2009 – 2012 HSC English Teaching Program€¦ · Web viewThrough study of the module, Achieving through English – English and the worlds of education, careers and community,

© State of New South Wales through the NSW Department of Education and Training, 2007

Stage 6 English Content Endorsed Course English StudiesUnit of Work

Module: Achieving Through English – English and the Worlds of Education, Careers and Community

Indicative hours: 40 hours

Rubric from English Studies Syllabus

Through study of the module, Achieving through English – English and the worlds of education, careers and community, students will gain understanding and practical competence in the use of language that allows access to opportunities in schooling, training and employment. Students will learn how to use English accurately, effectively and appropriately in their senior studies and further education and for other practical purposes, such as applying for employment.

Students will also have the opportunity to experience, engage with and critique literary texts that show, through an imaginative use of language, the variety and richness of people’s working, schooling and community lives. Texts may include longer works such as novels, biographies, autobiographies, documentary television series and plays. Through engaging with a range of literary texts in both print and electronic forms, students will broaden their understanding of the nature and importance of education, work and community. In addition, by studying these texts, students will further extend their own skills in comprehending and responding to texts and their abilities to use language expressively and imaginatively.

Key concepts

Language must be used appropriately for purpose, audience and context. Particular situations in the worlds of education, careers and community require the accurate and effective use of Standard Australian English, with regard to the conventions of particular forms, such as letters, resumes, reports, diary entries, brochure, interviews and posters.

Students can engage with the worlds of education, careers and community through research, first-hand experience and a broad range of literature. The latter, in particular, will expose students to different perspectives from within and about the worlds of education, careers and community, often expressed in more personal and imaginative ways. Students can use and experiment with imaginative and analytical language forms and structures, as well as work place texts, to express their own perspectives from within and about these worlds.

The appropriate skills for using English in an educational context, such as research, analysis, oral presentations, note taking, narrative and letter writing, are embedded in activities throughout the unit.


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Assessment

In response to an authentic job advertisement, students will submit two pieces of writing to demonstrate the range of their writing skills: a letter of application, and a resumeStudents will also participate in mock job interviews in the style of a formal speaking examination.

Other informal assessment opportunities include: research and oral presentation of employment opportunities diary or blog entries which details the first steps of moving into the wider community a brochure or poster designed for community awareness of key issues report writing on workplace attitudes and ethics creation of glossary of terms and acronyms note taking during guest speaker presentation imaginative personal account of first day in a new job visual analysis of community service texts collation of information from a variety of sources including multimodal texts.

Syllabus outcomes All outcomes are addressed across this unit. Outcomes in bold are the focus of this unit.

P1.1 has experience of extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaningP1.2 explores the ideas and values of the textsP1.3 identifies how language and other techniques are used to convey meaning in extended and short texts in a range of formsP1.4 produces a range of texts in different formsP2.1 comprehends written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship.P2.2 demonstrates skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives to provide a sound basis for current and future education, careers and citizenship.P2.3 demonstrates familiarity with the language conventions of a variety of textual forms, including literary texts, informative texts and texts used in vocational contextsP3.1 recognises a range of purposes and contexts in which language is used and the appropriate text forms, vocabulary, style and tone when writing and speaking for these purposesP3.2 recognises a range of audiences and the appropriate text forms, vocabulary, style and tone when writing and speaking for those audiencesP4.1 plans and organises, with teacher support to complete tasks or projects, both individually and collaborativelyP4.2 works effectively, both as an individual and within a group, to locate and communicate information and ideas related to a variety of topics.


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Rationale for approach used in this teaching program

This unit focuses on preparing students for the world of work, as well as the move away from home and into the wider community. Students will develop and refine their knowledge and skills in using language to help them gain suitable employment and independence. The unit of work may coincide with a period of work placement so that students can draw upon their experiences in a variety of writing and speaking experiences.

By engaging with a range of transactional and literary texts related to the world of careers and community, students will come to a keener understanding of the importance of using language appropriate for purpose, audience and context. They will apply this understanding in the composition of their own texts - texts that will be useful in their immediate endeavours.

The initial activities in this unit provide opportunities for students to gain the necessary knowledge, skills and understanding to become active and valuable members of the workforce. The secondary focus of this unit allows students to gain the skills needed to meet the challenges of becoming independent and highly functional members of modern society.

Interviews with the careers adviser and/or local business people will raise awareness of the opportunities for further education and employment and encourage students to consider such options.

While this unit has a particular focus on the worlds of careers and community, the flexibility of the English Studies course does allow an alternative focus on the world of education. It is worth noting, however, that many of the activities embedded in this unit are designed to support students’ development of English skills required in their senior studies and further education.


