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Phase 1 Local Standards for Career Competencies and Performance Indicators

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Phase 1 Local Standards
for Career Competencies and Performance Indicators

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Phase 1 Local Standards for Career Competencies and Performance Indicators

  1. 1. Phase 1 Local Standards for Career Competencies and Performance IndicatorsAREA A- PERSONAL MANAGEMENTCAREER COMPETENCY 1: BUILD AND MAINTAIN A POSITIVE SELF-IMAGE PHASE I LOCAL STANDARDS1.1 Build a positive self-image while discovering its 1.1 Students from Prep to Year 7 participate in Programinfluence on self and others Achieve “Confidence” and “Resilience” lessons and activities.Stage I – Acquisition1.1.1 Understand the concept of personal characteristics 1.1.1 Year 4 students further expand their persona withinsuch as interests, likes and dislikes, personal qualities, the Play Real game, building on the information given instrengths and weaknesses. the game. They will draw the person and surround them with words that describe their interests, likes and dislikes, personal qualities, strengths and weaknesses. This is added to their folder of Play Real activities.1.1.2 Discover how positive characteristics are the basisof a positive self-image.1.1.3 Understand how self-image influences behaviours.1.1.4 Understand how personal behaviours influence thefeelings and behaviours of others.Stage II – Application1.1.5 Identify positive characteristics (skills, interests, 1.1.5 Year 6 students write a one page autobiographypersonal qualities and strengths) as seen by self and which, in addition to the biographical details of theirothers. lives, explains their interests, likes and dislikes, personal qualities, strengths and weaknesses. They reflect on the impact of these personal qualities on their lives so far.1.1.6 Demonstrate behaviours and attitudes reflective of 1.1.6 Several grade levels commence the year with aa positive self-image. self-discovery process, recognising what they personally can bring to the class eg Year 7 took on the group persona of “The Incredibles” for 2007 and drew themselves as superheroes surrounded by words representing their positive characteristics and behaviours that they expect of themselves as school leaders.Stage III – Personalisation1.1.7 Assess your self-image and evaluate its impact on 1.1.7 Year 6 Students draw or paint a self-portrait whichyou and others will become the centre of a collage illustrating their interests and self-image on one side, and the impact on their lives and others perception of them on the other side.Stage IV – Actualisation1.1.8 Transform behaviours and attitudes in order toimprove self-image.
  2. 2. AREA A- PERSONAL MANAGEMENTCAREER COMPETENCY 2: INTERACT POSITIVELY AND EFFECTIVELYWITH OTHERS PHASE I LOCAL STANDARDS2.1 Develop abilities for building positive relationships inlife (I)Stage I – Acquisition2.1.1 Discover the unique character of individuals.2.1.2 Explore sources and effects of peer pressure.2.1.3 Explore implications, effects and consequences of 2.1.3 Each Year 2 student communicates (usinghelping others. Powerpoint or poster) the rights, roles and responsibilities of at least one person within their immediate school community or their wider suburban community, and what would be the impact if that person did not help people through their role.2.1.4 Explore interpersonal and group communication 2.1.4 Year 3 students participate in class group meetingsskills in which they openly communicate positive comments about other students, or ask that interpersonal issues be discussed and resolved. Each student is expected to participate.Stage II – Application2.1.5 Demonstrate effective skills, knowledge and 2.1.5 Students in all grade levels will participate inattitudes for interacting with others. Program Achieve “Getting Along” lessons, completing the2.1.6 Demonstrate effective skills, knowledge and activities prepared for their grade level.attitudes for resolving conflicts with peers/adults.2.1.7 Demonstrate appropriate behaviours and attitudeswhen peer pressures are contrary to your beliefs.2.1.8 Demonstrate openness to the diversity of culturesand lifestyles, and the diversity of mental and physicalabilities.2.1.9 Demonstrate a willingness to help others. 2.1.9 Prep students wear a badge to indicate they are the helper for that day, and are expected to demonstrate their willingness to assist the teacher and other students during that day.2.1.10 Adopt behaviours and attitudes that contribute topositive and effective interactions with others ininterpersonal and group settings.Stage III – Personalisation2.1.11 Acknowledge and appreciate the unique character 2.1.11 Students in Year 7 choose which Leadershipof self. Group they want to belong to for the year, after2.1.12 Re-examine your own behaviours and attitudes in consideration of their skills and interests and theinterpersonal and group communication contexts and contribution they want to make to the school.determine those that contribute to positive and effectiveinteractions with others.Stage IV – Actualisation2.1.13 Improve your interpersonal and groupcommunication skills in order to build positiverelationships in your life
