Work Studies Assessment Task Booklet - Ambarvale...Work Studies Assessment Task Booklet Mr. Aquilina In this booklet, you will find 1. Assessment Procedures in HSIE 2. The Assessment

Ambarvale High School

Year 12 2018

Work Studies

Assessment Task Booklet

Mr. Aquilina

In this booklet, you will find

1. Assessment Procedures in HSIE 2. The Assessment Grid for Work Studies 3. Assessment Task Notifications 4. Syllabus documents for the modules to be studied

1. Assessment Procedures in HSIE

HSC ASSESSMENT IN HSIE

The HSIE Faculty will follow the policy and procedures outlined in the AHS

Assessment Policy and Procedures Booklet.

Please note in particular the following points;

• If you have a legitimate reason why you will be unable to achieve an

assessment deadline, you may be eligible for special consideration

on your task. You must notify your teacher and negotiate this well

BEFORE the due date of your task. You may require supporting

documentation.

• All tasks are generally required to be submitted in PAPER form, NOT

electronically, unless your task specifically states otherwise. Be

organised.

• Be aware that computer or electronic failure are NOT considered

by NESA to be a valid reason for a late or non-completion of tasks.

Always, always, always back up your work.

• Be aware that NESA requires HSC students to submit their tasks

before the end of school day ON THE DUE DATE and it will therefore

be enforced in HSIE that all tasks must be received by 2.50pm.

• Failure to submit your task on or before the due date will result in an

N-Award Warning Letter and a ZERO mark …AND you will still have

to submit the task to clear the warning and to be able to complete

the course.

Exceptions include the following;

• ILLNESS fully covered by DOCTORS CERTIFICATE. You must see

your classroom teacher / Head Teacher HSIE before school the

morning of your return and present your paperwork.

• MISADVENTURE covered by a MISADVENTURE FORM. See your

classroom teacher / Head Teacher HSIE before school the

morning of your return to school and present your paperwork.

Non-Serious Attempts and Malpractice.

• NESA requires that all student assessments submitted are a serious

attempt of the task. Non-Serious Attempts attract and N-Award

Warning Letter and you will be required to resubmit the task to

ensure you meet NESA standards of ‘diligence’. Please be aware you

must make a ‘reasonable attempt’ of all assessment tasks. Your

teacher will specifically advise you of what constitutes a ‘reasonable

attempt’.

• Malpractice is a serious matter and includes plagiarism and cheating.

In HSIE, there is a significant research component across our

subjects and it is important to pay particular attention to plagiarism

and accurate referencing. ANY infraction to NESA policy will result

in a ZERO mark on the task, an N-Award Warning Letter and you

will be required to resubmit the task. Be aware that further

consequences can include Executive intervention, suspension and

formal reporting. Please refresh and ensure you understand your

obligations as outlined during the compulsory “All my Own

Work” program or seek advice from your teacher if you are

unsure of your obligations.

For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.

2. Assessment Grid for Work Studies

Faculty: HSIE Course: Work Studies

In this Subject you will cover:-

Module

Module 4 – Teamwork and Enterprise Skills

Module 6 – Personal Finance

Module 7 – Workplace Issues

Module 5 – Managing Work & Life Commitments

Course Themes:-

Theme

Theme 1 – Career Planning

Theme 2 – Performing Work Tasks

Theme 3 – Working With Others

Theme 4 – Managing Change

Module 4: Teamwork and Enterprise Skills

This module analyses the attributes of enterprising people and examines how individuals should

contribute to teams.

Module 6: Personal Finance

This module focuses on assisting students to successfully manage their finances after obtaining a

job.

Module 7: Workplace Issues

This module focuses on developing a deeper understanding of issues that are important to people in

their working lives.