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Week 1-2: Exploring the world of work

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning

1.2

2.1

4.2

Engagement

Deep understanding

Substantive communication

Knowing your rights and responsibilities in the workplace View first Fawlty Towers episode – Discuss the many and varied problems that

occurred which reflected poorly on the hotel. Discuss the effect on the patrons of the hotel. Collaborate on making lists of qualities of a good employer, employee and customer. Brainstorm or role play what happens if these rights and responsibilities are violated. Use Resource 1 “Hotel Inspection Checklist”

Watch Pretty Woman scene where Julia Roberts’ character Vivian is poorly treated – followed by the one where she goes back and points out their ‘big mistake’.

Study Common Workplace Animals poster, Anti-Discrimination Board brochure and Safety at Work brochure in Workplace and Community Texts (pages 17-23) and view 2-3 current Workplace Safety ads.

Which of these three texts presents its information most effectively to young people? Explain your choice.

Under two headings, independently make a list of rights and responsibilities in the workplace.

Students’ discussion, oral and written, shows ability to relate to understanding rights and responsibilities in the workplace.

4.1

2.2

3.2

1.4

Connectedness

Problematic knowledge


Higher order thinking

Interviewing people about their work experiences Ask each student to interview a person about his/her experiences as a worker. Students will need to prepare appropriate questions before the interview.

Students write notes about and reflect on interview.

Present a brief report to the class, focusing on how the interview provided insights into the world of work.

Students demonstrate ability to design and implement a questionnaire and interview, and reflect and evaluate via oral report

1.1

1.2

1.3

Metalanguage

Deep understanding

Cultural knowledge

Reading and reflecting on short literary texts about work Ask students to read quietly, then read aloud together, the opening chapter of

No Worries by Bill Condon (pages 1-4) which is an imaginative account of a 17 year old’s first shift on night packing. Use a dictionary to find the meanings of any difficult words in the piece. Resource 2 – Chapter 1 – No Worries

Answer these questions:

Students are able to explore written texts in order to interpret experience and justify their preferences.


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2.1

3.1

1. Did Brian enjoy school? How do you know?

2. How did he feel about his new job? Write 3 words or phrases that tell you this.

3. How do the workers seem to feel about a new seventeen year old worker among them? How do you think they will treat him?

4. Why was Brian so desperate to be older?

5. Quote a sentence in which Brian describes one of the dockhands. Does this suggest that Brian likes them? Discuss the effective use of language in this sentence.

6. Which one character do you think could cause trouble for Brian at his new workplace?

7. Quote a sentence in which Brian expresses his feelings particularly well. Discuss the effective use of language in this sentence.

8. Do you think his job stacking milk crates will really be better than school?

Read Robert Gray’s poem ‘The Meatworks’, which is about a young person’s job in an abattoir. Resource 3 - ‘The Meatworks’

1. What did Gray learn from his experiences on the job?

2. Compare Condon’s piece with Gray’s poem. Which did you prefer? Explain your response, including some discussion of the language used by each writer.

1.4

Background knowledge

Deep knowledge

Reflecting on work through writing Note how both Condon and Gray use their imaginative and personal

experiences of work as a springboard to explore more general ideas about school, work and life.

Students are able to produce a piece of writing using language appropriate to topic,


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2.2 Narrative Ask students to draw upono their personal experiences of work

o their interview report

o and ideas drawn from Condon and Gray

to write a short imaginative piece of writing about work or life called My First Day at Work. Focus on using vivid language to recreate the experience and express feelings clearly.

Remind students about using the process of writing: brainstorm ideas, plan, draft, edit, conference and publish.

Ensure students get ample feedback on their writing from teacher and other students, and that this feedback is used to further improve their writing.

experience and audience.

Week 3-4: Developing the English skills required to get a job


2.1

2.2

Connectedness

Deep knowledge

Deep understanding

What does it take to be a successful job applicant?

Ask a local employer or the careers adviser to give a talk to students about what they can do to improve their chances of getting a job. Students practise note taking skills during the presentation. Use Resource 4 – “Guest speaker – applying for a job”

Ensure that the speaker mentions the importance of the student’s English skills, e.g. writing the application, speaking in an interview.

Ask students to write a report summarising the most important points presented in the talk.

Students are able to identify and summarise salient points in response to an oral presentation.

2.2 Problematic Getting adviceStudents are able to navigate


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Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learningknowledge

Higher order thinking

Read the Job Juice website and the University of Sydney brochure (pages 8-11) in Workplace and Community Texts.

Analyse website using BOS document “Checklist for reading the internet” (Academic English pp 17-18)

Decide which provides the most useful advice. Explain. Students write their own 10 most useful hints for job-seekers.

websites and read for meaning, and distinguish/prioritise information.

1.4

2.2

2.3

High expectations

Deep understanding

Student self regulation

Social Support

Developing a resume

Study the model resume in Workplace and Community Texts (pp12-13), noting how information has been organised, the kind of language that has been used, etc.

