LESSON | GRADES 7-9

PRAO & INTERNSHIPS

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Maps for the Future

Virtual work site visit

PRAO & INTERNSHIPS

IntroductionThis lesson supports students in integrating experiences from practical work life orientation (PRAO) and internships into their school work. Students will prepare, keep a journal and follow up on the experiences gained from their time out at a company.

Target groups • Lower secondary school

• SFI

• Introductory classes

• Introductory programs

PurposeThe material aims to help students discuss and reflect on their choice of upper secondary education, their trade and their future. It will provide students with an understanding of the work and career possibilities that various companies have to offer.

TIPS

• Begin by reading through the lesson tutorial.

• Form an image of how you can use the material with your students.

• You and your students will need internet access and a computer or tablet.

• Prepare by printing the student materials.

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About practical work life orienta-tions (PRAO) & internshipsPRAO and internships are important elements for teaching about work life and to prepare students for making independent, well-founded decisions about their future.

Students will learn even more when PRAO and internships are made part of their theoret-ical training. Therefore, it is important to connect PRAO and internships with the school’s courses and integrate it into teaching. Such instruction can be integrated into several school subjects.

“A prerequisite for the students to gain as much experience as possible during their PRAO is that the PRAO is integrated into the teaching and that the pur-pose and goals of the PRAO activity are clear to each student before they go out to a workplace. Both planning and experience from the PRAO should be integrated into various subjects in primary school based on what teachers and principals locally consider most appropriate.” (Source: The Swedish National Agency for Education)

To connect PRAO and internships with teaching, give assignments that integrate com-pany experience with school subjects. Start the project the week before the PRAO or internship, continue on throughout time at the company and wrap up with a presentation and evaluation once the students have returned to school.

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60min

Preparatory assignment - Investi-gate Students should prepare for their PRAO/internship by finding out more about the trade and the company they are going to. Use the company’s website and Arbetsförmedlin-gen.se - Yrkes kompassen (in Swedish).

During PRAO/internship - Journaling During their PRAO/internship, students are to make daily notes in their journal, reflecting on their day, what they do and what they experience.

60min

Follow up and presentation Use the PRAO/internship time to harness and discuss student experiences. Have stu-dents compile their company presentations using their preparatory work and journals.

The next stepUse more exercises to integrate study and vocational guidance into the classroom.

Internship journal

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Student material

Why PRAO? • You learn about work life through experience.

• PRAO gives you experience from different areas of trade and work environments.

• You gain support for your thinking when choosing your educational path and occupation.

• You can make contacts in the labor market.

Check list• Where and when will you be meeting your mentor on the first day?

• How should you be dressed?

• How will you get there?

• Where will you eat lunch?

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Preparatory assignment - Investigate

Prepare for your PRAO or internship by learning more about the company you will be visiting. Visit the company’s website to learn as much as you can. A few things to look for:

• How many people work there?

• What kind of occupations are there at the company?

• What does the company do or sell?

If you have spare time: Visit the Swedish Public Employment Service’s website, Yrkeskompassen, and learn more about one of the trades at the company and what it has for future prospects.

During PRAO/internship - Journaling

Make daily notes in your journal during your PRAO/internship.Describe your day, what you do and what you experience. A few things you could consid-er:

• What does a normal workday look like?

• What kind of work tasks are you doing?

• What kind of person do you think you need to be to work in this trade?

Follow up and presentation

Use the preparatory work and journaling you did to present the company you spent time with.

Here are a few things you could present:

• What is the company’s mission?

• What kind of goods or services does the company produce/offer?

• Does the company have an international presence?

• What work tasks did you get a chance to try?

• What education do you need to work there?

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Virtual work site visit

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Tie in with curriculum

Social studies• Changes to, and the conditions of, the labor market and work life, including the working environment and

labor law. Paths of education, trade selection and entrepreneurship in a global society. Reasons behind the individual’s choice of trade and behind salary differences.

• How household, company and public economy are related. Reasons for changes in the national economy and what effects it can have on individuals and groups.

• The importance of digitalization in developing parts of society, such as the effects on the labor market, infra-structure, attitudes and values.

Art• Combinations of image, sound and text in student art

• Presenting art projects

• Shapes, colors and image compositions and their significance-bearing properties as well as how these can be applied in the process of creation

Geography• Where products and services are made and consumed as well as how goods are shipped. Changes to how

people make a living and make purchases over time.

Swedish• Strategies for writing different types of texts and adapting to their typical structure and linguistic characteris-

tics. Creating texts that combine words, images and sound, with and without digital tools.

• Editing and disposition of texts with the aid of digital tools. Functions for processing language

• Oral presentations and story-telling for different audiences on subjects from school and living in society. Adapting language, contents and layout to the purpose and audience. Using aids, such as digital media, and tools for planning and making oral presentations.

Connected to perspectives in adult and SFI educationAdult education should stimulate creativity, curiosity and self-confidence in students and give them the will to test and utilize new ideas in their actions and problem solving. Adult education should lead to a student approach that fosters entrepreneurship, business and innovative thinking, thus increasing their opportunities to work in the future, whether as an employee or by starting a business. Adult education should ensure that students gain a basic understanding of the labor market.

In an increasingly digitalized society, adult education should also help students develop their digital skills. The program should also help students understand how digitalization impacts individuals and the development of society. All students are to be given the opportunity to develop their digital technology skills. They should also be given the opportunity to develop a critical and responsible approach to digital technology in order to see the opportunities it offers and the risk it entails and to be able to assess information. The skills and approach to digitalization, entrepreneurship and innovative thinking help students develop abilities that are important not only in work and society, but also for further studies.

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