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Work Readiness


Work Readiness – Preparing Students for Workplace Learning

Western Student Connections is an approved provider with the NSW Institute of Teachers for the accredited course:

Work Readiness: Preparing Students for Structured Workplace Learning


Western Student Connections – NSW Institute of Teachers’ endorsed provider of Institute Registered professional development for the maintenance of accreditation at Proficient Teacher/Professional Competence.

Scope of Endorsement:

Australian Professional Standards for Teachers at the level of Proficient Teacher
1.3.2, 2.3.2, 3.5.2, 5.1.2, 5.5.2, 6.2.2, 7.2.2, 7.3.2 for the course Work Readiness: Preparing Students for Structured Workplace Learning

NSW Professional Teaching Standards at Professional Competence<
1.2.3, 2.2.1, 3.2.5, 3.2.6, 3.2.8, 4.2.1, 6.2.3, 6.2.8, 7.2.6 for the course Work Readiness: Preparing Students for Structured Workplace Learning

Information about this course is available on our Training Page (


  • Preparing students for the workplace is an essential component of all quality workplace learning programs.
  • Preparatory activities support the safe participation of students in activities not directly supervised by their school or TAFE NSW institute or by the contracted private or community registered training organisation (P/C RTO).
  • Preparation should ensure that students have a focus and purpose to maximise their learning in the workplace.
  • Experiential learning engages students and helps reinforce the relevance of what they are learning through school or at TAFE NSW. There should be whole school commitment to the critical importance of preparing students to undertake successful experiential workplace learning, for example, through appropriate resourcing and ease of access to students.
  • Preparatory activities must include emphasis on student safety and well-being. Young people are often vulnerable in the workplace as new and young workers, due to their lack of experience and training, and relative maturity levels. Recent studies of adolescent brain development highlight the likelihood of young people being caught up in the moment, predisposed to risk taking behaviour and not being able to anticipate the consequences of their actions.
  • Students with special needs must be appropriately supported before they enter the workplace.
  • Aiming for student work readiness sets a benchmark for achieving an appropriate level of student preparation and confidence prior to their starting placement.
  • In the case of HSC VET work placements, a student’s lack of work readiness, usually in spite of substantial efforts by staff, cannot be used to bar a student from attempting a placement.


What activities should be included in preparing students?

  • Staff are encouraged to draw on their expertise and knowledge of their students to develop activities that help students get the most out of their opportunities to learn in the workplace.
  • Preparatory activities can include work readiness sessions off site or for part of a day; a suite of lessons or supervised preparatory work sheets and discussion, depending on the needs of the students, curriculum delivery, timetabling and resourcing.

Key areas suggested for including in preparatory activities:

  • Introducing workplace learning: purpose, focus and implications for students
  • Student Placement Record,  Safety and Emergency Procedures-Student Contact Card and the supply of mandatory guides to employers and to parents/carers
  • Work readiness
  • Understanding host employer expectations
  • Safe learning while in the workplace: Occupational Health and Safety (OHS)
  • Student welfare and well-being
  • Safely managed travel arrangements
  • Student responsibilities
  • Student conduct in the workplace
  • Additional pre-requisites
  • Dealing with problem situations
  • Planning for post placement follow up.
  • Personal presentation and first impressions
  • Communicating appropriately in the workplace
  • Working with others in the workplace
  • Quality of work undertaken by the student
  • Pre-placement interviews with the host employer
  • Generic workplace skills: answering the phone, taking messages, customer service and employment related skills.


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