Students use this as a model to develop their own resume.

Before writing each section of the resume, discuss what information could be included in that section.

After completing the resume, self and peer edit to ensure that writing is accurate.

Students develop Facebook pages as introductions of themselves to potential employers, including information from their resume as well as appropriate visual material.

Students are able to select, organise and represent pertinent information.

1.3

2.1

2.3

4.2

Metalanguage

Deep understanding

Social support

Researching jobs

Identify different sources of job advertisements, e.g. newspapers, online, shop windows, local employment agencies.

Students search through these ads for those that they could apply for, each identifying three such ads.

Scan print ads and pool with online ads to post on a digital noticeboard which all students in the class can access.

Create a class glossary of terms and acronyms used in job advertisements.

Students are able to locate resources (multimodal) and sort through information.

Students are able to identify and use relevant metalanguage.


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3.1

3.2

Deep knowledge

Metalanguage

Higher-order thinking

Studying a model job application Study the ad on page 12 of Workplace and Community Texts.

Students discuss how they could address the criteria through an application.

Students read an actual application for this position (pages 13-16). Annotate its most positive features. Note how language is used, especially the factual nature of the CV and the subjective, persuasive language of the cover letter. Discuss: if you were the employer, would you give this person an interview?

Students are able to identify the criteria and language use required to compose an effective job application and resume.

2.2

2.3

3.1

3.2

4.2

Self regulation

Social support


Deep understanding

Applying for a job

Students choose one of the ads and write an application for the job. Modify resume as appropriate for the requirements of the job.

Take time to self and peer edit.

Students submit applications to teacher.

Students are able to construct a job application and resume in response to an advertised position (real world) using language appropriate to purpose and audience.

2.1

3.1

3.2

2.2

2.3

Social support

Deep understanding

Cultural knowledge

Attending a job Interview

Students write a list of suitable clothing options for an interview for their gender OR use magazines to put together visual representations of outfits that are suitable. Use the jobsearch website for written and visual tips.

http://jobsearch.about.com/od/interviewattire/ig/Interview-Attire.-- 2T/

http://jobsearch.about.com/od/teenstudentgrad/ig/Interview- Attire/Teen-Interview-Attire.-5EW.htm

Brainstorm and role play the various types of questions they may be asked in a work interview. In pairs, role play answering such questions from a given list.

Again, the jobsearch site includes interview questions OR ask careers

Students are able to resource and identify presentation appropriate to audience and purpose.

Students are able to anticipate and practise responding to interview questions.


http://jobsearch.about.com/od/teenstudentgrad/ig/Interview-%20Attire/Teen-Interview-Attire.-5EW.htm%20

http://jobsearch.about.com/od/teenstudentgrad/ig/Interview-%20Attire/Teen-Interview-Attire.-5EW.htm%20

http://jobsearch.about.com/od/interviewattire/ig/Interview-Attire.--%202T/

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Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learningadviser to speak to class

Week 5: Preparation for assessment

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learning4.1

4.2

Social support

Self regulation

Preparation for assessment

Students complete letter of application, resume and prepare for interview utilising teacher and peer support.

Students will be actively engaged in assignment preparation.

Week 6: Mock interview


2.2

3.1

3.2

4.1

High expectations

Deep knowledge



Connectedness

Assessment task Students submit their two pieces of writing, the letter of application

and the reflective piece, as well as the reflection statement, for assessment.

With the assistance of the careers adviser, set up mock interviews, possibly inviting a local business member to assist

Conduct interviews under examination/interview conditions – closed room with no audience or other students present. Arrive 15 minutes before scheduled time to be given 5 questions. Prepare answers. Attend interview.

Students should complete a written reflection of their strengths and weaknesses after the mock interview. Ask students to compare their letters of application, including curriculum vitae, and their short reflective pieces. Ask them to write a reflection statement in which they explain how and why they used language differently in each

Students’ letters of application, resumes and interviews demonstrate their capacity to prepare for gaining employment, indicating a capacity to control register for audience and purpose.

Students’ written reflections © State of New South Wales through the NSW Department of Education and Training, 2007

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Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learningsituation. It may be necessary to review basic concepts of purpose, audience and context.

Provide students with feedback about the quality of application and performance in the mock interview.

indicate ability to evaluate experience and use of register in relation to purpose and audience.

Weeks 7 - 8: Moving out

Syllabus outcomes Quality Teaching Learning and teaching activities Evidence of learningOverview

At the end of this component of the unit, students will create a series of diary entries/blogs responding to the criteria relevant to moving out and sharing accommodation. The final product is a creative response that has involved research and brainstorming, and traces an individual’s experience of moving out and sharing accommodation:

available rental accommodation bonds, rent & utilities – bills, bills, bills!

setting up home – bare necessities

sharing – pros and cons - conflict

house rules for sharing1.1 –

1.2

1.3.

