Strategies for Implementing the Employment Related

Skills Logbook

Strategies for Implementing the Employment Related

Skills Logbook

Why? Where?

Who? What?

When?

Why? Where?

Who? What?

When?

What is the logbook?

It is a resource that enables students to:

What is the logbook?

It is a resource that enables students to:

• record their transition planning process over four years

• better articulate how they have been prepared for life after school.

Why use it?Why use it?

The new logbook supports the key directions of the Board of Studies in all Year 9–12 syllabus documents.

Why use it?Why use it?

It enables classroom teachers to demonstrate to students how their subject develops the skills needed for

• future life

• education and training

• employment options.

Why use it?Why use it?

To enhance the relevance of all activities students participate in during their school years both inside and outside the classroom.

Where do you start?Where do you start?

• Simple and achievable

• Process depends on your school

• Customise for your students

Where do you store them?Where do you store them?

• student ownership • library• careers office• students home room• roll call room• multiple locations eg. with mentors• in faculties across the school• storeroom - mobile crates• school stores discs only.

Issues: temporary/permanent – access for students– access for staff

Schools are using the following:

Who can manage the implementation of the

logbooks?

Who can manage the implementation of the

logbooks?

• the Careers Adviser• the School to Work co-ordinator• a faculty member (when there is faculty

ownership)• a member of a working group

(eg. welfare team).

In some schools it is:

What is required?What is required?

The logbook co-ordinator may:

• co-ordinate a whole school approach• encourage students to log• promote implementation• ensure appropriate relief for staff.

Who else is interested?Who else is interested?

Year Adviser PD/H/PE Welfare Team

Mathematics English Support Unit

Careers Adviser

Who does what?Who does what?

• Introduction (This is me now)

• Action plans (Introduction)

• Recording Workplace Learning experiences

• A Summary of their employment related skills.

In some schools the Careers Adviser may assist students with:

How do you picture your

⇐ shor t ter m goal,

lon g ter m goal? ⇒

Fil l thi s sectio n ou t durin g o r aft er a school t o wor k planni ngmeetin .g

Goal What needs to be done i f Iam to achiev e thi ?s

Wh o willhelp me?

SuggestedTimeframe

Action PlanS CHO O L T O W ORK PL AN N IN G

Who does what? Who does what?

• discuss action plans• assist with subject

selection Yrs 10,11• check BOS entries• summarise a student’s

employment related skills

• document a student’s future options.

YEAR 9 Student Tracking SheetUse this tracking sheet to support your school to work planning.

NAME DATE OF BIRTH MALE / FEMALE

Subjects Results 1⁄ 2Yr Yrly

CAREER PLANNING IDEAS EMPLOYMENT RELATEDSKILLS

EnglishMathematicsScienceHistoryGeographyPD/H/PE

……………………………………………………………

……………………………………………………………

……………………………………………………………

……………………………………………………………

……………………………………………………………

SCHOOL TO WORK PLANNING CHECK LIST1. I have (4 ) …

q researched a career in one or more of t he followingareas: (circle or highlight your interest areas)

art ist ic & creati ve - clerical & administr at ive - figures & computatio nal

helping & communit y services - infl uencing & personal contact - l it erary

medical - outdoor - pract ical & manual – scient ifi c - technical & engineering

q devised a School to Work Plan

q researched courses at TAFE, UNIVERSITY, other

Course……………………………...…… Where…………………………….………………..

Course…………………………..….…… Where………………………….…………………..

Type of research (√ ) ope n da y …… semin ar…… vid …eo … workplace learnin g…... career expo …… excursi …on … intervie w …… othe rs (na )me …………....... ..

2. After Ye ar 10, I pla n to (√ ) . ..continu e to Yea 1r 1 …. go to anothe r sch ....ool

enr ol a t TAFE (cours e name? ……….. …………………………………….….………)

get a jo b ……… as ……………………………………………….………..….…

get an apprenticeship/ traineeship …… in ……………………………………

Tick the employment relatedskills you have filled out inyour logbook.

I n the classro om (√)q Englishq Mathsq Scienceq P /D H/PEq q

Participatio n (√ )• Sport• Creative/performing

arts• School service• Communit y service• School events• Communit y eventsq Grou p Membershipq Home duties

Achievement s (√ )q Leadership rolesq Communications/Me

diaq Sporting awardsq Specia l Awardsq Certificates

Workplac e Learnin g (√)q Voluntee r workq Part-time workq Casual workq Full-time work• Wor k experienceq Wor k placementq Enterpris e learning

experiences

THE FUTURE- write about wher e you hop e to be and what you wi ll be doin g 10 yea rs from now.

Year Advisers may use the tracking sheets to:

The whole logbook may be used by staff to write school leaver references.

Who does what? Who does what?

A faculty may assist students to log their employment related skills and achievements at school and in the community.

PDHPE Syllabus Content Strands –

Personal Choice, Personal Awareness, Interpersonal Relationships

Who does what? Who does what?

ENGLISH

Teachers may assist students to:

• begin a draft resume (see Resume in progress)

• draft a job application letter

• prepare for an interview.

How does the logbook supportall faculties?

How does the logbook supportall faculties?

Links their subject/course to further education, training, employment and enterprise through:

• employment related skills (students acquire)

• potential careers (local/national/global).

COURSE:

YEAR 9 and YEAR 10 SKILLS IN THE CLASSROOM

You gain a range of important skills in this course. Research some of thecareers and/or TAFE and university courses related to these skills.

Activity /Topic

Employment Related Skills

Date Teacher initial

What employment related skills have you acquired in this course?

Models for CLASSROOM entries into the logbook

Models for CLASSROOM entries into the logbook

STUDENT DIRECTED

1) Student brings logbook

2) End of topic summary brainstorm

3) Students identify skills developed & record on sheets

4) Teacher initials sheets

5) Student files into logbook

TEACHER DIRECTED

1) Teacher keeps blanks

2) End of topic summary brainstorm

3) Students identify skills developed & record on sheets

4) Teacher collects/initials all sheets

5) Teacher gives sheets to facilitator

6) Facilitator arranges clerical support to file (STW funds)

When?When?• Ongoing• A ‘School to Work week’ once/ twice a year• For Year 10 subject selection• For Years 9/10 end of the year• For Year 11 Crossroads

(mandatory 25 hr Personal Development and Health Education course for stage 6 students)

• Year 11 Study Skills day • Year 12 applications to

university/TAFE/employment/school references

The Future…(looks bright)

The Future…(looks bright)

Term 2 2002Additional logbooks on request

Term 3 2002Indication of numbers for 2003

20032 cohorts of logbooks

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