Module 5: Managing Work and Life Commitments

This module focuses on assisting students to analyse those factors that affect work-life balance and

to make decision that help them to get the balance right. They should develop a clear idea of the

positive and negative influences on working lives

HSC Course Assessment Components

A Knowledge and Understanding 30%

B Skills 70%

COMPONENTS WEIGHTING %

TASK 1 TASK 2 TASK 3 TASK 4

Due: Term 4, Week 8

Due: Term 1,

Week 8

Due: Term 2,

Weeks 9/10

Due: Term 3,

Week 5

Holiday

Budget

Activity

(Module 6)

Effective

Team

Member

Booklet

(Module 4)

Trial HSC

Examination

(Module 7)

Work-Life

Balance

Schedule +

Analysis

(Module 5)

OUTCOMES

5, 8, 9

OUTCOMES

2, 5, 6

OUTCOMES

2, 7, 9

OUTCOMES

5, 6, 8

A 30 0 5 20 5

B 70 25 20 5 20

Total Marks 100% 25 25 25 25

Work Studies Course Outcomes:

1. Investigates a range of work environments

2. Examines different types of work and skills for employment

3. Analyses employment options and strategies for career management

4. Assesses pathways for further education, training and life planning

5. Communicates and uses technology effectively

6. Applies self-management and teamwork skills

7. Utilises strategies to plan, organise and solve problems

8. Assesses influences on people’s working lives

9. Evaluates personal and social influences on individuals and groups

3. Assessment Task Notifications

Notice of Assessment Task

Work Studies

Date of initial notification:

Week 1, Term 4 2018

Date of submission:

Thursday, Week 8 Term 4 2018

Task Number: One

Task Type: Report

Word Count: 1200

Weighting of Task: 25%

Total Marks: /50

Course component/Focus area/Topic/Module:

Module 6: Personal Finance

Task Description:

Students are to plan a holiday for themselves and three of their friends for

the end of Year 12. Students can create their own holidays based on their

own interests.

Students are to undertake the following when planning their holiday:

- Explain the factors important for selection of holiday destination.

- Analyse different means of financing holidays.

- Compare three potential destinations, selecting one and justifying

their selection

- Create a realistic budget for the holiday.

Students must also meet the following criteria for their holiday:

- Budget of ($12,000 total, $3,000pp) must be kept.

- The holiday plan must be realistic and legal.

Students will have some periods to research and complete this in class,

however most of the report needs to be completed at home.

Students are to write a report planning their holiday under the following

format:

- Introduction (50 words)

- Holiday Information (100 words)

o Explain the factors which are important to you when deciding

on where to go for a holiday, how long the holiday will be

going for, etc.

- Sources of Finance for Holiday (200 words)

o Analyse the use of savings, debt or a mix to finance your

holiday, and select one finance method used for this holiday.

- Comparison of Destinations (500 words)

o Compare three potential destinations for your holiday,

considering a variety of factors influencing your potential

decision (cost of travel and accommodation, types of activities

and attractions available, safety issues, etc.).

o Select one destination for your holiday and justify your selection

- Budget Creation for the Holiday (300 words)

o Create a budget of expenses for the destination selected. Be

sure to include every aspect of the holiday, including

transportation, accommodation, activities, food and drink, and

spending money.

o Ensure that your budget is realistic.

- Conclusion (50 words)

Outcomes assessed:

- 5. Communicates and uses technology effectively

- 8. Assesses influences on people’s working lives

- 9. Evaluates personal and social influences on individuals and

groups

Mark Break Down (/50):

- (9) Explain the personal factors that influence a selection of holiday

destination. (/5)

- (8) Analyse the means of financing a holiday (/10)

- (9) Compare three potential destinations for a holiday (/5)

- (9) Selecting one destination and justifying their selection based on

their personal influences for travel (/10)

- (8) Create a realistic budget for the holiday. (/10)

- (5) Utilising appropriate and professional communication and

technological skills (/10)

Marking Rubric TOTAL MARK /50

Explain the personal factors that influence a selection of holiday destination. (/5) [9]

0 1 2 3 4 5 Does not identify any factor important for selection of a holiday destination

Identifies one factor important for selection of a holiday destination

Identifies more than one factor important for selection of a holiday destination

Describes one/ more than one factor important for selection of a holiday destination

