Students

Student Reference Guide

Building My Prior Knowledge

  • Contribute to class discussions
  • Actively listen to points made by others and try to add on to these
  • Share my prior understandings and careers and jobs

Exploring Deeper

  • Use our definition of jobs and careers to sort and categorise what we have identified
  • Contribute actively to my group
  • Actively help my group record what we have discovered
  • Actively share what my group has discovered
  • Be prepared to interview people I know about their job or career

Pulling my Learning Together

  • Share and discuss what I have learned so far
  • Reflect on my role and how I have worked in the whole group and small group
  • Identify three things I have discovered so far and what I would like to look at next
  • Commence my digital or paper portfolio which will be a record of my learning

Student Reference Guide

Prior to the Presentation

Understanding My Role during the Presentation

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

  • Explore and take notes on Victorian websites about OH&S
  • Find out about how the school handles OH&S
  • Extend my knowledge through discussion with the teacher

During the Presentation

  • Show active listening skills during the presentation
  • If possible ask clarifying questions as the presentation is in progress
  • Take notes, photos & 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 OH&S that will be important during tours and projects
  • Compare/ contrast these aspects of OH&S to OH&S at school
  • Reflect on the role I played in the group: what I did well and how I could improve my role

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.

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.
    • Checking our group’s OH&S compliance during the tour.
    • Redrafting questions if they were answered during tour discussion.

Developing my prior knowledge before the Presentation

  • Explore and take notes on the company website.
  • Extend my knowledge through discussion with the teacher.
  • Recall helpful additional information from Young Ambassador talks and OH&S talks.
  • With my group compose 3-4 open ended questions to ask the presenter after the tour.
  • Record the safety measures our group need to consider during the tour.

During the Tour

  • Show active listening skills during the presentation.
  • If possible ask clarifying questions as the presentation is in progress.
  • Take notes, photos & video for use later at school as permitted.
  • Help our group adhere to OH&S requirements.

Discussion after tour

  • With my group redraft our initial questions if they were answered during the tour.
  • Actively and respectfully participate in the after tour discussion recording answers.
  • Share responsibility for thanking the presenter.

After the Tour – Pulling the Learning Together at School

  • Actively participate in follow up discussions back at school using my notes as evidence.
  • Help my group record our learning and develop our presentation or publication.
  • Develop with my group further areas coming from the tour our group would like to explore.
  • Reflect on the role I played in the group: what I did well and how I could improve my role.

Student Reference Guide

Prior to the Project

Understanding My Role during the Project:

Work as a member of my group performing a variety of roles including:

  • Following directions.
  • Active Listening.
  • Taking notes.
  • Checking our group’s OH&S compliance during the tour.

Developing My Prior Knowledge before the Projects

  • Explore and take notes during the presentations on each project.
  • Extend my knowledge through discussion with the teacher.
  • Complete the project choice planner providing evidence on the preference of project I have selected.

During the Project

  • Show active listening skills at all times.
  • Have a go at everything asked.
  • If possible ask clarifying questions.
  • Take notes, photos & video for use later at school.
  • Help our group adhere to OH&S requirements.

After the Project – Pulling the Learning Together at School

  • Actively participate in follow up discussions back at school using my notes.
  • Help my group record our learning and develop our presentation.
  • Check our presentation carefully for accuracy and readiness for publication.
  • Assist teachers in organising the presentation of the Passions and Pathways Program learnings to the group chosen (expo to school and workplace representatives, presentation to school community, presentation to class groups).
  • Participate in formally thanking workplaces and project hosts.
  • Reflect on the role I played in the group: what I did well and how I could improve my role.

Teacher Reference Guide

At the conclusion of the tours and projects

The following points could be considered to pull the learning together and provide an audience for students’ published work to be shared with the broader community:

  • Support students to see through lines to all aspects of the program (tours, projects, OH&S presentations and Young Industry Ambassador Presentations). How do each of these aspects of the program connect and provide an understanding of job, careers and pathways?
  • Support students to articulate what they now know about jobs, careers and pathways and how this has grown over the 16 weeks of the program.
  • Organise an opportunity for students to present their work orally to an audience. This could be an expo involving all participating schools, workplace hosts and other stakeholders or it could be sharing with the local school community or several classes at school. An expo can provide an excellent way to showcase the work of the students and to showcase the considerable support provided by all of the stakeholders involved.
  • The basis of the work presented by the students can be the digital or paper portfolios developed by students during each stage of the program.
  • Support students to prepare their oral presentations ensuring all visual material is accurate and ready for publication.
  • With student support organise the oral presentation (format, guest invites, venue).
  • Support students to thank all workplace and project hosts.

Student Work