabuses for senior subjects is available at www.qcaa.qld.edu.au/senior/

senior-subjects and in Section 4.1 of the QCE and QCIA policy and procedures handbook v3.0.

Teaching, learning and assessment resources will support the implementation of a syllabus for a senior subject. More information about professional resources for Short Course syllabuses is available on the QCAA website and via the QCAA Portal.

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Course overview

Rationale

The Short Course in Career Education focuses on the development of knowledge, processes, skills, attributes and attitudes that will assist students to make in formed decisions about their options to enable effective participation in their future study, working life and career.

The course helps students plan for and shape their future in the rapidly changing world of work and is part of the lifelong process of managing life, learning and work. As the nature of work changes and students face different challenges and opportunities from those of the past, career development aims to assist individuals to develop the skills and knowledge to effectively manage their careers.

The course also aims to improve students’ learning skills so that they become independent, lifelong learners. Students come to understand that learning is a purposeful activity undertaken to achieve objectives that they value. Learning is an active p rocess of gaining knowledge and understanding, and developing skills that draw on students’ prior knowledge and experiences.

Students learn a variety of strategies to develop and monitor their own learning. They develop understanding of themselves as learners, recognising their goals and their position as workers, as well as employer expectations and the diversity of work opportunities.

Students plan and manage their learning through understanding their learner identity, setting goals and pathways, and planning and organising their learning to achieve their work and career goals. The development of self-knowledge, contemporary work skills, entrepreneurial behaviours and resilience is necessary to thrive in the 21st century. The course includes strategies an d approaches for locating, organising and examining information; using prior knowledge and scaffolding; and learning with and from others. Students use guided reflection in developing strategies to enhance their capacity as self-directed and lifelong learners.

The course is not intended to be a substitute for a quality career education service in a school, nor is it expected that teachers of this subject will provide career guidance to students. Such advice should only be provided by a qualified career cou nsellor, career guidance officer or other suitably trained professional.

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Syllabus objectives

The syllabus objectives outline what students have the opportunity to learn.

1. Demonstrate knowledge of self, work practices and career opportunities.

Students demonstrate a knowledge of self, work practices and career opportunities to prepare for their working life in the 21st century. They use descriptions, explanations and visual representations.

2. Examine information.

Students use information and workplace texts to identify work-related and career information, including common workplace activities, using information they have selected or been

provided. They explain the meaning of the information identified, in familiar and some less familiar work and career contexts.

3. Apply knowledge to make recommendations.

Students apply knowledge and their examination of information to make determinations related to self-development, work practices and career development. They identify similarities and differences or advantages and limitations to make recommendations about their work and career options.

4. Communicate using oral and written forms.

Students use oral and written language to demonstrate communication conventions and convey information suitable to the purpose, audience and format. They reference their sources to demonstrate scholarship.

5. Appraise learning strategies and outcomes.

Students apply learning strategies and outcomes to develop personal decision-making and reflection. They plan, implement and make recommendations about learning processes that should improve outcomes and show flexibility to changing circumstances .

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Designing a course of study in Career Education

Syllabuses are designed for teachers to make professional decisions to tailor curriculum and assessment design and delivery to suit their school context and the goals, aspirations and abilities of their students within the parameters of Queensland’s senior phase of learning.

In this way, the syllabus is not the curriculum. The syllabus is used by teachers to develop

curriculum for their school context. The term course of study describes the unique curriculum and assessment that students engage with in each school context. A course of study is the product of a series of decisions made by a school to select, organise and contextualise subject matter, integrate complementary and important learning, and create assessment tasks in accordance with syllabus specifications.

It is encouraged that, where possible, a course of study is designed such that teaching, learning and assessment activities are integrated and enlivened in an authen tic applied setting.

Course structure

This section of the syllabus is under development.

This Short Course has been developed with a notional teaching, learning and assessment time of 55 hours.

Curriculum

Assessment

More information about assessment in senior syllabuses is available in Section 7.3 of the QCE and QCIA policy and procedures handbook.

Subject matter

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Aboriginal perspectives and Torres Strait Islander perspectives

The QCAA is committed to reconciliation in Australia. As part of its commitment, the QCAA affirms that:

 Aboriginal peoples and Torres Strait Islander peoples are the first Australians, and have the oldest living cultures in human history

 Aboriginal peoples and Torres Strait Islander peoples have strong cultural traditions and speak diverse languages and dialects, other than Standard Australian English

 teaching and learning in Queensland schools should provide opportunities for students to deepen their knowledge of Australia by engaging with the perspectives of Aboriginal peoples and Torres Strait Islander peoples

 positive outcomes for Aboriginal students and Torres Strait Islander students are supported by successfully embedding Aboriginal perspectives and Torres Strait Islander pe rspectives across planning, teaching and assessing student achievement.