2.1

2.3

Metalanguage

Deep Understanding

Available rental accommodation

Research local/regional newspapers. Identify the meaning of acronyms, available accommodation and price range. What patterns are evident in terms of price and location? Paste clippings in diary.

Construct an advertisement for a ‘dream rental’ using relevant acronyms.

Students are able to analyse and interpret data using language relevant to text type (classified advertisement)

Students are able to gather information relevant to


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3.1

3.2

2.1

2.3

4.2


Student Direction

Bonds, rent & utilities – bills, bills, bills!

Research the amount of bond required for the range of rental properties that you have pasted in your diaries/blogs. What options are available for making rent payments? http://www.fairtrading.nsw.gov.au/Tenants_and_home_owners/Renting_a_home.html

Research connection fees / bonds for utilities (electricity, gas and landlines).

List the essential phone numbers

everyday living

1.1

2.1 Problematic knowledge

Student direction

Setting up home – bare necessities

Brainstorm the items that you would consider essential in your rented (unfurnished) property.

Bring in catalogues to identify the price range of items considered essential (paste selected items in your diary/blog).

Reflect on your findings.

Students are able to locate and prioritise information relevant to everyday living

1.2

2.1

2.2

3.1

3.2

1.1

1. 2



Cultural knowledge


Inclusivity

Sharing – pros and cons – conflict

Brainstorm the pros and cons of sharing accommodation. Respond to teacher-provided scenarios in relation to conflict

between individuals who share accommodation. Share aloud and justify your response to one scenario.

House rules

After careful consideration of the pros and cons of sharing, construct a list of house rules for shared accommodation. Justify your rules.

Students are able to problem-solve and justify their choices

Students are able to make and justify considered judgements in relation to codes of behaviour


http://www.fairtrading.nsw.gov.au/Tenants_and_home_owners/Renting_a_home.html

http://www.fairtrading.nsw.gov.au/Tenants_and_home_owners/Renting_a_home.html

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2.2

3.1

4.2

Connectedness

1.2, 1.3

2.2,

3.2

4.1

4.2

1.1, 1.2,1.3

2.1, 2.2, 2.3

3.1

4.1, 4.2

Problematic

Knowledge

Student direction

Higher Order

Thinking

High Expectation

Connectedness

Posing questions – interviews and oral reports

Construct open-ended interview questions that probe the experiences of at least three adults in terms of their movement out of home and into shared accommodation. Be prepared to relate your findings to the class at a given date.

Students compose a series of diary entries, in first person, in which they trace their movement out of home and into shared accommodation. Their writing should reflect the range of topics/issues/activities that have preceded the task. They may include relevant forms, cuttings, visuals etc. in their diary.

Students are able to construct questions that effectively probe a topic, and analyse and synthesise findings

Students are able to use factual evidence imaginatively in order to convey knowledge and understanding of everyday experience.

Weeks 9 - 10: Moving about


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1.1 , 1.2, 1.3

2.1, 2.2 , 2.3

3.1, 3.2


Metalanguage

Deep Knowledge

Freedom - your safety on the roads Brainstorm students’ prior knowledge. What are the main causes of

accidents in young people? Survey newspapers. What issues dominate in relation to youth and

driving? Report findings.

View, discuss and deconstruct advertisements within the RTA kit “In the Driver’s Seat” and/or analyse RTA brochures (drink driving, speeding etc).

Which ad presents information most effectively to young people?

Students are able to deconstruct visual texts for meaning

1.1, 1.2, 1.3

2.1 , 2.2 , 2.3


Student direction

Social support

Road rules Students work in pairs to find and explore the RTA website

for the Learners permit practice test or use the RTA Handbook-Road rules to construct their own 30 questions for Licence testing. In small groups they use these questions to quiz each other.

Present a role-play in which students dramatise the significant rules and regulations pertaining to people on L/P plates. (Reference: RTA Handbook - Road Rules).

Students are able to construct text according to purpose and audience, and represent knowledge in an imaginative way

1.1, 1.2, 1.3

2.1, 2.2, 2.3

3.1, 3.2

4.2

Deep Understanding

Student direction

Exploring consequences of choices Read and discuss excerpt from “The Story of Tom Brennan” (court

case).

Present a role-play in which students hold an intervention for a peer who is taking risks as a driver.

Students are able to demonstrate the understanding of the purposes of written text and represent knowledge in an imaginative way

1.1, 1.2, 1.3, 1.4

2.1, 2.2, 2.3

3.1, 3.2,

4.2

Higher Order Thinking


Constructing a brochure to promote responsible driving

Reflecting on the knowledge gained through viewing and researching RTA campaigns, relevant texts and personal experience students are to select a targeted area to promote responsible driving for young drivers.

