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content of a page when looking at its layout. The point of using Lorem Ipsum is

Salary that it has a more-or-less normal distribution of letters, as opposed to using


'Content here, content here', making it look like readable English. Many desktop
publishing packages and web page editors now use Lorem Ipsum as their

Resume default model text, and a search for 'lorem ipsum' will uncover many web sites
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Profiles

C l a s s i f i e d s
Search Results
16th Job Search
Jan
Your Dream Job Is Here!!!
Classification
Full-Time Employment
Location t is a long established fact that a reader will be distracted by the readable
content of a page when looking at its layout. The point of using Lorem Ipsum is

Salary that it has a more-or-less normal distribution of letters, as opposed to using


'Content here, content here', making it look like readable English. Many desktop
publishing packages and web page editors now use Lorem Ipsum as their
and a search for 'lorem ipsum' will uncover many web sites
Resume
default model text,
still in their infancy. Various versions have evolved over the years, sometimes by
accident, sometimes on purpose (injected humour and the like).

Profiles

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Teacher Notes patterns. “Individuals can no longer plan on staying in one occupation for their
entire working lives. Job and occupational mobility and lifelong learning must be
These notes have been developed to support teachers in delivering the activities anticipated. They must make career decisions recurrently rather than at one point
in the Year 8 workbook Exploring Careers which is intended to provide students in their lives and anticipate experiencing many career transitions. This must be
with the preliminary foundations to manage their career development journey. The undertaken in an environment of uncertainty and increasing complexity. In addition,
guide provides lesson plans, extension activities and support resources and is an individual’s concept of his/her career must change and be seen more as a “pro-
mapped to the Victorian Careers Curriculum Framework (VCCF) and Employability gression in learning and work throughout life” (Watts, 1996, p. 232).
skills. The guide offers a suggested teaching and learning approach and teachers In response career development is defined as “the lifelong process of manag-
will customise the activities to suit the needs and skills of their students. ing learning, work, leisure and transitions In order to move towards a personally
The workbook can be delivered as a whole in a career education program or a determined and evolving future” (Canadian National Steering Committee for Ca-
team of teachers can deliver parts of the workbook relevant to their subject area reer Development Guidelines and Standards 2004).
e.g. “What do I know about me?” links to personal development, or “What is paid This alignment is provided
work like?” to economics and many more… for schools using the Victorian
The concept of Career development has changed to reflect changing employ- Careers Curriculum Frame-
ment work as the basis for the
career education program.
Year 8 Victorian careers
Curriculum Framework
Learning Outcomes

Self-Development: Career Exploration:


1. Identify their beliefs and 4. Discover the learning habits
values systems and their influ- and study skills that help peo-
ence on self-concept. ple achieve good education
and training outcomes.
2. Use the results of self-as-
sessment to identify areas for 5. Explore the importance of Career Management:
development, build aspirations, a variety of skill types in the 7. Understand how choices
and a positive self-image. workplace. are made and explore what
can be learned from their deci-
3. Understand and analyse 6. Understand how different sion-making experiences.
how personal characteristics types of work (paid, unpaid,
(attitudes, interests, values be- volunteer, self-employment 8. Understand problem solving
liefs and behaviours) influence and periods of unemployment) strategies and goal setting in
career decisions. contribute to society. making career and life deci-

Additional resources
Victorian Careers Curriculum Framework (VCCF) More than just a job, Managing life, learning and work in
www.education.vic.gov.au the 21st century 2nd edition education.au limited down-
McMahon, M., Patton, W., & Tatham, P. (2008) Career load from The Facts www.myfuture.edu.au

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Mapping to VCCF & Employability skills
Section Lesson Title Page # Employability VCCF Learning Outcome
skills
Section 1:
Self Develop-
ment
Values make a differ- 4 Self-management Identify their beliefs and values systems and their influence on self-concept.
ence Use the results of self-assessment to identify areas for development, build aspirations, and a positive self-image.

What do I know about 5 Self-management Use the results of self-assessment to identify areas for development, build aspirations, and a positive self-image.
me Understand and analyse how personal characteristics (attitudes, interests, values beliefs and behaviours) influ-
ence career decisions.