Guidelines about Aboriginal perspectives and Torres Strait Islander perspectives and resources for teaching are available at www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait-islander- perspectives.

Where appropriate, Aboriginal perspectives and Torres Strait Islander perspectives have been embedded in the subject matter.

Complementary skills

Opportunities for the development of complementary skills have been embedded throughout subject matter. These skills, which overlap and interact with syllabus subject matter, are derived from current education, industry and community expectations and encompass the knowledge, skills, capabilities, behaviours and dispositions that will help students live and work successfully in the 21st century.

These complementary skills are:

 literacy — the knowledge, skills, behaviours and dispositions about language and texts essential for understanding and conveying English language content

 numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations, to recognise and understand the role of

mathematics in the world, and to develop the dispositions and capacities to use mathematical knowledge and skills purposefully

 21st century skills — the attributes and skills students need to prepare them for higher education, work, and engagement in a complex and rapidly changing world. These skills include critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and digital literacy. The explanations of associated skills are available at www.qcaa.qld.edu.au/senior/senior-subjects/general-subjects/21st-century-skills.

It is expected that aspects of literacy, numeracy and 21st century skills will be developed by engaging in the learning outlined in this syllabus. Teachers may choose to create additional explicit and intentional opportunities for the development of these skills as they design the course of study.

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Additional subject-specific information

Additional subject-specific information has been included to support and inform the development of a course of study.

Applicable frameworks

The underpinning factors encompass the essential skill sets that will help students live and work successfully in the 21st century. However, two other frameworks, developed specifically for work- related and career settings, may prove useful for students in Career Education: the Core Skills for Work (CSfW), and employability and lifelong learning skills.

The skill areas of both frameworks can be mapped easily to the 21st century skills, but their focus is the work environment. The presentation and explanations of these skills directly reflects work and career requirements, and employer expectations.

Core Skills for Work

In August 2013, the Australian Government released the Core Skills for Work Developmental Framework (CSfW). The CSfW describes a set of knowledge, understanding and non -technical skills that underpin successful participation in work. These skills are often referred to as generic or employability skills. They contribute to work performance in combination with technical skills, discipline-specific skills and core language, literacy and numeracy skills.

The CSfW describes performance in ten skill areas grouped under three skill clusters, as shown in the table below.

CSfW skill clusters and skill areas

Skill cluster 1:

Navigate the world of work

Interacting with others

Getting the work done

Skill areas

 Manage career and work life

 Work with roles, rights and protocols

 Communicate for work

 Connect and work with others

 Recognise and utilise diverse perspectives

 Plan and organise

 Make decisions

 Identify and solve problems

 Create and innovate

 Work in a digital world The CSfW uses a developmental approach that recognises students’ progress from novices, so explicit instructions, processes and models for action, and systemic approaches are useful to develop understanding and confidence of learners. The framework recogni ses that practical experience, reflection, motivation and support are important to developing workplace skills and career preparation. This approach is based on the Novice to Expert Model of Skills Acquisition developed by Dreyfus and Dreyfus (Australian Government, Department of Education and Training 2015).

These aspects of the CSfW are embedded in the objectives, subject matter and instrument- specific standards for Career Education. For example, where students are required to investigate, information would be provided to students working at a novice level, and students develop their investigating skills to become more independent when locating, selecting information and examining information.

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Employability and lifelong learning skills¹

Employability and lifelong learning skills are those capabilities that make individuals more likely to gain employment and be successful in their chosen occupations and careers as they navigate through a dynamic labour market.

While employers will always be looking for job-specific skills, general working skills are important.

To be competitive, potential employees have to demonstrate that they not only have discipline - specific technical skills, but also a broader range of employability skills.

The following table identifies valued workplace skills that link school studies and employment, no matter what the job or career. The skills are also transferable to any personal or life context.

