Welcome

Welcome

Vocational Language WebQuest

Introduction
Task
Process
Evaluation
Conclusion
Teacher
notes
About
Webquest
Reference

Whats it all about? Click

on the links below to find
out more, or go to the
Introduction.
Pathways to Employment
and Training
How to use this webquest
About this webquest

Welcome
Introduction
Task
Process

Introduction
As you can see on the navigation pane to the left, you
will see information on:
Tasks to do with finding, using and researching
vocational language

Evaluation

Processes that you can follow to achieve the tasks

Conclusion

Evaluation criteria to consider when producing

assessment tasks

Teacher
notes
About
Webquest
Reference

For further information and guidance on particular

terms and concepts, click on the links in each slide
and then return to the quest.

Welcome
Welcome
Introduction
Task
Process
Evaluation
Conclusion
Teacher
notes
About
Webquest
Reference

Task
This quest requires you to:
1. Find language on the internet
2. Use the language that you find to complete the task.
There are three main objectives to the task:
3.

Produce documentation such as a resume, a CV, a cover letter, and a letter of

introduction

4.

Complete application requirements for jobs and vocational courses

5.

Prepare for courses and jobs in your chosen fields

Before you begin to search on the internet, you must develop a plan with your colleagues
and teachers. Your plan might include:
. Tools and equipment that you will need
. Key words to use when searching for language
. Methods by which you will record the language
. Resources to help you to use the language and complete the task
Good Luck!!

Welcome
Welcome
Introduction
Task
Process
Evaluation
Conclusion
Teacher
notes
About
Webquest
Reference

Process
The ongoing process by which we can improve and enrich our career involves
communication about what we can offer to an organisation or clientele. To evolve
professionally, and to communicate effectively, we need to master the concepts and
language of our vocations.
In this quest we will:
1.

Research language that will help us to communicate about key concepts

2.

Generate documentation to support communication

3.

Find and use new language and concepts to develop career prospects

As you move through the phases of the quest, you will need to move stealthily and
strike a balance between the time that you spend on finding language and concepts;
and the time that you spend using those linguistic tools to craft your outputs, and to
develop your insight.
How you strike that balance, and approach your task, is entirely at your discretion,
though it is certainly a worthy topic to discuss with colleagues and teachers
throughout the quest.
The Evaluation section will provide more information on task requirements.

Welcome
Welcome
Introduction
Task
Process
Evaluation

Evaluation
For each assessment, there are several criteria that must be achieved in
order to demonstrate competency.
Items for assessment are:
1.

Resume; CV; cover letter; letter of introduction

2.

Job and course applications

3.

Preparing for and engaging in job and course interviews

Conclusion

The framework for evaluation is based on the curriculum of the Certificate

Three in Spoken and Written English.

Teacher
notes
About
Webquest
Reference

For your work submitted, you will receive a grade of Achieved, Partially
Achieved, or Not Attempted.
As part of this quest, however, you will also be striving to produce work that
will help you to achieve other goals such as gaining entry to a vocational
course and adequately preparing yourself, engaging in work experience,
gaining employment, and developing self-employment options.

Welcome
Welcome
Introduction
Task
Process
Evaluation
Conclusion
Teacher
notes
About
Webquest
Reference

Conclusion

Thank you for taking the time to read and

understand the requirements of this
WebQuest.
And as one journey ends, and another
begins, good luck with your endeavours.
A particular shout out to all the teachers
and students who have contributed in
some meaningful way to the development
of WebQuests and the WebQuest concept,
and a thank you in advance for the part
that your endeavours will play in this
World Wide Collaborative Experience.
Please send your completed work to
your teacher by e-mail, and to potential
employers
Thanks and good luck!

Welcome
Welcome
Introduction
Task
Process
Evaluation
Conclusion
Teacher
notes
About
Webquest
Reference

Teacher notes
To support students through the various phases of the quest, you will find various resources
here.
In the initial phase of developing a strategy with peers to complete the task, the teacher will be
instrumental in determining the level of scaffolding required for various learners, and in
determining the actual guides required.
The main source of vocational language comes from:
Career / career planning / vocation-specific guidance type sites
Education and training sites
To access job-related language, we might search for the job (e.g. chef) and job description or
related terms.
To access training-related vocabulary, we might locate a vocational course of interest, note the
subject name or code, search for it, and download information from the training.gov.au site
In then adapting the language for use in documentation, you can show students disseminated
examples of documents to cover metalanguage proficiency, and guide students in a search for
authentic examples for use as reference. Various exchange will be required to help students to
the levels required for both the quest goals and the curriculum requirements.
Further considerations include: resourcing; ergonomics; class dynamics; context (i.e. within
connected-class environment); WebQuest format; tools; pedagogy; learner autonomy.