Do I have any skills? 5 Life-long learning Understand and analyse how personal characteristics (attitudes, interests, values beliefs and behaviours) influ-
Imitative and enterprise ence career decisions.
Problem solving

Section 2: Ca-
reer Exploration
Skills and learning 6 Self- management Discover the learning habits and study skills that help people achieve good education and training outcomes.
Planning and organising

Making the most of 7 Planning and organising Discover the learning habits and study skills that help people achieve good education and training outcomes.
school Self-management

Let’s check out work 7 Communication Explore the importance of a variety of skill types in the workplace.
Planning and organising

What is paid work like 8 Teamwork Explore the importance of a variety of skill types in the workplace.
Planning and organising
Problem solving
What do you think? 8 Communication Explore the importance of a variety of skill types in the workplace.
Problem solving

Helping out 9 Initiative and enterprise Understand how different types of work (paid, unpaid, volunteer, self-employment and periods of unemployment)
Problem solving contribute to society.

Section 3:
Career Manage-
ment
Decisions! Decisions! 10 Problem solving Understand how choices are made and explore what can be learned from their decision-making experiences
Understand problem solving strategies and goal setting in making career and life decisions.

Be a career ally 11 Problem solving Understand problem solving strategies and goal setting in making career and life decisions.
Technology

What’s out there? 11 Lifelong learning Understand how choices are made and explore what can be learned from their decision-making experiences
Technology Understand problem solving strategies and goal setting in making career and life decisions.

Explore my future! 12 Self-management Understand problem solving strategies and goal setting in making career and life decisions
Planning and organising
Initiative and enterprise

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Section 1: Self development
Introduction

Self-development is learning to understand oneself and the influences on the decision you make.
Young people learn to use their experiences and achievements to build and develop their capabilities.
They work towards understanding that their generic skills and attributes can be used in a variety of
occupations and life roles. Self-development is about young people being confident about themselves
to assist them to make decisions and to be ready to take opportunities when they arise.
Year 8 students in 2013 will enter the workforce in approximately 2021!

Values make a difference


Other questions they could consider are: vaues can often be identified by the actions that a person
Rationale: • Who or what do they think has the most power to takes. It is important that students have access to good
Our values have a strong influence on the influence people to have good or bad values? biographical information which will help them identify the
choices we make and the attitudes we have to • Should values be taught or do we just know them? three values.
our abilities and future options. Often young Students then present their information to the class,
people are not aware that their values have an impact on Then discuss how values may change for example in they may want to suggest what evidence they used to
the choices that they make. Some values will be obvious the past e.g. school teachers were seen as very important identify the three values of their selected person.
such as religious beliefs while others may not be so members of the community as not everyone could read
obvious. This activity gives them a chance to reflect on and write while their “value” today is not as high or Extension activities:
what is important to them and consider the impact on women’s status was often defined by their husband’s • Develop a class collage of the values of
their choices e.g. only professional people can earn large occupation which meant they needed to marry “well” if the famous people that the small groups
incomes while trades people cannot, which ignores that they were to “improve” their lives – women were valued have researched
the opposite can apply. only as wives/mothers or the “importance” of celebrities’ • Compare the values that were important in a par-
advice today. ticular historical period e.g. chivalry in the middle
Suggested Length: 60-70 minutes Students then move to the task to consider their values. ages with some of today’s values
They first reflect on the list provided and then add up to • Debate the topic “Do values have a positive effect
Terminology: five others that have been left out. This is a self-reflective on our lives?”
Values: located in the introductory paragraphs task which leads into the first elements of the group task. • Values role plays Activity 1 – students perform one
of the activity Organise students into small groups to discuss what is or more and discuss what values were involved
important to them. Some examples might be someone
Delivery: who gives up their high paying job to look after a sick Additional resources:
relative, move to another country and take a low paid job Values Education website is a portal for Australian
Students read and discuss the introduction to values, to ensure a better life for their children, or put their career school communities to find out more about the Australian
how they can impact on our decisions and where they on the line to expose dishonest colleagues… Government’s Values Education Program.
come from. Students suggest some values and try to Working together the small group completes a project www.valueseducation.edu.au
identify the origin e.g. family, religion, cultural, community that examines a well-known person either from the list or YouTube has a number of interviews with 2012
or… a value may span more than one category. others that maybe relevant to a topic being studied e.g. Paralympians.
scientists or the group selects. Suggest that their