Employability and lifelong learning skills

Skills Description

analytical thinking and problem-solving

apply problem-solving strategies in purposeful ways to achieve an outcome in situations where the problems and solutions are evident as well as in new or creative ways;

use creativity, reasoning and past experiences to identify and solve problems capacity to work and

learn independently

understand and apply new knowledge and information

communication

(listening, speaking and writing)

communicate effectively with others using a range of spoken, written, graphic and other nonverbal means of expression;

interpret what others are saying and organise and express ing thoughts clearly

competence in reading and mathematics (literacy and numeracy)

read and comprehend instructions and to perform basic mathematics

initiative and enterprise resourcefulness in seeking and applying knowledge, information and the translation of ideas into actions in ways that contribute to innovative outcomes

interpersonal effectiveness

relate to co-workers and build relationships with others in an organisation

leadership/management skills

take charge and manage co-workers, if required, to provide evidence of leadership qualities

learning aspire to understand new things and be able to pick them up quickly; be able to take on new tasks and adapt to workplace changes

planning and organising plan and organise one’s own work activities; make good use of time and resources; prioritise tasks and monitor performance; set goals; locate, sift and sort information in order to select what is required and present it in a useful way; manage time and priorities; be resourceful

1 This skill set is informed by www.qcaa.qld.edu.au/downloads/senior/qce_lp_employability.pdf and Department of Education, Victoria, Australia 2006, ‘Employability Skills Framework’

www.education.vic.gov.au/Documents/school/teachers/teachingresources/careers/employabilityskills1.pdf

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Skills Description personal management

(self-management)

manage workload, effort and develop strategies for time management so that tasks are completed within the required time frame and to the necessary standard;

plan and manage multiple assignments and tasks, set priorities and adapt to changing conditions and work assignments

strong work values (work ethic)

qualities valued in any job or career are dependability, personal integrity, honesty, self-confidence and a positive attitude

teamwork interact effectively with others one-to-one and in groups, understanding and responding to the needs of a client and working effectively as a member of a team to achieve a shared goal

technology (computer and technical literacy)

apply technology and operate equipment to manage routine or non-routine tasks more effectively;

be proficient with basic computer skills

These aspects of employability and lifelong learning skills are embedded in the objectives, subject matter and instrument-specific standards for Career Education.

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The inquiry approach

Learning in the 21st century is dynamic and is enhanced by an inquiry approach that applies discipline knowledge and skills to real-world situations and contemporary events (Masters 2016).

An inquiry approach involves a range of instructional practices that stimulate student learning and give precedence to students’ investigative work (Aditomo et al. 2013).

In Career Education students learn, develop and use an inquiry approach to investigate an area of career interest.

An inquiry approach involves:

 a method of learning, initiated by questions or problems

 personal construction of a student’s own knowledge, i.e. knowledge that is new to the student

 an active approach to learning where students have the central role

 the teacher acting as a facilitator

 developing self-directed learning over time, as students assume increasing responsibility for their learning.

These core elements are stated by Spronken-Smith and Walker (2010, p. 726) and supported by references to Justice et al. (2007), Kahn and O’Rourke (2004) and Weaver (1989).

The following table describes three different approaches to teaching inquiry along the continua between teaching for and through inquiry. This is based on Spronken-Smith and Walker (2010, p. 726), who built on the problem-solving approach of Staver and Bay (1987).

Inquiry type Description Teaching for or

through inquiry Structured Teacher provides students with an issue, problem or question

and an outline for addressing it.

The inquiry components are structured and each component may be the focus of class activities either in isolation or through connections structured by the teacher.

For

Guided Teacher provides questions to stimulate inquiry, and students are self-directed in terms of exploring these questions.

Teacher provides guidance with some or all inquiry components.

Through

Open Teacher cedes control and students work more independently to formulate their own questions and problems, and progress through the full inquiry cycle, with the teacher monitoring this progress.

Through

Classroom learning may involve activities and experiences that focus on particular components of the inquiry process so that these are explicitly taught — it is not necessary that students

undertake all components of an inquiry approach in order to develop mastery, confidence and independence. Consequently, the role of structured scaffolding is temporal, and this reflects the developmental complexity of courses of study in Queensland syllabuses.

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Teaching and learning strategies

Career Education should be approached in a practical way, allowing for hands -on activities. As part of their learning, students have opportunities to be involved in practical experiences that reflect real-life and lifelike situations. Work experience and the Certificate I in Work Education are desirable complementary learning options.