Students construct a brochure/poster using appropriate language

Student’s brochure/poster and oral task demonstrates the capacity to apply deep knowledge and


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Student direction

Connectedness

and elements of visual literacy

Present a brief report to the class that justifies their choicesunderstanding about ‘responsible driving’ and personal choices.


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Resource 1

Hotel inspection checklist

Name of hotel: __________________________________ Name of proprietor: __________________________Date of inspection: ___________

Aspect of hotel Rating (1 = poor, 5 =excellent)

Notes

Hotel appearanceTidy common areas

1 2 3 4 5

Quality of furniture / decoration 1 2 3 4 5

Front deskPromptness of Service

1 2 3 4 5Politeness of Hotel Staff

1 2 3 4 5

Helpful Information1 2 3 4 5

Provide assistance with requests 1 2 3 4 5

RestaurantQuality range of meals

1 2 3 4 5Helpful and polite service

1 2 3 4 5© State of New South Wales through the NSW Department of Education and Training, 2007

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Convenient layout / seating 1 2 3 4 5

Prompt service1 2 3 4 5

General staffNeat and tidy appearance

1 2 3 4 5Polite and helpful

1 2 3 4 5Work as a team

1 2 3 4 5Additional comments and overall rating


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Resource 2

No Worries – Bill Condon (UQP, 2005), Chapter 1

The factory rattled with milk crates joggling along a windy conveyor belt. I was nervous – scared. My overalls were too long and baggy. My shoes were like those that deep-sea divers used to cluck around in fifty years ago. I was King Dork of the Aliens. Far ahead I could see the men, waiting and watching. Three of them. The graveyard shift. How did I ever get sucked into this? Going to work when other kids my age were bludging. It sucked. My nose was running. Hay fever. I dug into my pockets. No hankie or tissues. Terrific. I wanted to go back home. Let Mum yell all she liked. Had to be better than this. I even thought about going back to school…school? No. Keep going, Bri. They gathered around, all in brown overalls like me. Only theirs fitted. ‘I’m Bob. You must be Brian Talbot.’ The oldest. Maybe sixty. A smoke in his mouth, thin streaks of oily grey hair. ‘Yeah. Brian – most people call me Bri.’ ‘Good to meet you, Bri. Norm’s the name.’ Short. Late thirties. His overalls pinched tight around his belly. ‘How ya doin’, pally? Eric.’ Eric jiggled up and down on his heels. Same age as Norm. He had a smart-alec smirk on his face. Must have thought I looked pretty funny. They shook my hand. Bob slouched against a wall. ‘How old would you be, Bri?’ ‘Seventeen.’ ‘Seventeen, eh.’ He grinned at Eric and Norm. ‘How would you blokes like to be seventeen again? Do a bit of damage, wouldn’t yer?’ They laughed knowingly. I didn’t get the joke. What was so funny about my age? I was living it and it wasn’t great. Too old to get away with excuses about only being a kid. Too young to be anything but a kid. I couldn’t wait to be older. Not as old as them, though. My twenties would be good. Then I’d know things. Have things. I’d be really alive then. Bob left us and walked into a tiny glassed office. He sat on a stool, a large worksheet on a desk in front of him, took a pencil from behind his ear and began jotting down figures. ‘He’s the leading hand, ‘ Norm told me. ‘Does all the books – keeps track of everything the vendors order.’ He answered my next question before I could ask it. ‘We call them vendors – not milkos or milkmen – vendors.’ ‘And in case you don’t know, we’re the dockhands,’ added Eric, ‘the shitkickers who do the hard yakka. Makin’ up the orders. Getting’ the stuff out of the trailers and the cool room. Servin’ it to the vendors.’ He nudged norm. ‘Well, you’ll be doing most of it, bein’ the new boy. Isn’t that right, Normie?’ Norm nodded seriously. ‘That’s right. All the new blokes do the work. That’s the union rules.’ Bob called out from the office. ‘They givin’ you a hard time, Bri? Don’t believe a word they say. Couldn’t lie straight in bed, either of them.’ He tapped the pencil against his watch. ‘We’re running late, you blokes. Let’s get to work.’ ‘Vendors’ll be in at twelve,’ Norm told me. An hour away. ‘We have to unload the trailer.’ He gestured behind him at a white semi, its back door wide open. Inside were stacks of milk, row after row. ‘It all goes in the cool room. Ekka’ll show you what to do. Won’t ya, Ek?’ Eric wandered towards the cool room, calling back, ‘Kick up the arse, that’s all I’ll show him.’ He paused at the door. ‘You takin’ the first break, Normie?’