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What do I know is required for students to complete the matching of
qualities to occupations and to check the personal
to begin to identify these skills and to consider their
importance in their career development.
about me? qualities of occupations they have been thinking about – Note: The Australian Government is funding the develop-
it is not about a definite selection. Suggest that personal ment of a new framework for employability skills. A new
Rationale: qualities are often the elements that assist people to enjoy name - Core Skills for Employment - has been proposed
For many young people this time in their lives their work and keep their jobs. and is currently being considered. www.deewr.gov.au
can be difficult. While they want to challenge they are
eager not to be seen as different. They are susceptible Extension activities: Suggested Length: 30 - 40 minutes
to the fads and fashions which make it sometimes hard • Develop a personal collage of who I am and
to see themselves in a positive light. These activities my qualities – can be electronic or hard copy. Terminology:
are designed to assist students to view their qualities • Students discuss this quotation and make a poster Skills: see page 1 of the workbook.
positively and to recognise that they can support not only “Watch your thoughts; they become words. Vocational course: course that trains for a
themselves but others. Also when they face challenges Watch your words; they become actions. specific occupation
positive thinking can assist in overcoming their difficulties. Watch your actions; they become habits. School Based Apprenticeship: begin an
Watch your habits; they become character. apprenticeship and attend school at the same time
Suggested Length: 35 – 45 minutes Watch your character; it becomes your destiny” Career practitioner: pathway coordinator, careers
(Unknown) teacher, careers advisor etc.
Terminology: • Find and share with the class some inspirational Work experience: students undertake a limited
Quality: a defining element of a person’s nature quotes being positive similar to the previous one. placement with an employer to experience full-time work
or character in a particular occupation.
Additional resources:
Delivery: Teachers quotes: Delivery:
www.quotes-for-teachers.blogspot.com.au
After reading the introduction students consider how Steve Liebmann with inspiring career stories video: This lesson begins with the task designed to raise
others have affected either positively or negatively an Tara-Mai Reilly – Electrician or Matt McKenzie -- Chef student’s awareness of generic skills and that young
aspect of their life and how they coped with that influence. www.ncdw.com.au or CEAV www.ceav.vic.edu.au Students people can acquire these skills through a variety of
Discuss with students the ‘Access Your Allies’ message section experiences. Discuss the defining of skills into basic,
of the High Five of Career Development (Fact sheet- High YouTube has a number of interviews with 2012 Paralympi- thinking and people and ask students to think of examples
Five Messages of Career Development www.ncdw.com. ans of occupations that might use all these skills or ones
au) and how it is important that when they are selecting where one or two types would be most important.
allies that they are going to provide positive support. Outline that generic skills are in all occupations and
Students read through the section on negative self-talk Do I have any skills? these have been identified in the Employability Skills
and how it can be damaging to themselves and the de- Framework. Students require a copy or access the
cisions they make. Ask students to consider the people Rationale: myfuture website to view the Employability skills. Then
that they researched in the previous activity and how they Generic skills are often overlooked as there briefly discuss how they have been collecting these
achieved their goals, particularly those who had to fight is a tendency to focus on the specific skills skills so far e.g. team work – school projects, sports
for their success. Consider showing a video from those for an occupation. It is important to highlight participation, dance classes…
mentioned in ‘Additional resources’ to stimulate discus- that basic thinking and people skills will be needed in all Using the Case Study students consider how Patricia
sion. occupations. What will be different, perhaps it is the level is thinking about using her work experience placement
Reinforce that in the next activities students should of proficiency. The Employability Skills Framework (2002) to gain skills not only suitable for the job but generic
be positive about themselves and that opportunities for was developed by employers as skills that all employees skills such as communication through her experiences
improvement will come later. Access to the Job Guide needed. The Case Study is a tool to assist students with other staff and customers. Having worked through

