Teacher Reference Guide

Prior to the Presentation

Organising for the Session

  • Arrange with a local workplaces involved in the program to provide Young Industry Ambassadors from a range of workplaces involved in the tours and projects.
  • Young ambassadors provide an interactive session for students discussing their job and the pathway they took to their job (e.g. apprenticeship, university, TAFE study).

You will need to provide the presenters with background on the program and information on the types of businesses the students will tour and projects they will participate in. It is also helpful to point out to the presenters the age of the students as they are used to presenting for older audiences.

Organisation of the Session

Industry Ambassadors can present to the students as a whole but it is useful to consider a round robin or speed dating format where young ambassadors present to a small group with the group moving on to the next ambassador when a bell rings. This format keeps the sessions short, sharp and interactive.

Eliciting and Developing Student Prior Knowledge

  • Discuss with the students the role of Young Ambassadors and how they fit into the program.
  • Discuss the range of topics Young Ambassadors would have important, current information on: how they chose their job, pathway they took, what they love about their job.

During the Presentations

  • Ensure all students actively participate. Encourage and support students to take notes – they will need this knowledge later during the tours and the projects.
  • Look for examples during the presentation where new learning can be related to previous student learning.
  • Model asking clarifying questions as a participant in the group.
  • Model taking notes for use later in class.

After the tour – Pulling the Learning Together at School

  • Lead and scaffold higher the discussion of what students learned during the presentations.
  • Support students to articulate what they are now wondering and what they would like to know next.

Student Reference Guide

Prior to the Presentation

Understanding my role during the Presentations:

  • Work as a member of my group performing a variety of roles including
    • Compose (before) and ask questions (during).
    • Active Listening.
    • Taking notes.

Developing my prior knowledge before the Presentation

  • Through discussion develop my knowledge of the role of Young Industry Ambassadors.
  • Think about the area of information on which Young Industry Ambassadors would have expert first-hand knowledge.

During the Presentations

  • Show active listening skills during the presentation.
  • If possible ask clarifying questions as the presentation is in progress.
  • Take notes, photos and video for use later at school.

After the Presentation – Pulling the Learning Together

  • Actively participate in follow up discussions at school using my notes.
  • Help my group record our learning.
  • Consider the aspects of Young Ambassador presentations and how they will relate to tours and projects.
  • Reflect on the role I played in the group: what I did well and how I could improve my role.

Trial Schools Unit of Work

Learning Intention:

To familiarise students with different pathways a number of young ambassadors have taken in their career and what their experiences have been to date in their careers.

Outcomes:

Students will be aware of a range of different pathways taken to a range of different careers in different workplaces.

Tuning In Activities

Activity 1 – Guest Presentations from Young Industry Ambassadors:

Invite a variety of Young Industry Ambassadors to share with the students their experiences with their job/ careers: the pathway they took to getting their career, how they went about getting their job, the level of pre-training they had, the amount and type of on the job training they currently participate in.

Prior to the visit students develop a range of questions they could ask the presenters.

E.g.

When did your interest turn into a passion?

What pathway did you take to your career?

What were the pros and cons of taking that pathway?

What skills and personal qualities are required for success in your chosen career?

Create a pro-forma for note taking with students working in pairs sharing the task of listening and taking notes.

Create a data chart for recording the guest’s ideas. Students who take notes during the presentation are encouraged to use their notes to help with adding to the data chart. Other students can share their reflections.

At the end of each guest speaker add to the inquiry wall.

Activity 2 – Training and income for specific careers

Teacher provides a list of 5 careers. Students work in groups to order them from length of training they think each career would require and order them from most income to least income. Discuss as a class how careers were ordered with students attempting to justify their choices.

Research the careers that were ordered above with students seeing if they were correct. What is the length of training in each career? What is the pathway? Is there more than one pathway? What is the income range? Use university and TAFE websites and salary finder website.

Activity 3 – People Skills

Investigate people skills used in formal setting such as workplaces. How to interact and communicate with people in more formal settings – manners, topics of conversation, protocols.

Role play various situations – how to interrupt a conversation appropriately, exploring feelings in unfamiliar settings, meeting familiar people versus meeting new people in formal settings. Use scenario cards for students to act out.

Activity 4 – Why do we work?

What are the benefits of working?

Discuss paid versus unpaid work.

Look at pictures/photos from tuning in –  look at the personal benefits of having that job, look at the benefit to others if someone does that job/career.