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‘Unless you want it.’ ‘Nah. Rack orf.’ He disappeared into the room. Norm filled in the gaps for me. ‘We each get an hour and a half sleep down the tunnel, ‘ he began. ‘There’s a tunnel?’ ‘You’ll see it later. I’m first up. Then Ek. Then you. Old super always goes last.’ I had to ask…’Supers?’ ‘That’s Bob. We call him Supers – short for Superstud.’ ‘Right. Okay.’ ‘He’s the only one here who isn’t sex mad. He never talks about it. So that’s why we call him Superstud. You with me, Bri?’ ‘Um…sort of.’ ‘Amazing bloke, Supers. Doesn’t sleep all night. Never seen him eat anything either. Or drink. Loves his smokes, though. He’s been puttin’ away thirty or forty a night for years, worse than a chimney. We’ll all get cancer from his smoke and he’ll still be puffin’ away at our funerals. Anyways…I’ll catch you later on. Don’t worry about Ekka. He’s all right. We’re all pretty friendly around here.’ This was so different from school. No put-down lectures. Norm talked to me like I was an equal. He gave me a wink. ‘You’ll be right. Do yer work. Nothin’ to worry about.’ As Norm left for his break, Eric wandered out with a flavoured milk. He pulled it open, took a slurp, and seemed not to notice as it dribbled down his chin. ‘Let’s get down into it, pally. Grab a trolley. You know how to use a trolley, don’t cha?’ ‘Um…I s’pose.’ I had no idea what he was talking about. ‘Bloody kids. Gunna be a long night.’


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Resource 3

The Meatworks – Robert Gray

Most of them worked around the slaughtering out the back, where concrete gutterscrawled offheavily, and the hot, fertiliser – thick,sticky stench of blood sent flies mad, but I settled for one of the lowest-paid jobs, making mincebright the furtherest and from those bellowing and, sloppy yards. Outside, the pigs’ fearmade them mount one another at the last minute. I stood all dayby a shaking metal boxthat had a shoot in and a spout, snatching steaks from a bin they kept refilling.Pushing them through arm-thick corkscrews, grinding around inside it, meat or not-chomping, bloody mouth –using a greasy stickshaped into a penis.When I grabbed it for the first timeit slipped, slippery as soap, out of my hand, in the machinethat gnawed it hysterically a few momentslouder and louder, then, shuddering, stopped;fused every light in the shop.Too soon to sack me-It was the first thing I’d done.For a while, I had to lug gutted pigswhite as Swedesand with straight stick tailsto the ice rooms, hang them by the hooveson hooks – their drippingsolidifies like candle-wax – or pack along intestinewith sausage meat.We got meat to take home – bags of blood;red plastic with the fat showing through.We’d wash, thenOut on the blue metaltowards town; but after sticking your hands all dayin snail-sheened flesh, you found, around the nails, there was still blood.


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I didn’t usually take the meat.I’d walk home onthe shiny, white-bruising beach, in mauve light, past the town.The beach, and those startling storm-cloud mountains highbeyond the furthest fibro houses, I’d cometo be with. (The only workwas at this Works.) My wifecarried her sandals, in the sand and beach grass,to meet me. I’d scoop up shell-gritand scrub my hands, treading aboutthrough the icy ledges of the surfas she came along.We said that working with meat was like burning-off the live bushand fertilising with rottenness, for this frail green money.There was a flaw to the analogyyou felt, but oneI didn’t look at, then – The way those pigs stuck there clinging on to each other.


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Resource 4

Guest speaker – applying for a job

Guest speaker: ______________________________ Role/ position: ______________________ Date: ____


Important employability skills

Tips for resumes

Tips for the job interview

Tips for personal presentation / etiquette

Other useful information

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Resource 5 – Billy scenarios

Billy - stepping out

Billy was considered a good mate. Like the rest of the gang he enjoyed a good joke, and of course, parties. Parties and football were what kept him sane during the HSC. Study was not really his thing and he was so glad when he finally turned over the very last page of the HSC exam. The closing of this chapter was celebrated by throwing a huge party with his mates down at the local river.

Life had not always been easy for Billy. When he was young he lived in the city and then when he was two his family moved to a small property in the country. This is where he developed his love of open spaces and the great outdoors. However, there are other memories... hauntingly painful.

Years of hearing his mum and dad tearing each other apart, ferociously like lions scavenging over the last remains of a bloodied carcass. Always the same argument - money. He thought that was hard, then the guillotine blade... the separation...life dramatically changed never to be the same again.

In primary school, Billy’s life had nearly been destroyed by football. A badly injured knee resulted in a traumatic visit to casualty. The doctor was fool enough to tell his mother he should not play any contact sport, as he was a likely candidate for a knee reconstruction. As a single mother, his mother would not be able to afford the expenses this would incur. This marked the beginning of the ‘black hole’ that began to suck him down into a deep tunnel.