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the case study students consider some occupations and
consider the generic skills that would be required. Section2: Career Exploration
Finally students reflect on their skills and consider if Introduction: can be used to develop a shopping list or project
there are any areas they might like to develop and then to manage the building of a house.
consider what activities will help them to improve in their Career exploration is learning about the options and
selected skills. Encourage students to focus on one or requirements of the opportunities that may be available Delivery:
two not the lot and explain that the practice activities do to young people in the future. It also assists them to
not have to be school related e.g. keeping my room tidy know what and where career information is available and In small groups or as a class the students discuss the
(self-management)… how to critically assess its usefulness and reliability. The questions raised in the task. You may wish to introduce
Again this activity should be delivered as a positive and students are developing the skills to use the resources the topic through presenting the ‘School what is the
reinforcement of skills already attained, not as looking for independently and be exposed to the wide variety of point?’ video or show it after the discussion. To access in-
faults but rather as looking for opportunities. occupations. Career exploration also helps young people formation to the last question students can seek informa-
to consider the opportunities for learning and to consider tion on a range of education department sites about the
Extension activities: the effects of their current academic performance. benefits of staying at school or check for resources with
• Match the skills with the Young people in Year 8 are still exploring the possibilities the school career development practitioner.
• Undertake the activity sheets in the DEECD and many will not be ready to make firm occupational The class reads the section on the how skills and learn-
Careers and Transition Resource Kit www.education. selections. Most students will still be at the ‘dreaming’ ing are connected.
vic.gov.au/school/teachers/teachingresources/ca- stage of career development with only slight recognition of Students think about what they have done at school
reers what might be possible. The focus of much of this section during the last week and attempt to identify the skills that
• occupation see Activity 2 of the workbook is to help students make the connection they have practiced in each task or activity. Students
Suggested answers between their performance in school and the impact this can use the list below and/or use the Employability skills
Tour Guide - Initiative and enterprise will have on the range of choices they will have in the framework.
- Communication Dental assistant -Technology
Transport clerk
future.
Flight attendant
– Communication – Technology Extension activities:
Winemaker Cartographer Rationale: • The students survey a range of people
- Self-management - Planning and organising
Camera operator Urban and regional planner Students need to develop an understanding who have left school asking the question
- Self-management - Planning and organising of what the impact of their school performance ‘What do you wish you had known at school?’.
Exhaust fitters and repairer Art gallery curator
- Life-long learning - Planning and organising will have on their future opportunities. There are a range • Use the Career Bullseye posters and review the
Teacher Fitness instructor of important skills, as well as the subject knowledge, that educational requirements and discuss the differences
- Life-long learning - Teamwork
Sports administrator Sports coach they are learning while they are at school which helps between occupations that need minimal education
- Initiative and enterprise - Teamwork them manage their career development journey. This les- and training and those with higher levels. Working
Sales representative Art therapist
- Initiative and enterprise - Teamwork son assists students to recognise how and where they are in a team students use Job Outlook and research
Geologist
Additional resources: Economist learning these generic skills. the job prospects of an occupation from each level.
Employability skills framework -www.vta.vic.edu.au/ES- Present their findings to the class.
CoP/media/ACCI%20BCA%20Employability%20Skills%20 Suggested Length: 75 -80 minutes
Framework.pdf Additional resources:
Employability skills description - Terminology: ‘School what is the point?’ video www.ncdw.com.
www.youthcentral.vic.gov.au • Skills: page 1 of the workbook au (approx. 5½ minutes) or CEAV www.ceav.vic.edu.au
Training games often focus on communication, team- • Employability skills: page 1 of the Students section
work and problem solving many examples available on the workbook Career Bullseye posters www.deewr.gov.au/career-bull-
internet e.g. youthgroupgames.com.au • Transferable skills: skills that can be used in a variety seye-postersJob Outlook www.joboutlook.gov.au/pages/
of activities and occupations e.g. organisational skills default.aspx

