Introducing Workplace Learning: purpose, focus and implications for students

Students need to appreciate that opportunities to learn with a host employer and their staff
are important and valued.

Workplace learning opportunities support students to achieve curriculum outcomes,
including those related to the Work, Employment and Enterprise cross curriculum content.
Workplace learning also supports vocational learning in the Key Learning Areas (KLAs),
career development, school to work transition planning, development of employment
related skills and enterprise learning. It supports opportunities for community learning and
personal growth.

Schools and TAFE NSW institutes are encouraged to consider new ways of using
resources in the community and the workplace to expand the range of teaching
environments and expertise to improve student achievements in other curriculum areas.
See Workplace Learning Policy, 2005 1.1 and Procedures and Standards 1.1.4.

Students should understand and be able to articulate (for example, to their parents/carers
and host employer/supervisor/co-workers) the general purpose of their learning in the
workplace as well as be encouraged to develop and articulate the focus for that learning.
Undertaking pre-placement research using the two Workplace Learning Research pages in
Employment Related Skills Logbook helps students to clarify purpose and focus.

Examples of purpose and focus include a student undertaking work experience for the
general purpose of starting their career planning with the focus being to discover the career
and employment opportunities in the industry in the local community or to develop one or
more employment related skills. Alternatively, for example, an HSC VET student will be
undertaking mandatory placement for the purpose of practising skills in a relevant industry
environment but with particular personal focus on an identified competency or set of
competencies, and maybe one or more employment related skills or personal attributes.

Ensure that students are aware that experiential workplace learning has some implications
for them and some new responsibilities. Ample time should be given for questions and
discussion. A staged approach may be effective. Matters that may be new for students
include:
working longer hours
the prospect of an interview with the personnel manager or host employer
organising safely managed travel arrangements to unfamiliar destinations
completing necessary proformas to meet deadlines for approval
greater expectations about punctuality and clocking on and off
employer-employee type relationships
occupational health and safety requirements and responsibilities
working well with others, including those little known to students
communication skills in a workplace setting
possibly coming face to face with a serious incident in the workplace,
although this should be managed by the host employer or staff
possibly coming face to face with inappropriate or illegal situations, e.g.
harassment, sexual or physical assault, discrimination, initiation activities,
access to drugs and alcohol, unethical practices.
Preparing Students For Workplace Learning – Introducing Workplace Learning: purpose, focus and implications for
students.
Version 1, November 2005
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