Explains the personal factors that influence a selection of holiday destination

Succinctly explains the personal factors that influence a selection of holiday destination

Analyse the means of financing a holiday (/10) [8] 0 1-2 3-4 5-6 7-8 9-10

Does not identify any means of financing holidays

Identifies one/ more than one means of financing a holiday

Describes in one/ more than one means of financing a holiday

Explains one/ more than one means of financing a holiday

Compares some means of financing a holiday

Analyses and compares in high detail at least three means of financing a holiday

Compare three potential destinations for a holiday (/5) [9]

0 1 2 3 4 5 Does not identify any potential holiday destinations

Identifies one/ more than one potential destinations for a holiday

Describes one/ more than one potential destinations for a holiday

Explains one/ more than one potential destinations

Explains and compares potential destinations

Analyses and compares in high detail three potential destinations

Selecting one destination and justifying their selection based on their personal influences for

travel (/10) [9]

0 1-2 3-4 5-6 7-8 9-10 Does not make a selection

Selects and identifies a potential holiday destination

Selects and describes a potential holiday destination

Selects and explains a potential holiday destination with little justification

Selects and explains a potential holiday destination with sound justification

Selects and analyses a potential holiday destination with thorough justification

Create a realistic budget for the holiday. (/10) [8]

0 1-2 3-4 5-6 7-8 9-10 Does not include a budget for the holiday

Budget created is highly unrealistic, illegal, or only includes a basic number of elements

Budget creates is unrealistic or only includes a moderate number of elements

Budget includes a high number of elements

Budget includes a high number of elements and is researched to a high degree

Budget includes all possible expenditure and is researched to a high degree

Utilising appropriate and professional communication and technological skills

(/10) [5]

Reference List /2 Formatting, Presentation and Report-Writing Skills

/5

Reference list not included 0 Headings used effectively and professionally

1

Reference list included 1 Font used is consistent and professionally

1

Reference list complete and free of errors 2 Layout is consistent and professionally

1

Language /3 Budget is formatted consistently and professionally

2

Language skills and sophistication used throughout the report in a basic manner

0

Language skills used throughout the report in a basic manner

1

Language skills used throughout the report in a satisfactory manner

2

Language skills used throughout the report in a highly sophisticated manner

3

Feedback:

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Work Studies


Week 1, Term 4 2018

Date of submission:


Task Number: Two

Task Type: Manual

Word Count: 1000 words


Total Marks: /25

Course component/Focus area/Topic/Module:

Module 4: Teamwork and Enterprise Skills

Task Description:

Students are to write a manual instructing new employees on how to be a

valued member of the workforce.

This manual has to include seven characteristics of good team members

from the list on the following page.

Each characteristic needs to include the following:

• Explain why this characteristic is important for being a good team

member

• An example of how to use this characteristic positively in the

workplace

Your manual needs to have the following features

• Front cover (include title and author)

• Contents page and page numbers

• Headings and Subheadings

• Be well-designed and aesthetically pleasing

• Be an A5 booklet

It is recommended that you come to workshops on Project Friday for

assistance

Outcomes assessed:

2. Examines different types of work and skills for employment




• Explanation of appropriate team member characteristics (/10) [2]

• Demonstrating appropriate implementation of these characteristics

(/5) [6]

• Communicates in a professional manner following assigned instructions

(/10) [5]

Characteristics of Good Team Members (Choose 7):

• Working towards shared team goals

• Collaborative approaches in completing tasks

• Cooperation rather than competition

• Build team spirit

• Speaking clearly

• Listening actively

• Writing plainly and concisely

• Courteous and involved decision-making

• Learning from others

• Seeking feedback

• Developing positive meeting skills

• Giving and receiving constructive criticism

• Settling disagreement appropriately

• Demonstrating cross-cultural understanding

• Working positively with a variety of people

NAME: _______________

Explanation of appropriate team member characteristics (/10) [2]

Band 1 (0-5)

Band 2 (6)

Band 3 (7)

Band 4 (8)

Band 5 (9)