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Making the most of them to reflect on how they used the tool, what were the
issues e.g. forgot to look at it… and what changes could
Terminology:
Attributes: personal qualities e.g. reliable,
school they make to their usage e.g. another tool or be more trustworthy, professional…
focussed… Again, the focus is on students taking control
Rationale: of their learning and trying to make sense of how it fits into Delivery:
While students need to recognise that their their career development journey.
school performance will have an effect on their ability to This is mainly an out of class activity as students
achieve their preferred future this activity is designed toExtension activities: complete the table by interviewing two (2) people on their
make them aware that they have control of their actions in • Write and act a short scene on how Alex views of what they define as work. Students may need
this aspect of their career development journey. They can explained his test result to his Mum? some preparation about how to conduct interviews if they
decide to make the most of their time at school or not. • Prepare a poster with 5 effective ways to be have not conducted surveys before.
organised. The 2 people can be parents, teachers or other students
Suggested Length: 85 -90 minutes • Research and rate two online time management a range of participants will enhance the discussion when
websites. students complete the ‘Group task’.
Terminology: • Examine a range of time management strategies that Students bring their results and discuss the responses
Multiple intelligences: particular strengths will help them make the most of their schooling. people gave to the questions. Some points to cover would
and styles that people find comfortable when • Students use the Biographical Bullseye posters to be:
undertaking a range of activities. identify how many occupations are available at each • Did people have difficulty defining if it was work?
educational level. Ref myfuture www.myfuture.edu.au • Did anyone select work and unpaid?
Delivery: in Assist Others. • Were there any differences in responses based on
age?
Students read about Alex and his method for coping Additional resources: The final task is for a small group of students or the
with his school work and then complete the questions. myfuture www.myfuture.edu.au class to come to a consensus on what can be defined as
Before undertaking the ‘My task’ students discuss their There are many time management advice websites and work. An example can be “a doing task”.
answers and the fact that Alex could have approached videos on the internet
his test in a different way and maybe achieved a different Youthcentral www.youthcentral.vic.gov.au has links to Extension activities:
outcome. online study resources and the public library link has a site • Research a range of dictionary definitions
After reading the ‘My task’ students may examine for young people. and compare to class definition
a range of organisational tools e.g. printed diaries, • Design a poster of foreign language words for ‘work’
school diaries, or online diaries and how they can be Let’s check out work start with the LOTE subjects in your school
synchronised to a range of devices. Students select which • Graph the selected results from the class interviews
tasks they most often perform from list of actions which Rationale: e.g. responses by age
demonstrates their work habits. Then by putting them While the previous activities have focussed • Create a collage of images of the class definition of
in order of importance they are identifying how well they on school this activity suggests that other as- ‘work’.
are managing their school experience. On completion pects of their life can also make a contribution to their skill
students can discuss their answers in a small group and development. These activities can be hard to identify as Additional resources:
the group can assist them to answer what skills they could people tend to classify work in a narrow definition which What is work’ lesson plan and student worksheet ReCap
work on for the future. can cause young people to overlook these skills when Resources for career practitioners www.deewr.gov.au/re-
The planner can be substituted for a digital version or they compile a resume. source-career-practitioners-publication.
the school diary. Students have a go at keeping track ‘What is work?’ worksheets and activities Australian Blue-
of their school and home tasks and activities for one Suggested Length: 15 – 20 minutes print for Career Development (ABCD) www.blueprint.edu.
week and then review the use of the tool, this assists au/TheToolkit/WorksheetsandActivities.aspx

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What is paid online career information resources and be
able to borrow hard copy material from the
What do you Delivery:

work like? school careers library. think? Students either discuss as a class or in a
small group their views on the comments
Rationale: Extension activities: Rationale: on page 14 of the workbook.
Students’ views of the world • Students use their research While young people are often Questions to ask are:
of work have mostly been to conduct a mini careers employed in part time or casual • Why might people have these
developed through their family expo for students in another Year positions they are often not aware of the opinions?
and social experiences and the media. level. obstacles they may face when seeking full • Are they fair?
While entering the workforce is still some • Contribute to a career wiki for time work. The views of some employers • What could young people do to change
years away it is important to begin to other students to find out about and significant adults can be negative and these attitudes?
challenge any misunderstandings or occupations they need to consider how these views Students then complete the letter to the
myths that students may have may have developed and what strategies editor outlining their views about young
developed. Additional resources: could they consider to overcome these people and their work readiness.
Victorian Skills Gateway www.education. attitudes.
Suggested Length: vic.gov.au/victorianskillsgateway has a This task also gives students an Extension activities:
180 – 200 minutes number of videos in the stories section of opportunity to consider the attributes of • Invite a local employer or
website a “good” employee and their rights and group training or job search
Terminology: Australian Apprenticeship Pathways www. responsibilities. agency representative to discuss “work
Specialisation: a particular aapathways.com.au has some excellent readiness” and what employers want
expertise in an occupation e.g. career resources on both traditional and Suggested Length: from entry level candidates
occupation -teacher / specialisation-math- non-traditional apprenticeships e.g. hospi- 50-75 minutes • Conduct a class debate on the topic:
ematics tality, children’s services or metal fabrica- Are young people ready for the work-
Work demands: the type of work environ- tion Terminology: place?
ment and tasks related to an occupation The MAAP website www.maapmyfuture. Attributes: personal qualities • Research the youth labour market –
com.au has information and videos on e.g. reliable, trustworthy… where are young people working and
Delivery: occupations in automotive service industry Attitudes: mind-set e.g. being positive what type of work are they doing?
The AGGA website • Conduct surveys with a range of age
This is an individual research activity in www.careersinglass. groups on the debate from Activity 3
which students explore a particular occu- com.au has infor- Note: the last statement is accurate (ref:
pation. mation on careers in November 2012 Generation next: where
While students can select their own, the glass and glazing to for Australia’s young people? www.
teacher may wish to nominate a range of There are many theconversation.edu.au )
occupations based on a set of criteria e.g. organisations that
skill shortages, local needs or unusual have career websites Additional resources:
occupations. These occupations may then such as minerals How Young People Are Faring (HYPAF)
be randomly distributed to students. industry, health, annual report www.fya.org.au
Seek advice from the school career engineering and National Centre for Vocational Education
practitioner; who can assist in developing many more. Check Research Ltd (NCVER) www.ncver.edu.au
the occupation list, the identification and with school career has a range of reports on young people
provision of suitable resources practitioner for details. e.g. ‘From education to employment: how
Students will need access to a range of long does it take?’