By the end of the course, students should have been provided with the opportunity to:

 develop abilities to maintain a positive self-concept

 develop abilities for building positive relationships in life and work

 learn to respond to change that affects well being

 link lifelong learning to the career building process

 locate and evaluate a range of career information sources

 understand how societal needs and economic conditions influence the nature and structure of work

 develop abilities to seek, obtain, create and maintain work

 engage in career decision-making

 link lifestyles and life stages to career building

 understand and learn to overcome stereotypes in career building

 take charge of the career building process

 develop and apply, in the context of developing their career, each of the employability skills

 learn, develop and use the inquiry approach

 learn, develop and use a range of strategies that promote decision-making and reflection.

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Topic 1: My current skills and attributes

In this topic, students begin to develop the self-knowledge, contemporary work skills and resilience necessary to thrive in the 21st century.

They come to understand the skills and processes needed to adapt to multiple transitions in work and life, and use opportunities to transfer their developing knowledge, understanding and skills to a range of work-related and career contexts and activities.

The topic also aims to improve students’ learning skills so that they become independent, lifelong learners. Students also come to understand that learning is a purposeful activity undertaken to achieve objectives that they value. It is an active process of gaining knowledge and

understanding, and developing the skills that draw on their prior knowledge and experien ces.

In Sub-topic 1, students understand the importance of self-knowledge in improving learning, accessing work opportunities, developing appropriate skills for work and career, and making more informed subject and career choices. Students consider their p ersonal and interpersonal

capacities, attributes and attitudes, and identify and examine their personal management skills and work habits, recognising strengths and weaknesses.

In Sub-topic 2, students learn about the world of work and the skills and attributes required for success in a work-related environment. They examine the 21st century skills, Core Skills for Work (CSfW), employability and lifelong learning skills, and other capacities needed for a successful work life. Students check these skills against their current skills and capacities, identifying strengths, weaknesses and avenues for improvement.

Objectives

1. Demonstrate knowledge of self and work practices.

2. Examine information related to self and work practices.

3. Apply knowledge to make recommendations.

4. Communicate using oral and written forms.

5. Plan, implement and make recommendations about learning processes to achieve learning outcomes in work-related and career contexts.

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Subject matter

Sub-topic 1: Understanding myself

 Describe the personal attributes that contribute to overall employability, e.g. loyalty, commitment, honesty and integrity, reliability, enthusiasm, personal presentation, common sense, positive self-esteem, a sense of humour, motivation, adaptability, ability to deal with pressure, and a balanced attitude to work and home life.

 Explain the

- nature of workplace productivity and employers’ performance expectations - importance of a solid work ethic and the willingness to work hard.

 Use selected or provided information to examine and apply their own

- personal attributes, characteristics and behaviours to those required by employers for work, and identifying strengths and weaknesses

- personal management skills and work habits, identifying strengths and weaknesses relevant to different careers

- personal and interpersonal attributes to different learning strategies.

 Describe and reflect on the key components of a positive self-concept.

 Explain that change is part of life and that planning helps people manage change.

 Use selected or provided information to examine, apply the strategies or approaches, and make recommendations relevant to themselves about managing

- strategies for building positive relationships in life and work - strategies for managing and resolving conflict

- workplace skills and skill development - change and transition

- work–life balance.

Sub-topic 2: Understanding the world of work

 Develop a personal profile and link this to potential work and career opportunities.

 Use selected or provided information to examine the education and training options offered by their school, local TAFE institute and/or registered training organisation (RTO).

 Describe the 21st century skills, the CSfW and the employability and lifelong learning skills.

 Examine the employee skills and attributes valued by and expected by employers, e.g.

- personal management and the capacity to work and learn independently - the ability and willingness to learn

- initiative and enterprise

- strong work values (work ethic)

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- planning and organising skills, including leadership/management skills - oral communication, literacy and numeracy skills

- computer and technical literacy, including voice-calling applications.

 Conduct an audit of the 21st century skills, CSfW and employability skills against their current personal skills, identifying strengths, weaknesses and avenues for development.

 Use selected or provided information to examine, apply the strategies or approaches, and make recommendations relevant to themselves about, e.g.

- how societal needs and economic conditions influence the nature and structure of work - the implications of the changing world of work

- emerging 21st century work practices, the opportunities arising and the resultin g skills needed

- the benefits of different cultural perspectives in managing work and problem-solving - the importance of culturally diverse workplaces to managing work, work relationships and

productivity

- possible tensions arising in work-related contexts and explain the approaches to resolve conflicts.

 Describe or conduct a survey about

- current approaches to recruitment and selection, and the skills required to respond to them - the skills necessary for preparing for and seeking employment, operating in a work place

and entering a new work environment - strategies to seek and obtain employment.