Band 6 (10)

- Demonstrates elementary understanding of the importance of appropriate team member characteristics in the workplace

Demonstrates basic understanding of the importance of appropriate team member characteristics in the workplace

Demonstrates sound understanding of the importance of appropriate team member characteristics in the workplace

Demonstrates thorough understanding of the importance of appropriate team member characteristics in the workplace

Demonstrates extensive understanding of the importance of appropriate team member characteristics in the workplace

Demonstrating appropriate implementation of these characteristics (/5) [6]

Band 1 (0-2.5)

Band 2 (3)

Band 3 (3.5)

Band 4 (4)

Band 5 (4.5)

Band 6 (5)

- Demonstrates elementary understanding of implementing appropriate team member characteristics in the workplace

Demonstrates basic understanding of implementing appropriate team member characteristics in the workplace

Demonstrates sound understanding of implementing appropriate team member characteristics in the workplace

Demonstrates thorough understanding of implementing appropriate team member characteristics in the workplace

Demonstrates extensive understanding of implementing appropriate team member characteristics in the workplace

Communicates in a professional manner following assigned instructions

(/10) [5] Band 1

(0-5) Band 2

(6) Band 3

(7) Band 4

(8) Band 5

(9) Band 6

(10) - Demonstrates

elementary ability to follow assigned instructions in implementing a workplace project and

Demonstrates basic ability to follow assigned instructions in implementing a workplace project and utilisation of plans

Demonstrates sound ability to follow assigned instructions in implementing a workplace project and utilisation of plans

Demonstrates thorough ability to follow assigned instructions in implementing a workplace project and

Demonstrates extensive ability to follow assigned instructions in implementing a workplace project and

utilisation of plans



TOTAL MARK: /25 BAND:

Feedback:

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Work Studies Year 12


Week 1, Term 4 2018

Date of submission:

Exam Period. Weeks 9-10 Term 2 2019

Task Number: Three

Task Type: Trial Examination

Length: 90 minutes


Total Marks: /75

Course component:

Unit 7: Workplace Issues

Task Description:

Students are to complete a Trial HSC Examination on the content and skills

covered in Unit 7: Workplace Issues

The Trial Examination will be divided into three sections

• Multiple Choice (25 marks)

• Short Answer (20 marks)

• Performance Review (30 marks)

Outcomes assessed:

2. Examines the different types of work and skills for employment

7. Utilises strategies to plan, organise and solve problems

9. Evaluates personal and social influences on individuals and groups


Work Studies Year 12


Week 1, Term 4 2018

Date of submission:


Task Number: Four

Task Type: Schedule and Report

Length: 500 words


Total Marks: /25

Course component:

Unit 4: Work-Life Balance

Task Description:

Part 1: Schedule (/10)

You are to record the work, study, leisure, travel, and family activities for three

consecutive days using the schedule attached, or the digital download from

Google Classroom.

You are to record a detailed account of everything which you do over these

three days. You are to ensure that this schedule is accurate and colour-

coded into the categories listed over the page.

Part 2: Analysis of Schedule Report (/15)

You are to write a 500-word report which analyses your schedule and

provide recommendations on how you would change your schedule.

In your analysis of your schedule, ensure that you include the following:

- Number of hours spent on each colour-coded category

- Description of the type of activities which was undertaken for each

colour-coded category

- Explanation of the outcome of each activity undertaken

In your recommendations, you must recommend specific changes to your

schedule which will allow you to meet ONE of the following objectives:

- Increase the number of hours spent on employment by 8 hours

- Increase the number of hours spent on study and assessment tasks by

8 hours

- Increase the number of hours spent on leisure activities by 8 hours

- Increase the number of hours spent on community activities by 8 hours

Outcomes assessed:



8. Assesses influences on people’s lives

Colour-Coded Categories

- Work (employment)

- School classes

- Travel

- Leisure activities

- Family time

- Community activities

- Study and assessment tasks

- Household jobs and chores

- Rest and sleep


PART 1 SCHEDULE (/10) [5, 6]

- Detail /4

o Inclusion of all activities

- Accuracy /4

o Schedule is a realistic account

- Colour-coded /2

o Schedule is colour-coded into the accurate categories listed

PART 2 REPORT (/15) [8]

- Analysis /10

o Accuracy in analysis

o Completion of all parts of the analysis

- Recommendations /5

o Detailed, accurate and realistic implementation of the

recommendations

Marking Criteria Name: ____________________ Mark: /25

1 2 3 4 5 6

PART 1 SCHEDULE [5] Detail 0-1.5

Includes no activities in the schedule.