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Helping out
Rationale:
Volunteer work can assist young people in a variety of ways, from gaining skills that could be used in future employment, increasing their connectedness to their com-
munity and developing their self-confidence and resilience. While many global organisations are seeking either skilled or over-eighteen year olds many younger teenag-
ers can participate in volunteer activities at school e.g. house captain or library monitor.
Often young people are participating in community activities but do not always link this to their future work/life journey or recognise the skills that they are using or developing
through their contributions.
While volunteering is often linked to helping others participating in sports teams or special interest groups e.g. A photography club, could be included if a broad definition is used.

Suggested Length: 40-50 minutes

Terminology:
Volunteer: somebody who has freely offered to do something
for no payment

Delivery:

Students consider the definition of the term volunteer by asking:


• What kinds of the positive contributions do people who volunteer
make?
• Why would people volunteer?
• What volunteer activities are members of the class involved in?
Read through Arun’s story and complete the tasks. Lead a class
discussion on possible answers to the task.

Extension activities:
• Invite someone who volunteers to give a class talk- could
be a staff member or parent or past student who has
graduated from the school.
• Compile a list of local volunteer organisations suitable for young
people.
• Using a world map have students identify global organisations that
take volunteers and where they are working.
• Contact a local university or TAFE and organise for some volunteer
students to talk about their experiences either overseas or locally.

Additional resources:
Volunteering Australia www.volunteeringaustralia.org .
Many global organisations have information for volunteers and positions available.
‘Show us your passion’ www.volunteering.notforprofit.gov.au videos produced by young people on volunteering.

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Section 3: Career Management Having gained some knowledge they need to further develop their skills in goal setting.
It is important that they reflect on their previous experiences in setting goals and use
it to aim for goals that can be successfully achieved. Students should be using the
Introduction:
activities they have undertaken in the previous section of the workbook to help develop
Career management is the ability to successfully navigate the many decisions, their career action plan. The goals in the plan need to be small have a short time frame
experiences and opportunities that will make up the career development of a person and be something that they want to achieve; they do not always need to relate directly
during their lifetime. Making career development decisions is a journey and given to employment. By reflecting on what they have learnt about themselves and the world
the complexity and rapidly changing nature of life/work choices there is an increased of work in the previous sections of the workbook this knowledge can be used in the
necessity to explore a range of possibilities. activities in Section 3.

Decisions! Decisions!
Extension activities:
Rationale: • Watch a movie or TV show where the main character has to make
Decision making is a crucial skill in managing the career development journey. difficult decisions and discuss how they made their decisions and
It is important that young people gain both experience and knowledge of what affected the outcome of those decisions. Suggestions: Ice Age 4:
decision making learning from both positive and negative outcomes. Continental Drift or Diary of a Wimpy Kid.
This activity is designed to assist students to begin to recognise the elements in the • Play some online decision making games – search for decision making games for
decision making process through a case study approach. kids e.g. “It’s My Life” from pbskids or explore decision making lesson plans from
Utah Education Network www.uen.org .
Suggested Length: 50 -75 minutes • Class creates a list of interactive and board games on decision making.

Terminology: no additional terminology Additional resources:


DEECD Careers and Transition Resource Kit – ‘Decision learning’ lesson plans
Delivery: www.education.vic.gov.au
‘Engage in career decision making’ worksheets and activities Australian Blueprint for
Students read the introduction to decision making on page 16 of the work- Career Development (ABCD) www.blueprint.edu.au/TheToolkit/WorksheetsandActivities.
book. Ask the class if anyone would contribute their last decision making experience or aspx
maybe a memorable decision they made.
Students then read Amy’s story and consider the decisions she has made on her
career journey so far and then share their answers with the class or in a small group
Then the class or the small groups can review her decisions using some of the tips on
page 17 of the workbook. Some questions could be:
• Did she use any of the tips?
• Could she have made “better” decisions if she had used any of the tips?
Follow up with the section on understanding decisions. Not all decisions are final and
that sticking to a decision is not always a good thing. Also decisions can vary in length
or be broken down to help achieve the final goal.
These activities will prepare them for the group task which follows.