 Use selected or provided information to examine

- job descriptions and selection criteria, and compare with employability skills

- protocols for workplace face-to-face and online discussions, meetings and interviews.

 Use selected or provided information to examine, apply the strategies or approaches, and make recommendations relevant to themselves about preparing for

- written and online job application documents, e.g. curriculum vitae, cover letters, responses to position descriptions and selection criteria

- workplace face-to-face and online discussions, meetings and interviews.

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Topic 2: My options for the future

In this topic, students consider their future directions by exploring job and career options that incorporate their interests and skills. They establish personal goals as they prepare to make successful transitions to work, career and further education or training.

Based on their developing self-knowledge, and aligning the learning requirements of potential careers with current subject choices, students implement the initial stages of career plans.

In Sub-topic 1, students investigate career options and opportunities. They have the opportunity to use the inquiry process (Figure 1) to research an area of career interest. Additional support may be provided where students require the assistance of structured inquiry to support their career research.

Students consider questions such as:

 What career pathways am I interested in? (e.g. education, finance and commerce, retail, tourism and hospitality, sport and recreation, fitness, early childhood)

 Where do I find information about careers and career planning?

 What are the requirements of particular careers?

 What do recruitment agencies do?

In Sub-topic 2, students identify a potential post-school career pathway and develop a personal learning action plan for achieving their career goal. They take change of their own career building process.

They consider questions such as:

 What is my future? Where am I headed?

 What am I interested in? What are my goals and aspirations?

 What are my personal skills and attributes? What are my strengths and weaknesses?

 What am I prepared to do to achieve my goals?

 What are the steps I need to take to upskill?

 Where do I see myself in ten years?

Objectives

1. Demonstrate knowledge of self and career opportunities.

2. Examine information related to career opportunities.

3. Apply knowledge to make recommendations about self and career opportunities.

4. Communicate using written forms.

5. Plan, implement and make recommendations about learning processes to achieve learning outcomes in work-related and career contexts.

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Subject matter

Sub-topic 1: My career options

 Locate and examine

- a range of career information sources and careers, e.g. websites, printed materials, human resources, government sources, private organisations

- information about work, further education or training opportunities

- a range of information and data to identify trends in work arrangements emerging over time.

 Describe the roles of agencies associated with employment support.

 Use selected or provided information to examine a range of print and digital career information resources that help with career decision-making.

 Describe agencies and organisations that support various employment situations, and match these to situations when the agencies and organisations are useful.

 Explain how society needs and economic conditions influence the nature and structure of work.

 Use selected or provided information to examine information about the consequences of choosing a career path, e.g. prerequisite school subject requirements for further education or training, geographic location of learning providers, tuition fees or Higher Education Loan Program (HELP) repayments.

 Explain the differences between traineeships and apprenticeships; full -time and part-time work; casual and permanent employment; unskilled, semi-skilled and skilled labour; and paraprofessional and profession occupations.

 Describe opportunities to develop and apply employability skills, including considering complementary learning options.

 Describe the nature and dynamics of the Australian (or overseas) workforce.

 Apply the learning requirements of potential careers to current subject choices.

Sub-topic 2: Understanding the world of work

 Engage in career decision-making by

- describing their own career building process, and link lifelong learning to the career building process

- describing stereotypes and how to overcome these in their career building - connecting their future lifestyles and life stages to career building.

 Describe different learning styles and approaches, e.g. visual, auditory, kinaesthetic, solitary, interactive, practical, rhythmic/melodic.

 Explain their preferred style of learning and reflect on their learning abilities, e.g. learning how to learn (metacognition).

 Describe some possible future career pathways, based on their self -knowledge and research.

 Examine potential post-school career paths to

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- map the career requirements of potential career pathways to their personal skills and attributes by identifying strengths and weaknesses

- assess their learning abilities for a chosen post-school pathway - access career planning tools and resources, e.g. online templates.

 Use a practical action plan by

- describing the key features of an action plan and how this is used to achieve career goals - developing a personal action plan for achieving their chosen work opportunity within a

career path

- review, refine and/or develop a revised or new personal action plan based on self - reflection, feedback from a parent/carer, mentor, teacher or peers.

 Examine

- implications for planned secondary studies, training, tertiary studies or employment to make a determination related to career development

- opportunities to develop and apply employability skills, including considering complementary learning options.

 Apply knowledge and their examination of information to identify advantages and limitations to make recommendations about their career options.