Billy had loved his mates and felt he had just arrived, making it into the cool group. They rocked! The impending move made him feel as if he was drowning in a sea of blackness, the solid ground like quicksand disappearing beneath his feet. Suddenly his world was again in turmoil. His mother’s boyfriend had moved to the coast, little did he know that a year later, they would also follow. The effect was catastrophic. His social life was now in tatters; to start again seemed unimaginable. He was angry. Angry at his mother, angry at the world, angry with school, which of course sucked!

After the move Billy was then asked to join the local football team as they were short of players. This resulted in bitter arguments at home until he finally convinced his mother this was what he lived and breathed for, thus, the passion began. Billy shone on the football field; although he was of slim build he courageously tackled all the big thumpers on the field. He earned himself a legendary status further enhanced by his team winning the premiership. His social life was back on track.

Looking back now, he realised Year 12 had passed in a crazy haze, the pressure had mounted and finally receded, it was all over. He had made a solemn vow to himself through the turbulent times that he would enjoy life and not make money a big issue. Now he was on the brink of a brave new world and was determined to make it on his own. The first step to independence was finding a job ...


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ScenarioBilly’s life beyond school

Job hunting

1. Billy needs a job. What must he do?

List the appropriate steps he must follow to achieve a satisfactory outcome.

1.

2.

3.

4.

5.

6.

7.

8.

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10.

2. Research available jobs in your local papers, regional papers and internet. What jobs are available for Billy in

you local area?

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3. List other avenues for exploring employment.

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Scenario

Billy’s life beyond school

Moving out

Billy is excited, as he has just started an apprenticeship with a local plumber with whom he had spent time while doing work experience at school. He has been told how much money he will earn weekly and has decided to sit down to work out his budget.

To achieve his sense of independence the first goal he has set himself is to find his own place. His best mate, Sam, has agreed to go halves in the rent as he is in a similar situation to Billy and wants his own space.

1. Using your local papers and regional papers, list the available flats in your area that you believe are in a suitable price range for two people on award apprenticeship wages.

2. Calculate the amount of bond needed. This is usually equivalent to four weeks rent.

3. To this figure add four weeks rent in advance.

4. How much money will Billy and his friend need for bonds for ulitilities such as gas electricity?

5. List the food you believe they will need to stock their pantry. How much will this cost?

6. What cleaning products will they need to purchase? How much will they need for basic cleaning products?

7. What kitchen equipment will they need? How much should they allow for this?

8. What essential furniture will they need? Research catalogues for prices. Calculate how much they will need for the essentials.

9. How much money will Billy and his friend need to be able to afford to move out into their own place?

10. What are the possible variations to all of the above?


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ScenariosBilly’s life beyond school

Moving about – buying a vehicle

Billy and his mate have finally moved into their own place. They have been living there for over a month now. Billy realises as part of his dream to be independent he needs to buy a vehicle. This will give him greater flexibility in his working times as well as giving him a set of wheels for the weekend.

He knows he must take into account his future goals as he is determined not to let finances make him miserable like his parents. He wants to own his first vehicle out-right as he doesn’t want to run short of money.

Billy had managed to have a part-time job at the local supermarket packing shelves during his senior years. He had spent a most of his of money on parties but had managed to save five hundred dollars knowing he would need a car.

Your job is to research the award rate for a first year apprentice. Then work out a budget that is achievable for Billy to buy a reliable vehicle in the next six months of work.

Factors you have to take into consideration are:

He must contribute to half of the rent, half of the electricity bill and gas bill. Billy spends sixty dollars a week on lunches. However, he knows if he wants to save money he

should make his own lunches. Billy has allowed himself a budget of fifteen dollars a week for bought lunches so he will get a treat once a week.

He spends an average of sixty dollars on weekends socialising with friends He has a plan for his mobile phone where he pays $50 per month? .

Answer these questions:

1. Calculate how much Billy can save a week.

2. How much money can Billy save in three months, six months?

3. Decide what you consider to be his best options for achieving his goal based on your personal experiences and those of others.

4. Using newspaper and the internet, research Billy’s best options for a vehicle based on this projected savings.

5. List events that could change Billy’s circumstances.


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Other recommended resources

FOR STUDENTSAcademic English – BOS: English Stage 6 Support Document for English (ESL)Catalogues – retail http://www.fairtrading.nsw.gov.au/Tenants_and_home_owners/Rentinghttp://jobjuice.comhttp://jobsearch.about.com‘Meatworks’ – Robert Gray Selected Poems Angus and Robertson, 1990Newspaper – local/regionalWorkplace and Community Texts – BOS: English Stage 6 Support Document for English (Standard) and English (ESL) (online)