  3. 3. AREA A- PERSONAL MANAGEMENTCAREER COMPETENCY 3: CHANGE AND GROW THROUGHOUT LIFE PHASE I LOCAL STANDARDS3.1 Discover that change and growth are part of lifeStage I – Acquisition3.1.1 Explore the concepts of change and growth as part 3.1.1 Lifecycles and growth – Science activities in Prepof life. supplemented by Prep and their Year 7 buddy classes3.1.2 Understand that change and growth impact on your bringing in baby photos and discussing their growth andmental and physical health (e.g., stress, frustration, change to date and seeing photos of their buddies whenconfusion, fatigue). they were starting school.3.1.3 Explore personal feelings (mental and physical).3.1.4 Explore ways to express feelings.3.1.5 Explore good health habits. 3.1.5 “Go, Grow, Glow” school policy on healthy lunches and snacks is regularly reinforced on a whole school level with healthy school canteen food and school grown vegetables being used in the canteen.3.1.6 Explore the importance of asking for help and waysto do so.Stage II – Application3.1.7 Express feelings.3.1.8 Demonstrate good health habits. 3.1.8 Year 3 students research healthy eating and fitness,3.1.9 Ask for help when needed. then communicate “How to be a fit and healthy kid” to an audience of other students and parents using computerStage III – Personalisation technology (using Powerpoint, Photostory or Claymation)3.1.10 Acknowledge the positive effects of expressingyour feelings.3.1.11 Acknowledge the positive outcomes of asking forhelp.3.1.12 Re-examine your own health habits and adoptthose that contribute positively to growth.Stage IV – Actualisation 3.1.13 Prep children are given the task of negotiating own3.1.13 Engage in good health habits. school lunch and snacks with parents for a healthy lunch day.
  4. 4. AREA B – LEARNING AND WORK EXPLORATIONCAREER COMPETENCY 4: PARTICIPATE IN LIFE-LONG LEARNINGSUPPORTIVE OF CAREER GOALSPHASE I4.1 Discover life-long learning and its contribution to life 4.1 Whole school approach determined by the Brisbaneand work Catholic Education Life Long Learning Framework, with awards presented twice a year to one student per class who has demonstrated one of the Life Long Learning Roles in an outstanding way. These awards are the most prestigious awards in the school and are highly prized. 4.1 Students from Prep to Year 7 take part in Program Achieve lessons and activities about “Organisation”.Stage I – Acquisition4.1.1 Understand the importance of preparing for career 4.1.1 Art teacher is culminating work on figure drawingpaths. with Prep to Year 4 by having groups of three draw three people, one showing them in an occupation and the other two showing things they need to do to achieve that career goal. These will be made into a book that will be available to be viewed in the library.4.1.2 Explore how skills, knowledge and attitudes 4.1.2 Career Awareness Days – Presenters reflect on ownacquired in one setting can contribute in others (eg at Life long learning roles, within their work and in the restschool, at home, in the workplace and in the community. of their lives e.g Leader and Collaborator role was4.1.3 Explore subject area strengths as well as areas to colourfully explained by a mother of five, also a lawyer,improve. who gave examples of being a Leader and Collaborator in both her personal life and her professional life.4.1.4 Explore strategies for improving skills and 4.1.4 Learning to learn – Graphic organisers, Mind maps,knowledge. and information literate practices taught and reinforced in4.1.5 Explore the knowledge and skills required to operate context from Prep to Year 7.safely and effectively in the workplace.4.1.6 Discover how different levels of work require 4.1.6 Career Awareness Days – Presenters tell studentsdifferent combinations of acquired skills, knowledge and about the level of education and responsibility involved inattitudes. their occupation.4.1.7 Explore multiple work types and alternatives, bothpaid and unpaid.4.1.8 Explore the relationship between ability, effort and 4.1.8 Students from Prep to Year 7 participate in Programachievement. Achieve lessons and activities in “Persistence” and “Resilence”4.1.9 Understand the importance of practice, effort and 4.1.9 Students from Prep to Year 7 participate in Programlearning. Achieve lessons and activities in “Persistence” and “Resilence”Stage II – Application4.1.10 Demonstrate effective information-gatheringstrategies.4.1.11 Apply strategies for improving skills andknowledge. 4.1.10 Inquiry learning and research across KLAs and allStage III – Personalisation grade levels.4.1.12 Evaluate your strategies for gathering informationor improving skills and knowledge and adopt those thatcontribute best to your learning process.Stage IV – Actualisation4.1.13 Improve learning strategies.