 Use selected or provided information to examine, apply strategies or approaches, and make recommendations relevant to themselves about preparing for a range of career opportunities, including future training.

 Use a reflection process to review career decisions, e.g.

- looking back at an experience

- thinking in depth about the experience (implications, consequences, achievement of goals) - describing new learnings or understandings

- planning what to do next.

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Assessment

Internal assessment 1A: Presentation

Students conduct an interview or survey relevant to work or workplaces, then communicate their findings to an audience.

Assessment objectives

1. Demonstrate knowledge of self, work practices and processes.

2. Examine information about work.

3. Apply information to make recommendations about work.

4. Communicate using oral forms in a workplace interview or survey.

Specifications

This task requires students to:

 develop questions to find out about views on topics related to work or workplaces, e.g.

- 21st century skills, CSfW, employability and lifelong learning skills - expectations and workplace issues

- approaches to recruitment and selection - performance appraisals

- opportunities for professional development and advancement in the workplace

 conduct one of the following

- face-to-face interview with employer/s or recruitment agency - survey of employer/s or employees

 communicate findings to an audience in a presentation (e.g. formal speech, one -on-one interview, small-group discussion, podcast, seminar, roleplay), explaining a finding from the responses

 making recommendation/s for future strategies or approaches for themselves . It is recommended that this task is designed so that students can develop a response in approximately 10–15 hours of class time.

Conditions

 Students can develop their responses in class time and their own time.

 This is an individual task.

Response requirements

One of the following:

 Multimodal (at least two modes delivered at the same time): up to 3 minutes, 6 A4 pages, or equivalent digital media

 Spoken: up to 4 minutes, or signed equivalent

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Instrument-specific standards

Knowledge and examination, Application, Communication Grade

The student work has the following characteristics:

 detailed explanations and effective examination of work practices and processes

 effective application of information related to work to make detailed recommendations that relate to self

 controlled use of oral communication related to self and work

A

 relevant explanations and adequate examination of work practices and processes

 sufficient application of information related to work to make relevant recommendations that relate to self

 some control in the use of oral communication related to self and work

B

 explanations and examination of work practices and processes

 application of information related to work to make recommendations that link to self

 use of oral communication related to self and work

C

 some descriptions of basic work practices and processes

 partial application of information related to work to make statements about recommendations

 use of simple oral communication related to self or work

D

 inconsistent or vague statements of work practices and processes

 partial oral communication related to self or work.

E

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Internal assessment 1B: Student learning journal

Students maintain a learning journal that consists of their responses to and personal reflections on their growing self-awareness, practical experiences and investigations into the world of work.

The learning journal represents thinking and learning practices as the student develops across the topic.

Assessment objectives

5. Plan, apply and reflect on processes to achieve learning outcomes in work-related contexts.

Specifications

This task requires students to maintain a learning journal that:

 contains a range and balance of entries and activities that represent a collection of reflections on work-related and career contexts and learning processes (sociocultural, cognitive and metacognitive) encountered during this topic

 includes the planning and completion of internal assessment 1A

 may use varied forms of writing such as bullet points, lists, continuous passages of text, quotations, tables, diagrams and pictures/illustrations

 may contain annotated presentation notes, teacher observation sheets, and self and/or peer assessment

 demonstrate the student’s increased awareness and understanding of their own identity as a learner and their reflections using a range of prompts, e.g.

- identifying strengths, weaknesses and needs as a learner

- taking responsibility for their learning and reflect on past and future actions and outcomes - identifying personal and career goals

- planning and organising new tasks, identifying the nature and scope of tasks and developing sequenced plans

- locating, selecting and organising information, with due consideration to the validity and reliability of sources

- making connections between new information, ideas and their own prior knowledge and experience

- using strategies to organise and make connections between information and ideas - using a range of techniques to reinforce learning

- identifying own and others’ roles in a group or team and make an active contribution - demonstrating awareness of different personal and cultural perspectives

- considering and responding to advice and feedback on their own performance.

It is recommended that this task is designed so that students can deve lop a response in approximately 10–15 hours of class time.

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Conditions

Response requirements

Written: up to 10 pages

Instrument-specific standards

Appraise learning Grade

 effective evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in work-related contexts

A

 adequate evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in work-related contexts

B

 evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in work-related contexts

C

 occasional evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in work -related contexts

D

 fragmented or uneven statements about learning processes to achieve learning outcomes in work-related contexts.