2 Includes few activities in the schedule. Most activities missing from schedule.

2.5 Includes a moderate number of activities in the schedule. Moderate amount of activities missing

3 Includes most activities in the schedule. Minimal amount of missing activities.

3.5 Includes all activities in the schedule. No activities missing.

4 Includes all activities in the schedule with high levels of detail.

Accuracy 0-1.5 Schedule is highly inaccurate and/or highly unrealistic.

2 Schedule is minimally realistic and accurate.

2.5 Schedule is moderately realistic and accurate.

3 Schedule is mostly realistic and accurate.

3.5 Schedule is realistic and accurate.

4 Schedule is highly realistic and accurately represents three days of study.

Colour-coded

0-.75 Schedule is not coded.

1 Schedule is inaccurately or incompletely coded.

1.25 Schedule is coded, but not colour-coded, to a satisfactory level.

1.5 Schedule is colour-coded to a satisfactory level.

1.75 Schedule is colour-coded to a high level. Key is included and accurate.

2 Schedule is colour-coded and highly accurate. Key is included and accurate.

Feedback:

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PART 2 REPORT [6, 8]

Analysis 0-4 Identifies few components of the schedule. Does not include time calculations. Does not include justification of choices.

5-6 Identifies all components of the schedule. Includes basic calculations of time spent per activity. Includes minimal justification of choices that may or may not be researched to a basic level.

7 Describes most components of the schedule. Includes satisfactory calculations of time spent per activity. Includes sound justification of choices that show a basic research ability.

8 Describes all components of the schedule. Includes satisfactory and multiple calculations. Includes sound justifications that show a sound ability to research.

9 Explains all components of the schedule. Includes complex and multiple calculations. Includes sophisticated justifications with a sound ability to research.

10 Analyses all components of the schedule. Includes complex and multiple calculations. Includes sophisticated justifications with a high level of research.

Recommend-ations

0-2 Simple identification of recommend- dation with no justification

2.5-3 Minimal justification for recommend- dation Recommendation not

3.5 Basic justification for recommend- dation Recommendation realistic

4 Sound justification for recommend- dation Recommendation both

4.5 Thorough justification for recommend- dation with research. Recommendation both

5 Sophisticated justification for recommend- dation with research. Recommendation both

Recommendations do not align to individual circumstances.

realistic or appropriate.

but not appropriate.

realistic and appropriate.

realistic and appropriate, with thorough explanation.

realistic and appropriate, with a high level of explanation.

Feedback:

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4. Syllabus Documents (Excerpt)

Work Studies

Stage 6

Content Endorsed Course

Syllabus

August 2012 © 2012 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New

South Wales.

This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright.

All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study.

When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any

major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person

or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee

• to include this copyright notice in any copy made • not to modify the Material or any part of the Material without the express prior written

permission of the Board of Studies NSW. The Material may contain third-party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner’s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution.