FOR TEACHERSFawlty Towers – DVD (ABC)http://apprenticeship.det.nsw.eduhttp://fairtrading.nsw.gov.auhttp://rta.nsw.gov.auhttp://youngpeopleatwork.nsw.gov.auhttp://www.tafensw.edu.auNo Worries – Prose fiction excerptPretty Woman - DVDRTA kit “In the Driver’s Seat” The Story of Tom Brennan – Prose fiction excerptThe Worst Jobs in History – Series 2 (DVD) Tom Robinson (2007)


http://www.tafensw.edu.au/

http://youngpeopleatwork.nsw.gov.au/

http://rta.nsw.gov.au/

http://fairtrading.nsw.gov.au/

http://apprenticeship.det.nsw.edu/

http://jobsearch.about.com/

http://jobjuice.com/

http://www.fairtrading.nsw.gov.au/Tenants_and_home_owners/Renting

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Assessment task

English SkillsModule: Achieving Through English

Preliminary Course

SEEKING EMPLOYMENTResume, letter and mock interview

Task descriptionYour assessment task for this unit requires you to complete two separate but related activities in order to prepare you for your future in the workforce. In class you have already found an advertisement for employment that suits you. This job advertisement will be the basis of this assessment task.

PART A – Resume and letter of applicationCreate a resume of 1-2 pages outlining your relevant qualifications and work history for your selected job. You may use the scaffold provided.

Write a letter of application suitable to be forwarded with your resume in order to apply for the advertised position. You may use the scaffold provided.

You must also submit a copy of the advertisement for the job.

Note: For all written components of the task, font size must be 12 point and either Times New Roman or Calibri.

PART B – Mock interviewYou will participate in a mock interview for the position you have selected. You will be given a scheduled interview time. You must ensure that you are prompt for the interview. Upon arrival you will be issued with the questions you will be asked during the interview. You will then be given 15 minutes to prepare your responses. The interview will then be conducted.

The members of the interviewing panel will include your classroom teacher and either a community member or the careers adviser.

Outcomes addressedP2.1 comprehends written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenshipP2.2 demonstrates skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship.P3.1 recognises a range of purposes for and contexts in which language is used and the appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes.P3.2 recognises a range of audiences and appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences.P4.1 plans and organises, with teacher support to complete tasks or projects, both individually and collaboratively.


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Criteria for assessmentPart A – Resume and letter of application Appropriate layout of texts including heading, formatting, paragraphing, structure and font Effective use of language including spelling, punctuation, grammar and language appropriate to audience Content that addresses all of the criteria of the job advertisement

Part B – Mock interview Appropriate verbal and speech techniques including pitch, pause, pace, tone, volume, articulation, eye-

contact and language appropriate to audience Appropriate and effective responses to interview questions Suitable presentation including apparel, hair, make-up, punctuality and greeting

Value of task for school assessmentThis task is worth 20% of your Preliminary assessment.


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MARKING GUIDELINES – Part A

Criteria Marks Effectively utilises all of the conventions appropriate to each of the text types Sophisticated use of language which is always appropriate to resume and letter of

application Both texts effectively address all criteria of the advertisement

9 10

Effectively utilises most of the conventions appropriate to each of the text types Effective use of language appropriate to resume and letter of application Both texts effectively address most criteria of the advertisement 7 8 Utilises most of the conventions appropriate to each of the text types Sound use of language appropriate to resume and letter of application Both texts adequately address most criteria of the advertisement 5 6 Utilises some of the conventions appropriate to each of the text types Developing use of language which is usually appropriate to resume and letter of application One or both texts attempt to address some criteria of the advertisement 3 4 Attempts to utilise some of the conventions of each of the text types Elementary use of language which is sometimes appropriate to resume and letter of

application Limited reference to some criteria of the advertisement

1 2

Incomplete or non-serious attempt 0

TOTAL MARK: ________ / 10

SIGNATURE OF ASSESSOR: __________________________________________ DATE: _____________

COMMENT:

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MARKING GUIDELINES – Part B

Criteria Marks Sophisticated and refined use of verbal techniques Pertinent and relevant responses to all interview questions Sophisticated and presentation 9 10 Skilful use of verbal techniques Pertinent and relevant responses to most interview questions Effective personal presentation 7 8 Sound use of verbal techniques Relevant responses to most interview questions Adequate personal presentation 5 6 Mostly adequate use of verbal techniques Relevant responses to some interview questions Some attention to personal presentation 3 4 Limited use of verbal techniques Inconsistent responses to interview questions Limited attention to personal presentation

1 2

Incomplete or non-serious attempt 0

TOTAL MARK: ________ / 10

SIGNATURE OF ASSESSOR: ____________________________________________ DATE: ______________

COMMENT:

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Documents

2009 – 2012 HSC English Teaching Program€¦ · Web viewThrough study of the module, Achieving through English – English and the worlds of education, careers and community,