  5. 5. AREA B – LEARNING AND WORK EXPLORATIONCAREER COMPETENCY 5: LOCATE AND EFFECTIVELY USE CAREERINFORMATIONPHASE I5.1 Discover and understand career informationStage I – Acquisition5.1.1 Explore the work of family members, school 5.1.1 Year 2 – Unit of work on Rights, Roles andpersonnel and community workers/employers. Responsibilities in the context of the school community, family and suburb. Students interview people and share with an audience of parents about the rights roles and responsibilities of people in their community. 5.1.1 Years 4 and 6 play the Play Real Game and Make it Real Game in which they explore work roles.5.1.2 Explore work roles and settings of interest.5.1.3 Explore the concept of work information and howparents, relatives, friends and/or neighbours can providethis information.5.1.4 Discover how interests, knowledge, skills, beliefsand attitudes relate to work roles.5.1.5 Explore the working conditions of various work 5.1.5 Year 2 read about many different occupations androles (e.g., inside/outside, hazardous, responsibilities for categorise them according to working and safety).5.1.6 Understand how self-employment differs fromworking for others.5.1.7 Explore various sources of work information (e.g.,networks, Internet, television, newspapers).Stage II – Application5.1.8 Use various sources of work information (e.g., 5.1.8 Year 4 look in the newspaper and on the InternetInternet, television, newspapers). for information about work as “Junior Reporters”. A position advertisement is “found” and they have to applyStage III – Personalisation for the job.5.1.9 Express your opinion on work information that hasbeen explored.Stage IV – Actualisation5.1.10 Improve strategies for locating and using workinformation.
  6. 6. AREA B – LEARNING AND WORK EXPLORATIONCAREER COMPETENCY 6: UNDERSTAND THE RELATIONSHIP BETWEENWORK, SOCIETY AND THE ECONOMYPHASE I6.1 Discover how work contributes to individuals and thecommunityStage I – Acquisition6.1.1 Understand how work can satisfy personal needs. 6.1.1 Career Awareness Day presenters reflect on the personal needs that their work meets and why they enjoy it.6.1.2 Understand how work can contribute positively to 6.1.2 Guests who come to the school to speak about theirsociety. work or organisation are encouraged to explain how their work contributes to society eg teacher who is going to set up a school library in Tanzania.6.1.3 Explore the products and services of localemployers.6.1.4 Explore the impact of work on personal, social, .economic and environmental problems.Stage II – Application6.1.5 Demonstrate how work can satisfy personal needs.6.1.6 Demonstrate how work might solve personal, social, 6.1.6 Years 5 and 6 in particular embrace environmentaleconomic and environmental problems. units, with some consideration of the people who work for the improvement to the environment. Class visitors areStage III – Personalisation asked to explain how they came to work in that field and6.1.7 Determine the value of work for you. how their work contributes to solving problems.Stage IV – Actualisation6.1.8 Engage in work experiences that satisfy your own 6.1.8 Year 6 students form groups to organise the annualneeds as well as contribute to your community. Career Awareness Day. They are asked to choose their group according to the sort of work they enjoy and the contribution they feel they could make.