Welcome
Welcome
Introduction
Task
Process
Evaluation

WebQuest
According to Wikipedia A WebQuest is an inquiry-oriented lesson format in which most or all the
information that learners work with comes from the web. These can be created using various
programs, including a simple word processing document that includes links to websites.
A WebQuest is distinguished from other Internet-based research by three characteristics. First, it
is classroom-based. Second, it emphasizes higher-order thinking (such as analysis, creativity, or
criticism) rather than just acquiring information.[3] And third, the teacher preselects the sources,
emphasizing information use rather than information gathering. Finally, though solo WebQuests
are not unknown, most WebQuests are group work with the task frequently being split into
roles.
Benefits:

Conclusion

Keeps students on-task while on-line

Provides a format for ESL students to proceed at their own pace

Teacher
notes
About
Webquest
Reference

Encourages students to be self-directed, connected and involved learners

Considerations:
Integration with other teaching approaches
Traditional methods of recording new vocabulary and procedures
Collaboration techniques
Links and guidance

Welcome
Welcome

Reference

Introduction

There are three reference pages linked to the main pages of the WebQuest: Welcome;
Introduction; Task; Process and Evaluation.

Task

The pages are located on the slides following this one, and there is a link within each
slide to return to the main page.

Process
Evaluation
Conclusion
Teacher
notes
About
Webquest
Reference

As this WebQuest fits within the Settlement Language Pathways to Employment and
Training (SLPET) general course, developed at North Coast TAFE, there is a substantial
amount of resources available to assist students to achieve the outcomes required.
Principally there is the SLPET course book, and volumes of additional activities.
There are also various writings on relevant teaching methods to assist staff.
Further, in the spirit of this WebQuest, there is, of course, a wealth of reference material
available online, in the form of authentic materials, such as the site jobsearch.gov.au
(for job ads); and in the form of language-learning supports, teaching references and
how-to sites (e.g. YouTube or technical support) to achieve the various stages required
for teachers to produce items such as this WebQuest, and for students to produce the
items that they require to further their career goals.
So, assisting students to generate key-words for searches, and to sift through the
volumes of information available to find what they need, is paramount.

Pathways to Employment and

Training
The Settlement Language Pathways to Employment and Training program (SLPET) can help you to
learn English related to job-seeking, job applications, workplace communication, vocational studies
and self-employment.
SLPET comprises 160 hours of English lessons and 40 hours of work experience
You can learn English to help you:
Develop CVs and cover letters
Find and respond to job advertisements
Engage in interviews
Search and apply for vocational courses
Prepare for courses
Develop career pathways and self-employment opportunities
You can achieve learning outcomes in the course that will help you to achieve a Certificate in Spoken
and Written English
The course will help you to: Find and use language to develop jobseeker documents; Research job
markets and course/apprenticeship options; Identify opportunities including self-employment;
Organize English support notes and documentation; Develop contacts and networking lists; Find and
use job-seeking avenues; Contact employers; Write letters of introduction for work experience.

Back to Title Page

How to use this WebQuest

Back to Title Page

This WebQuest is set up so that you can navigate easily between

the areas of introduction, task, process, evaluation and
reference. You can revisit areas at any time, and cross-reference
the areas, thus enabling you to maintain focus on and
momentum towards the outcomes that will make the WebQuest
enjoyable, interesting and productive.
You can:
Download this WebQuest and review it at any time
Use the links to locate relevant information
Take directions from the WebQuest that will help you and your
peers to stay on course
Use the WebQuest as an editing checklist when producing
your own work
In summary, the aims of this WebQuest are for you to:
Collaborate with peers
Find language on the internet and in books
Collate language in its original form to a central document
Transform the language as required to generate particular
documents
Research language to develop your conceptual and linguistic

About this WebQuest

Created by Zac Edwards in May 2015 for the Settlement
Language Pathways to Employment and Training (SLPET)
Program
Following studies at the University of Wollongong.
With thanks to teachers and students of prior SLPET
programs.
This WebQuest is a result of materials that have been
collated and refined over several years. A WebQuest can
be an opportunity for teachers and students to pool their
lifes work into a format that is easily navigable and
accessible.
Back to Title Page

About tasks

A task is a series of activities or processes that have a defined goal.

We can divide tasks into a series smaller tasks or processes and it is
helpful to document newly learned processes for later reference.
These are usually documented as a series of steps.
An early task for this WebQuest is to make a timeline of your life:
significant events and phases; achievements and challenges; and
notable experiences. Following that, we can tease out the details in
discussion with peers.
This task helps us to prepare to develop a strategy and language to
assist with the main task of generating documents.
To achieve net-based research tasks, you will need a computer,
internet access and support as needed.
For this task please consider:
What you actually did in various positons of employment
How to categorize information into: skills, knowledge, duties
Identify or imagine criteria
Consider the concept of matching skills, knowledge and
experience to job criteria explicit or imagined
Establish links to samples of CVs, cover letter templates and sites
Edit, redraft, publish, send your written work.