E

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Internal assessment 2A: Investigation

Students investigate possible career pathways. They examine and apply the requirements of these potential pathways to their personal skills and attributes and decide on a chosen pathway, then develop an action plan to achieve their career goal.

Assessment objectives

1. Demonstrate knowledge of self and career opportunities.

2. Examine information related to career opportunities.

3. Apply knowledge to make recommendations.

4. Communicate using oral or written forms.

Specifications

This task requires students to:

 identify two possible career pathways they are interested in or that may lead to their achieving their goals

 investigate background information about the two careers (e.g. career descriptions, tasks, work conditions, education and training, employment opportunities)

 present the information they have found in list form

 compare the two careers in terms of

- aspects of the career that appeal to them

- aspects of the career that might be difficult or have limitations - reasons why they would or would not work towards this career

 describe the personal skills and attributes, knowledge and experience that they already have that would contribute to each pathway

 choose what they consider to be the most appropriate or best career for them, giving reasons

 develop a personal action plan to achieve their chosen pathway

 identify what other skills, attributes, knowledge and/or experience that they might need to develop to follow and progress in this career pathway

 examine the implications for planned secondary studies, training, tertiary studies or employment

 identify opportunities to develop and apply employability and lifelong learning skills, including consideration of complementary learning options

 make recommendations about the actions they need to undertake to progress their plan towards their chosen career

 review, refine and/or develop a revised or new personal action plan based on self -reflection and feedback from a parent/carer, mentor, teacher or peers.

It is recommended that this task is designed so that students can develop a response in approximately 10–15 hours of class time.

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Conditions

Response requirements

One of the following:

 Multimodal (at least two modes delivered at the same time): up to 6 A4 pages or equivalent digital media

 Written: up to 700 words

Instrument-specific standards

Knowledge and examination, Application, Communication Grade

 detailed explanations and effective examination of self and career opportunities

 effective application of information to make detailed recommendations about a career path and an action plan

 controlled use of written communication

A

 relevant explanations and adequate examination of self and career opportunities

 sufficient application of information to make relevant recommendations about a career path and an action plan

 some control in the use of written communication

B

 explanations and examination of self and career opportunities

 application of information to make recommendations that link to a career path and a simple action plan

 use of written communication

C

 some descriptions of basic self and career opportunities

 partial application of information to make broad statements that link to a career path and a simple action plan

 use of simple written communication

D

 inconsistent or vague communication about self or career opportunities. E

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Internal assessment 2B: Student learning journal

Students maintain a learning journal that consists of their responses to and personal reflections on their use and application of researching and literacy skills in communications about personal identity, achieving personal goals and interacting with career opportunities . The learning journal represents thinking and learning practices as the student develops across the topic.

Assessment objectives

5. Plan, implement and make recommendations about learning processes to achieve learning outcomes in career contexts.

Specifications

This task requires students to maintain a learning journal that:

 contains a range and balance of entries and activities that represent a collection of reflections on work-related and career contexts and learning processes (sociocultural, cognitive and metacognitive) encountered during this topic

 includes the planning and completion of internal assessment 2A

 may use varied forms of writing such as bullet points, lists, continuous passages of text, quotations, tables, diagrams and pictures/illustrations

 may contain annotated presentation notes, teacher observation sheets, and self and/or peer assessment

 demonstrate the student’s increased awareness and understanding of their own identity as a learner and their reflections using a range of prompts, e.g.

- identifying strengths, weaknesses and needs when researching, including

 developing research search questions and phrases

 locating and choosing valid and reliable sources

 selecting and organising information from sources - identifying strengths, weaknesses and needs as a learner

- taking responsibility for their learning and reflect on past and future actions and outcomes - planning and organising new tasks, identifying the nature and scope of tasks and

developing sequenced approaches

- making connections between new information, ideas and their own prior knowledge and experience

- using strategies to organise and make connections between information and i deas - considering and responding to advice and feedback on their own performance.

It is recommended that this task is designed so that students can develop a response in approximately 10–15 hours of class time.

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Conditions

Response requirements

Written: up to 10 pages

Instrument-specific standards

Appraise learning Grade

 effective evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in career-related investigations

A

 adequate evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in career-related investigations

B

 evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in career-related investigations

C

 occasional evidence of planning, implementing and making recommendations about learning processes to achieve learning outcomes in career-related investigations

D

 fragmented or uneven statements about learning processes to achieve learning outcomes in career-related investigations.