The Board of Studies NSW has made all reasonable attempts to locate owners of third-party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, phone (02) 9367 8289, fax (02) 9279 1482. Published by Board of Studies NSW GPO Box 5300 Sydney NSW 2001 Australia

Phone: (02) 9367 8111 Fax: (02) 9367 8484 Internet: http://www.boardofstudies.nsw.edu.au

http://www.boardofstudies.nsw.edu.au/

20120707

Module 4: Teamwork and Enterprise Skills (15–30 indicative hours) This module analyses the attributes of enterprising people and examines how individuals should contribute to teams. Note: This module is a prerequisite of Module 9. Outcomes

1. analyses employment options and strategies for career management 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups

Key Issues Being a valued team member • characteristics of good team members

- work toward shared team goals - collaborative approaches to completing tasks - cooperation rather than competition - speak clearly, listen actively and write plainly and concisely - courteous and involved in decision-making - learn from others and seek feedback - replace others when required - develop positive meeting skills - build team spirit - give and receive constructive criticism - settle disagreements - demonstrate cross-cultural understanding - work positively with people who vary in age, gender, race, religion or political

persuasion

• characteristics of difficult team members - dominate discussions - block the contributions of others

- attack the contributions of others - off-task regularly - lack punctuality and reliability - work in their own self interest

Learning Experiences Students

• explain the benefits of teamwork for individuals and an organisation • analyse the elements of a collaborative approach to solving problems • identify the ways that individuals should communicate in teams and meetings • discuss the benefits of cross-cultural understanding to team performance • discuss behaviours that can have beneficial and adverse effects on teams • role play a group activity in which some group members adopt one difficult behaviour

each, then analyse the influence of those members on the group’s performance • propose ways to address the behaviour of difficult team members.

Being an enterprising person • attributes of enterprising people

- uses initiative to lead and implement new ideas and innovations - identifies opportunities for improvement - works with others to plan, implement and monitor solutions to problems - monitors and evaluates performance - is positive, optimistic and resilient - manages resources effectively – human and physical - manages risk well when translating ideas into action - adapts to new situations in a flexible way - works on problems using planning, self-management and teamwork

• challenges faced by enterprising people

- inadequate support of workplace and/or co-workers - inadequate finance - controlling financial risks - obtaining inputs – price and reliability of supply - unfavourable market fluctuations - complex legal requirements

Learning Experiences Students:

• identify successful entrepreneurs at a national and local level • explain how people who have implemented new ideas and innovations have used

initiative and leadership • discuss the ways that enterprising people solve problems • discuss the relationship between risk and return • assess the difficulties of managing a combination of resources • examine the challenges faced by enterprising people.

Participating in enterprise activities and projects • types of enterprise activities

- business - community - school - sport - competitions

• planning and organising enterprise activities - plan – goals, targets and deadlines - organise – necessary approvals, resource allocation and scheduling - leadership

• monitoring and modifying the enterprise activity

- progress checks - process and product - identifying problems - responding to issues that arise


• identify common features of enterprise projects • propose possible enterprise projects • explain the contribution of planning to managing an enterprise project • discuss ways that employees could demonstrate initiative and leadership in an

enterprise project • describe strategies for monitoring and modifying an enterprise project.

Module 5: Managing Work and Life Commitments (15–30

indicative hours) This module focuses on assisting students to analyse those factors that affect work–life balance and to make decisions that help them to get the balance right. They should develop a clear idea of the positive and negative influences on working lives. Note: This module is a prerequisite of Module 8. Outcomes

2. examines different types of work and skills for employment 3. analyses employment options and strategies for career management 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups

Key Issues Rewards from work • financial rewards

- payment for work - superannuation - leave provisions - incentives such as housing, rental, uniform or equipment allowances - promotion to a higher position

• non-monetary rewards - personal growth, learning and skill development - access to training opportunities - status with colleagues and in the community - performing important functions for the community - supporting local enterprises and community organisations - lifestyle - personal fulfilment and job satisfaction - social interaction with work colleagues


• distinguish between the different financial rewards from work

• investigate work-related incentives and allowances

• discuss the strategies that people could follow to maximise their financial rewards

• discuss the extent to which different people gain a sense of personal fulfilment from work

• outline how a person’s job can affect their status among friends and in the community

• describe how individual work can contribute positively to the community.

Work–life challenges

• work–life contexts - home-based work - welfare - paid work - employment and self-employment - casual work - part-time work - full-time work


• explain why different people make different work–life choices

• discuss the advantages and disadvantages of being self-employed or working for an employer

• discuss the advantages and disadvantages of full-time and part-time work

• identify short education/training courses that can increase access to work

• identify programs that assist people to access work.