  7. 7. AREA C – CAREER BUILDINGCAREER COMPETENCY 7: SECURE/CREATE AND MAINTAIN WORKPHASE I7.1 Explore effective work strategiesStage I – Acquisition7.1.1 Understand the importance that personal qualities(e.g., dependability, promptness, getting along withothers) have on creating, getting and keeping work.7.1.2 Explore creative ways of performing work activities.7.1.3 Understand how cooperation among workers can 7.1.3 Group work is constantly encouraged and skillshelp accomplish a task. developed from Prep to Year Understand the importance of being able to work 7.1.4 Cultural literacy unit in Year 5 – Students choosewith people from different cultural and language aspects of everyday life in another country and researchbackgrounds, age groups, gender and those with this.disabilities. 7.1.4 Year 6 – Make it Real Game – Research another country with view to marketing to it.7.1.5 Understand the meaning of taking responsibility for 7.1.5 School behaviour management - School expectationyour own actions. that students are workers in the school context, that school is their work and they are responsible for their behaviour and their demonstration of personal qualities. If they do not meet these expectations they are aware of the consequences.Stage II – Application7.1.6 Demonstrate creative ways of performing work 7.1.6 Scope given for creative presentation techniques foractivities (e.g., at home, at school, at work and/or in the most assessable Demonstrate the ability to work with people fromdifferent cultural and language backgrounds, age groups,gender and those with disabilities.7.1.8 Experience cooperation in order to accomplish a 7.1.8 Assessable tasks often include a component oftask. working as part of a team.7.1.9 Demonstrate the ability to take responsibility foryour own actions.Stage III – Personalisation7.1.10 Re-examine your experience while performing 7.1.10 Year 3 and Year 6 have a practice of reflection atwork activities and determine which abilities and attitudes the end of each term, considering work styles, attitudes,contributed positively or negatively to the experience. goal achievement etc and setting new goals for the following term.Stage IV – Actualisation7.1.11 Improve your abilities and attitudes in order tocontribute positively to work experiences (e.g., at home,at school, at work and/or in the community).
  8. 8. AREA C – CAREER BUILDINGCAREER COMPETENCY 8: MAKE CAREER ENHANCING DECISIONSPHASE I8.1 Explore and improve decision makingStage I – Acquisition8.1.1 Understand how choices are made. 8.1.1 Students exposed to some thinking skills that assist8.1.2 Explore what can be learned from experiences. with decision making e.g De Bono’s PMI strategy.8.1.3 Explore what might interfere with attaining goals.8.1.4 Explore strategies used in solving problems.8.1.5 Explore alternatives in decision-making situations.8.1.6 Understand how personal beliefs and attitudesinfluence decision-making.8.1.7 Understand how decisions affect self and others. 8.1.7 Life Styles unit in Year 7 – Making choices based on values and beliefs.Stage II – Application8.1.8 Assess what might interfere with attaining yourgoals.8.1.9 Apply problem-solving strategies. 8.1.9 Year 6 Leadership Camp in preparation for Year 7 – problem solving, teamwork and responsibility themes. 8.1.9 Problem solving strategies encouraged at all grade levels across KLAs.8.1.10 Make decisions and take responsibility for them. 8.1.10 Year 6 Leadership CampStage III – Personalisation8.1.11 Examine your problem-solving strategies andevaluate their impact on the attainment of your goals.8.1.12 Evaluate the impact of personal decisions on youand on others.Stage IV – Actualisation8.1.13 Engage in a responsible decision-making process. 8.1.13 Year 7 students given many opportunities to make decisions, both individually and as groups.