E

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Reporting standards

Reporting requirements in senior syllabuses are provided in Section 11.1 of the QCE and QCIA policy and procedures handbook v3.0.

Reporting standards are summary statements that describe typical performance at each of the five levels (A–E).

A

The student demonstrates detailed knowledge of self, work practices and career opportunities in a range of familiar and less familiar contexts.

The student effectively selects and examines information. They clearly identify similarities, differences and patterns and apply knowledge to make thoughtful recommendations.

The student demonstrates control over communication to demonstrate their use of vocabulary, spel ling, punctuation and grammatical structures. They effectively communicate for the purpose, audience and format required, and systematically use recognised conventions of referencing.

The student effectively plans, implements and makes recommendations about practical learning strategies.

B

The student demonstrates relevant knowledge of self, work practices and career opportunities in a range of familiar and some less familiar contexts.

The student adequately selects and examines information. They sufficiently identify similarities, differences and patterns and apply knowledge to make adequate recommendations.

The student demonstrates some control over communication to demonstrate their use of vocabulary, spelling, punctuation and grammatical structures. They clearly communicate for the purpose, audience and format required, and use recognised conventions of referencing.

The student adequately plans, implements and makes recommendations about practical learning strategies.

C

The student demonstrates knowledge of self, work practices and career opportunities in a range of familiar contexts.

The student examines information. They identify similarities, differences and patterns and apply knowledge to make recommendations.

The student demonstrates some control over communication to demonstrate their use of essential vocabulary, spelling, punctuation and grammatical structures. They communicate for a purpose, audience and format, and use referencing.

The student presents some plans, implements and makes a recommendation about a practical learning strategy.

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D

The student provides a description of self, work practices and career opportunities in a range of familiar contexts.

The student identifies obvious components of information and uses superficial knowledge to make statements about recommendations.

The student demonstrates partial control over communication to demonstrate an awareness of vocabulary, spelling, punctuation and grammatical structures. They unevenly communicate for the purpose, audience and format required, and reference some sources.

The student plans and uses learning processes in an elementary manner, and states a possible change to a practical learning strategy.

E

The student makes inconsistent knowledge of self, work practices and career opportunities in simple and familiar contexts.

The student identifies aspects of information and provides statements or opinions about the topic.

The student demonstrates limited control over communication. They attempt to communicate for the purpose, audience and format required, and reference limited or unrelated sources.

The student attempts to plan or use practical learning strategies.

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Determining an exit result

More information about determining an exit result is available in Section 11 of the QCE and QCIA policy and procedures handbook v3.0.

Glossary

Version history

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References

Aditomo, A, Goodyear, P, Bliuc, AM & Ellis, RA 2013, ‘Inquiry-based learning in higher education:

Principal forms, educational objectives, and disciplinary variations’, Studies in Higher Education, vol. 38, no. 9, pp. 1239–1258, http://dx.doi.org/10.1080/03075079.2011.616584.

Australian Government, Department of Education and Training 2012, ‘Australian Core Skills Framework (ACSF)’, www.education.gov.au/download-acsf

Australian Government, Department of Education and Training 2015, ‘Core Skills for Work Developmental Framework’, www.education.gov.au/core-skills-work-developmental- framework-0

Justice, C, Rice, J, Warry, W, Inglis, S, Miller, S & Sammon, S 2007, ‘Inquiry in higher education:

Reflections and directions on course design and teaching methods’, Innovative Higher Education, vol. 31, no. 4, pp. 201–214.

Kahn, P & O’Rourke, K 2004, ‘Guide to curriculum design: Enquiry-based learning’, Higher Education Academy, vol. 30, no. 3,

www.researchgate.net/publication/242281830_Guide_to_Curriculum_Design_Enquiry - Based_Learning.

Masters, GN 2016, ‘Five challenges in Australian school education’, Policy Insights, Issue 5, ACER, Camberwell, VIC.

Spronken‐Smith, R & Walker, R 2010, ‘Can inquiry‐based learning strengthen the links between teaching and disciplinary research?’, Studies in Higher Education, vol. 35, no. 6, pp. 723–740, http://dx.doi.org/10.1080/03075070903315502.

Staver, JR & Bay M, 1987, ‘Analysis of the project synthesis goal cluster orientation and inquiry emphasis of elementary science textbooks’, Journal of Research in Science Teaching, vol. 24, no. 7, pp. 629–643.

See the QCAA website (www.qcaa.qld.edu.au) for other resources.

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Career Education - Short Course syllabus