• work commitments - hours of work - overtime, shiftwork and changing rosters - ‘on call’ and connections to work - education and training courses - workplace stress - travel commitments - working multiple jobs - meeting work commitments - seeking leave if necessary


• explain how work demands may affect a person’s work–life balance

• examine the circumstances where being in full-time work can lead to increased happiness and life satisfaction

• outline strategies that a full-time employee could adopt to reduce the adverse effects of work demands

• propose strategies that would help employees to complete further education and training.

• family, friends and community commitments - commitments in work hours - commitments outside work hours that could adversely affect work performance - planning leisure activities - ensuring that work commitments will be met - building and maintaining friendships and networks

• financial commitments - borrowings – including credit card debt, financing purchases and personal loans - fixed costs – including rent, phone plans, cost of transport to work - non-essential costs – discretionary expenditure - avoiding financial problems

• legal issues - contracts and their commitments - unlawful acts and possible implications - avoiding problems with the law - getting assistance when necessary

• changes in work environment - organisational restructure - redundancy - company closure - introduction of new technology - effect of new regulations

Learning Experiences

Students:

• recognise the role family, friends and the community play in their lives

• outline how family, friends, work colleagues and community influence the behaviour of employees in positive and negative ways

• discuss the role of self-management in achieving a desirable work–life balance

• explain the strategies that young employees could adopt to achieve a good work–life balance

• discuss strategies that employees could adopt to minimise negative influences on their work commitments

• explain why minimising costs and maximising saving can, over time, assist individuals to improve their work–life balance

• outline how legal matters can adversely affect a person’s work–life balance

• examine how individuals can cope with changes in the work environment.

Module 6: Personal Finance (15–30 indicative hours)

This module focuses on assisting students to successfully manage their finances after obtaining a job. Outcomes

2. assesses pathways for further education, training and life planning 3. communicates and uses technology effectively 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups

Key Issues Managing an income • understanding a pay advice statement

- wage rate, hours worked and gross income - income tax rates, tax payments and net income - superannuation contributions - other deductions

• managing a bank account - electronic, cheque and cash deposits - debit and credit cards - internet banking - maximising interest on savings - maximising account security - minimising fees and charges

• managing a superannuation account - choosing a superannuation fund - combining accounts into one - making additional contributions - seeking financial advice

• completing a tax return - documentation required - understanding deductions and rebates - calculating taxable income - using an online tax return - using a tax accountant


• calculate the key aggregates that appear on a pay advice statement

• investigate how employees should respond if they think there are errors on their pay advice statement

• examine the different ways of using financial accounts

• compare the costs and returns for similar accounts in different financial institutions

• identify strategies which could maximise the security of financial accounts

• discuss the factors that should be considered when choosing a superannuation fund

• interpret the information on a payment summary (group certificate)

• calculate the main aggregates required in a tax return.

Personal finance strategies • budgeting

- annual income - annual costs – avoidable and unavoidable costs - annual savings and overall accumulated savings

• consumer spending

- comparison shopping - methods of payment - restricting long term commitments

• borrowing money

- reasons for borrowing - types of loans - using credit cards - comparing total payments for the duration of the loan - meeting commitments and repayments

• protecting assets

- types of insurance - compulsory insurance - insurance contracts - maintaining and replacing assets


• distinguish between costs that are avoidable and not avoidable and explain the role of each in the budgetary process

• discuss the possible advantages of minimising costs associated with long-term contracts

• examine the advantages of accumulating savings

• analyse common mistakes made by consumers and borrowers

• assess the need for the different types of insurance.