  9. 9. AREA C – CAREER BUILDINGCAREER COMPETENCY 9: MAINTAIN BALANCED LIFE AND WORKROLESPHASE I9.1 Explore and understand the interrelationship of liferoles (I)Stage I – Acquisition9.1.1 Explore the various roles an individual may have 9.1.1 Year 2 – Rights, roles and responsibilities.(e.g., friend, student, worker, family member). Individuals interviewed demonstrate their multiple roles eg Principal is also a father, husband, son, brother,9.1.2 Explore work-related activities in the home, football coach, parishioner, school board member, runner,community, school and workplace. president of an association, gardener.9.1.3 Understand how family members depend on one 9.1.3 Year 1 - Unit of work based on family life andanother, work together and share responsibilities. shared responsibilities.9.1.4 Understand how work roles complement family 9.1.4 Most presenters at Career Awareness Day are alsoroles. known to the students as parents, relatives, community members etc.Stage II – Application9.1.5 Experience work-related activities in the home,community, school and workplace.9.1.6 Demonstrate how you work with other familymembers and share family responsibilities.9.1.7 Demonstrate the links between your work roles andsome of your family roles.Stage III – Personalisation9.1.8 Examine your different life roles and evaluate yourresponsibilities within each of them.Stage IV – Actualisation9.1.9 Engage responsibly in each of your current liferoles.
  10. 10. AREA C – CAREER BUILDINGCAREER COMPETENCY 10: UNDERSTAND THE CHANGING NATURE OFLIFE AND WORK ROLESPHASE I10.1 Discover the nature of life and work rolesStage I – Acquisition10.1.1 Understand the positive impact of work on people 10.1.1 Year 6 – Make it real game. Students consider the(e.g., enhanced self-esteem, financial independence). impact of different work roles and incomes on people’s lives.10.1.2 Discover the changing life roles of men and 10.1.2 Career Awareness Day – Special effort made towomen in work and family settings (e.g., men at home, have presenters who demonstrate alternative gender roleswomen in high administrative functions). eg. strong female and male role models, men and women who embrace home duties after success in other occupations, people in occupations that have traditionally been gender specific.10.1.3 Understand how contributions of individuals both 10.1.3 Acknowledgement by school and classes of theinside and outside the home are important to family and role of parent helpers, especially those who do major jobscommunity (e.g., family financial independence, such as running the school volunteering).Stage II – Application10.1.4 Outline the gender-based life roles of people thatyou know.10.1.5 Plan and make contributions both inside andoutside the home.Stage III – Personalisation10.1.6 Examine the type of life roles you would be readyto consider.10.1.7 Examine and acknowledge the positive impactwork has on you.Stage IV – Actualisation10.1.8 Engage in fulfilling work and life experiences.
  11. 11. AREA C – CAREER BUILDINGCAREER COMPETENCY 11: UNDERSTAND, ENGAGE IN AND MANAGETHE CAREER BUILDING PROCESSPHASE I11.1 Explore the underlying concepts of the careerbuilding processStage I – Acquisition11.1.1 Explore the concept of ‘change is constant’ and its 11.1.1 Year 4 and 6 students have the High 5 posters uprelationship to career building. while they are playing the Real Games and refer11.1.2 Explore the concept of ‘learning is an ongoing frequently to these concepts.process’ and its relationship to career building.11.1.3 Explore the concept of ‘following your heart’ andits relationship to career building.11.1.4 Explore the concept of ‘goal setting as a source ofinspiration and motivation’ in career building.11.1.5 Understand the value of ‘focusing on the journey’in career building.11.1.6 Discover the benefits of strong relationships tocareer building.Stage II – Application11.1.7 Recognise situations of change and transformationin your environment.11.1.8 Seek desired information and learn from differentsources.11.1.9 Try new experiences according to your dreams, 11.1.9 Students are actively encouraged to participate inpersonal values and interests. many co-curricula activities both at school and within the community. Their successes are publicly acknowledged at school assemblies.11.1.10 Plan and take part in an activity of interest and 11.1.10 Middle school students are given the opportunitydescribe what has been learned during the activity. to select special interests that they want to pursue, Year 6 students can choose the group they want to work with to organise the Career Awareness Day (e.g creating or performing in the opening ceremony), and Year 7 choose their Leadership Group.11.1.11 Identify your set of relationships.Stage III – Personalisation11.1.12 Examine your opinions and feelings aboutchange, learning, following your heart, setting goals,focusing on the journey and having or developing anetwork of allies.Stage IV – Actualisation11.1.13 Engage in experiences that expose you to change,continuous learning, personal values and dreams, goalsetting, journeys and networking.