Back to
Introduction

About processes
Typical features of a process are:
That they are a series of actions or steps to achieve a goal
That they are definable
That for many technical functions, information is available
on the internet.
To help you to manage processes, you can:
1. Write the aim of the process
2. List the steps to achieve the goal
3. Note any follow up action required
The processes in this WebQuest are both technical and
linguistic in nature.
For help, you can search with phrases such as how to or
procedures to or sample of

Back to
Introduction

About evaluation
There are many different ways that we are evaluated
throughout our life. For the Certificate of Spoken and
Written English, the results are either achieved,
partially achieved or not attempted.
Before commencing your work, it is always a good
idea to check the assessment criteria. A summary of
the criteria is available in the evaluation section of
this WebQuest.
Please submit your documents electronically to your
teacher.
Feedback will be provided thereafter, and you will
have the chance to make necessary improvements
before resubmission.

Back to
Introduction

Consider the picture to the left and how

autobiographies, CVs, cover letters and job
applications are related.

Documentation. By the end of this

stage
Describe your skills,
..you will be able
experience and knowledge

to:

..you will
have:

Use the internet to find new

words to use in CVs, cover
letters and applications

Documents to help you to

apply for courses and jobs

Language skills to help with

application processes
Back to Task Page

Application

You will also

be able to:

Back to Task Page

We will learn:
How to apply for jobs
Australian standards and
expectations in the labour market;
and conventions for writing CVs,
and cover letters
Planning and researching skills, to
develop language to write about
your experience, qualities, skills
and knowledge
Grammar for job-seeking
documents
How to plan your writing
Preparation skills for writing
How to write, publish and send
your documents

Update your CV
Find job ads
Identify job criteria
Match your skills, personal qualities
and knowledge to job criteria
Write a cover letter
Apply for jobs and courses
independently

Preparation As you explore your past, you may identify qualities that
employers like - and a platform to further your training and
opportunities
Can you imagine what the experience, skills and knowledge
may be for the people in this picture?
Writing about your life will give you good language to use
for CVs, course / job applications, cover letters and
interviews.
Discuss with your peers and teachers a strategy to produce:
A CV (short version and long version)
Your own cover letters, including letters of introduction
Vocabulary to describe your skills and experience
Course information to expand your knowledge and skills

Back to Task Page

Research language and concepts

You can find useful language on the internet to describe job
duties. Use key words in your search such as duties,
responsibilities, list, and the name of your job for
example - chef
We can also identify the skills that we need to get a certain
job.
1. Pre-research discussion points:
Q.What have you researched on the internet?
Q.What keywords or links have you used?
Q.Which keywords could you use?
2. Find words to describe a job: That youve done; That
youd like to do.
3. Copy and paste the language that you find to a Word doc,
or write the words down
to Process
4. Check the meaning and part of speechBack
in a dictionary
(or
online)

Generate documentation
A CV for you
Now its time to put together your CV
There are many different styles of CV
Different styles suit different backgrounds.
Choose a CV to focus on your strengths, which may be:

Personal qualities

Work experience

Life experience

Voluntary work

Whatever your strengths may be!

Have a look at some sample CVs and note the headings that are
used. Decide which headings suit you and begin to capture
details.
Back to Process

Find and use language and concepts

Whats your name?

What have you

done?
Where have you
worked?

After you have found words to describe a job and have

checked the part of speech in a dictionary you can begin
to use the words for your documents.
There are many sample documents on-line for you to
acquire useful phrases and linguistic features. There
are also many ESL activity sheets that can help you to
generate these documents.
It is useful to ask yourself various questions to help identify
details required, such as the examples below.
After drafting your document, check the grammar and spelling
of your writing.

What did you

cook?

What did you do

there?

Back to Process

Evaluation: Resume; CV; cover letter; letter of introduction

Your resume of 1-2 pages and a CV of 4-5 pages must show
that you can:
Select appropriate structure and format
Write about yourself (e.g. education, training, skills,
employment history, personal attributes, key achievements)
Date information consistently
Use appropriate grammatical structures
Use technical and work-related vocabulary to describe
education, training, skills and employment history
Spell all words correctly
Your formal letters, with at least two paragraphs in the body of the letter, must show
that you can:
Write coherently and use a conventional layout
Stage text with: an introduction; points and elaboration; a concluding statement
Write paragraphs which clearly express objective information
Provide information and supporting evidence, referring to attachments as required
Use grammatical structures and vocabulary appropriate to formal language
Back to
Use punctuation to support meaning
Evaluation
Spell all words correctly

Evaluation: Job and course

applications
Your completed job and course applications must show
that you can:
Complete forms correctly
Respond appropriately to instructions and questions
Provide required information using appropriate
vocabulary and grammar
Write numerical information correctly and completely
Spell all words correctly
Produce typed or legible handwritten responses

Back to
Evaluation

Evaluation: job and course

interviews
Your interview preparation and performances must show that
you can:
Participate effectively
Respond appropriately to stages of the interview: opening;
requests for information; closing
Answer questions appropriately
Use interaction strategies such as: turn-taking; asking
questions; asking for clarification
Use grammatical structures appropriate to setting and
register
Use appropriate technical vocabulary
Pronounce key vocabulary and utterances with sufficient
sound clarity and stress to be intelligible, or respond to
requests for clarification
Use features such as pausing, stress and intonation as
appropriate
Back to
Evaluation