Investing money • reasons for saving and investing money

- saving for a major purchase - earning extra income - seeking a capital gain - retirement

• types of investments

- savings accounts - term deposit accounts - property - shares - superannuation - small business ownership

• tax implications - tax rates on different types of investment

• sources of financial advice and information

- financial institutions - financial planners/advisers - superannuation funds - tax accountants - government organisations


• explain why people attempt to maximise the income generated by their savings

• identify the ways that capital gains may be earned

• assess the advantages and disadvantages of the different types of investments by considering the relationship between risk and return

• explain why the tax treatment of the different types of investments is important for investors

• discuss ways that individuals can improve their financial literacy

• analyse sources of financial advice

• analyse the factors that influence how individuals make financial decisions.

Module 7: Workplace Issues (15–30 indicative hours)

This module focuses on developing a deeper understanding of issues that are important to people in their working lives. NOTE: Module 1, In the Workplace is the prerequisite for this module. Outcomes

1. investigates a range of work environments 3. analyses employment options and strategies for career management 4. assesses pathways for further education, training and life planning 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups

Key Issues

Workplace relations • employers and their organisations

- providing information, advice and support for employers - acting as advocates for individual businesses, industries and the whole business

community - conducting campaigns to benefit their members

• the role of unions - bargaining on behalf of groups of employees - providing members with information, advice and support - conducting campaigns and/or industrial action to improve/maintain working

conditions - support for individual members experiencing difficulty at work

• workplace regulation - the national workplace relations organisation – minimum wages and conditions,

enterprise bargaining and dispute resolution - the workplace ombudsman – information on workplace relations, investigates

possible contraventions of workplace laws, awards and agreements, initiates legal proceedings when required

- work health and safety legislation – regulations related to managing workplace risks and safety

- WorkCover – enforces work, health and safety regulations and may provide financial assistance to workers who are injured at work

• workplace equity - Equal employment opportunity - Non-discrimination

• causes of workplace disputes - wage negotiations - working conditions - health and safety issues - government policy changes

• resolving disputes in the workplace

- negotiation - mediation - unions and employers’ representatives


• distinguish between a union and an employers’ organisation

• investigate the current activities of one union and one employers’ organisation

• briefly examine the role of workplace relations organisations when disputes arise between employers and unions

• explain how the workplace ombudsman could assist an individual or group of employees who have a conflict with their employer

• outline the main ways that the health and safety of workers are protected at work

• investigate the legal requirements for equity in the workplace

• examine how advocacy can support employees in the workplace

• role play a process of mediation. Performance appraisal at work

• purpose of performance appraisals - improve work performance - solve problems - identify the most capable employees - assess possible future education, training or other professional development needs

• common aspects for appraisal - performance of work tasks - ability to work with others - ability to manage change - professional learning/career development

• methods of appraisal - observations - data collection - interviews

• feedback - regular discussions - rating scales - comparative ratings - reward systems – promotions, bonus payments, over-award payments, access to

fringe benefits


• explain the purpose of performance appraisals

• outline how a performance appraisal could take place

• identify the critical factors that are considered in a performance appraisal

• discuss the advantages and disadvantages of performance appraisals for employees and employers.

Leaving an employer • resignation

- reasons – new opportunities, job dissatisfaction, issues of concern at the workplace - obligations – notice period, back pay, long service leave, superannuation

• redundancy/retrenchment - reasons - severance pay - outplacement counselling - impact on individual/family

• dismissal - common reasons for dismissal - criminal offences - breach of code of conduct - unfair dismissals – small and larger businesses

• retirement - eligibility for superannuation payments and the pension

Learning Experiences

Students:

• outline the circumstances that might make employees consider resigning from a job

• distinguish between dismissal and redundancy

• explain the significance of superannuation and/or the age pension for older employees.

Unemployment • reasons for unemployment

- economic downturn - skills no longer needed - change in employer’s circumstances - between jobs

• assistance for the unemployed - government assistance – specific forms of assistance - non-government agencies – types of assistance, range of agencies

• helping yourself - networks and connections - change locality - change occupation - engage in training - temporary employment

- voluntary work


• outline the reasons why people become unemployed

• discuss the strategies that people could follow to minimise the possibility of unemployment

• explain the types of assistance that are available to people who are unemployed

• propose what unemployed people could do to minimise the time that they spend out of work.