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Be a career ally and then decide on their preferred sugges- What’s out there?
tions placing it in the career action plan.
Rationale: Young people are not always aware of the range of support
Young people do not always appreciate the On completion of the tasks students are services that are available at universities and registered training
skills that can be developed through assisting asked to consider what changes need to organisations, particularly TAFE. This short group activity is a
others. Being an ally involves being able to view a situation be made to Jan’s career action plan as a very brief introduction to these features.
and consider all possibilities without the many factors that result of her accident. For young people for whom English is a second language, young peo-
may limit options. Also acting as an ally can help a per- ple from low socio-economic status communities, young people with
son to examine the effectiveness of solutions to their own Extension activities: disabilities and Koorie young people an awareness of these services may
problems. • What would my career ally increase their interest in tertiary education and training.
The task highlights that planning and making decisions be like? Activity 4
is a constant activity in reaction to changing personal and • Interview an adult about Length: 25 – 30 minutes
environmental circumstances. Also, that plans will and how they have managed
should be modified in response to these changes. their career Terminology:
• View and discuss career case stud- Disability: the interaction between living with impairments and
Suggested Length: 75 -90 minutes ies barriers in the physical, attitudinal, communication and social
environment.
Terminology: Additional resources:
Career action plan: a plan that records skills, Career action plan page on the Victorian Delivery:
goals for the future and strategies to achieve the Dept. of Education and Early Childhood
goals. Usually, not more than a page and focus- Development (DEECD) website www.edu- Discuss that people living with a disability sometimes need assistance
ing on both long and short term goals. Check the career cation.vic.gov.au/school/teachers/teachin- in accessing opportunities that most people take for granted e.g. access-
action plan page on the Victorian Dept. of Education and gresources/careers/carframe ing a classroom with stairs or Jan, from the previous task, who acquired
Early Childhood Development (DEECD) website www. a sight problem may need assistance getting around a large educational
education.vic.gov.au/school/teachers/teachingresources/ ‘Career Action Plan’ Australian Blueprint site.
careers/carframe for Career Development (ABCD) Working in a small group students research and answer the questions
www.blueprint.edu.au/Portals/0/vels/V_ on page 19 of the workbook.
Delivery: AreaC_Career_Action_Plan.pdf
Extension activities:
Discuss the purpose of a career action plan download ‘Career action plan’ lesson plan and • Check out other services that may be available at the
a sample from the websites listed in the ‘Additional re- student worksheet ReCap Resources for tertiary education and training provider.
sources’ or use the school career action plan. Suggest career practitioners • Organise a visit from a young person who has used sup-
that planning assists students to reflect on what goals www.deewr.gov.au/resource-career-practi- port services e.g. Koorie education programs
they want to achieve and develop strategies to achieve tioners-publication. • Listen to experiences of students with a range of disabilities who
success. Also, that career action plans can be changed in have participated in tertiary education.
response to new experiences, changes in their personal Chase your dreams kit (2009) DEEWR
life or situation. may be in your school careers resources or Additional resources:
In small groups students read through the task. It is check Dept. Education and Training NSW National Disability Coordination Officer (NDCO) Program www.ndcovic-
important to highlight the ‘Change is Constant’ task at the website www.det.nsw.edu.au/vetinschools/ toria.net.au Tertiary Transition CDs located in Information and resources.
end of the career action plan. schooltowork/chase-your-dreams.html
Students discuss the possible options available to Jan case studies of well-known Australians.

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Explore my future!
Additional resources:
Rationale: Victorian Dept. of Education and Early Childhood Development (DE-
Students use the knowledge and experiences they have acquired through the workbook ECD) website:
activities and other school and life experiences to focus on where they are now and where www.education.vic.gov.au/school/teachers/teachingresources/careers
they want to be, focusing on a particular occupation or a more generic outcome e.g. an apprenticeship.
The development of a career action plan provides an opportunity to record their goals, strategies and ‘Career Action Plan’ Australian Blueprint for Career Development
successes. (ABCD):
If students completed a career action plan either the year before or earlier in the year this activity can www.blueprint.edu.au/Portals/0/vels/V_AreaC_Career_Action_Plan.pdf
include a reflection on their previous planning and decision-making skills.
Career action plan’ lesson plan and student worksheet ReCap Resourc-
Length: 50-75 minutes es for career practitioners:
www.deewr.gov.au/resource-career-practitioners-publication
Terminology
Career action plan: a plan that records skills, goals for the future and strategies to achieve
the goals. Usually, not more than a page and focusing on both long and short term goals.
Check the Career Action Plan page on the Victorian Dept. of Education and Early Childhood
Development (DEECD) website:
www.education.vic.gov.au/school/teachers/teachingresources/careers

Delivery:

Remind students of the work they completed on Jan’s career action plan and that while the long term
goals are the focus it is the short steps that are needed to achieve success.
Students provide answers to the questions on page 19 of the workbook, these questions are designed
to help students prepare a career or pathways plan. Encourage students to review their workbook activ-
ities before they begin answering the questions.
Students can then develop their own career action or pathways plans. While the plan is an individual
task students can work in groups and be career allies for each other.
The final activity is ‘World of Work’ or ‘WOW’ words. It is a fun activity which can be conducted as a
competition e.g. neatest entry, first to complete, use all the words in a paragraph…
Answers to this activity are located on the CEAV www.ceav.vic.edu.au ‘Students’ section

Extension activities:
• Arrange group interviews with the school careers practitioner for students who require
assistance
• Complete career action plan
• Use WOW words to create a crossword

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Activities
Activity 1: Values dilemmas
Sample Scenarios

1. A group of young people have convinced their families to go camping on the


weekend. During the weekend they decide to go swimming in the nearby water-
hole. Some members of the group want to show off their skills by diving off the
rocks above the waterhole.

2. Work colleagues have been called to a meeting by their manager. Someone


has taken confidential documents from the company files. A member of the team
knows who it is and discusses what to do with a friend.

3. Some students are discussing how important it is to get a good job and a
number suggest that undertaking an apprenticeship does not lead to a good job.
A member of the group is considering a plumbing apprenticeship.

4. Volunteers are being sought by a local community group for some teenagers to
help a group of young refugees to learn about a sport. It will involve half a day on
the weekend. Who will be willing to give up their time?

5. An offer of an unpaid trial position in a stylish hairdressing salon has been made
to a young person. It will mean that they will have no protection if injured or bullied.
Their dream is to be a hairdresser to the stars and this opportunity would provide
good contacts. The young person discusses what they should do.

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Activity 2: Employability Skills Match
Cut up the cards and in groups students try to match the Employability skills to the occupations. Each occupation has a focus but students can suggest more than one. Each
group presents their answers and class discusses any differences in allocation and why.

Teachers can provide additional occupations and elements from the framework or replace occupation titles with pictures.

Employability skills cards

COMMUNICATION TEAMWORK PLANNING AND ORGANISING LIFE-LONG LEARNING


Speaking and writing in languages Coaching and mentoring skills Collecting, analysing and organising Being willing to learn in any setting—
other than English including giving feedback information on and off the job

PROBLEM SOLVING
Using mathematics including SELF-MANAGEMENT TECHNOLOGY INITIATIVE AND ENTERPRISE
budgeting and financial management Evaluating and monitoring own Using IT to organise data Identifying opportunities
to solve problems performance not obvious to others

Occupation cards

Camera Flight Teacher Sports Winemaker


operator attendant administrator

Sales Art gallery Dental Accountant Art


representative curator assistant therapist

Economist Sports coach Geologist Diplomat Cartographer

Urban and Tour Guide Exhaust fitters and Transport Fitness


regional planner repairer clerk instructor

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Activity 3:Survey - community attitudes to young people and paid work
This survey is being conducted by our class to research community attitudes to young people and paid work. Thank you for your time and co-operation.

Are you: Please consider the following statements and place a TICK by your ranking.
Male
Female Strong Some Little No Don’t Know/
Agreement Agreement Agreement Agreement Not
Aged: Applicable
13-19 Young people do not have the right work attitudes.
20-29
30-39 Young people have difficulty finding full time work.
40-49
over 50 Part time work is important for young people.

Young people need more than “the basics” of numeracy and


literacy to get work.
Young people need post school qualifications to get good jobs.

Young people should get more training in job seeking skills.

The youth labour market is only in part time work.

Teenage unemployment (15-19) is about three times higher


than for adults.

What 3 words would you use to describe young people today?

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Activity 4: What would my career ally need to be like?
‘Access your allies’ is one of the High Five messages of career development, think about the role of a career ally and outline what skills and attributes would you like in your ally.

My Career Ally
Good Listening Skills

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