Teacher resource

The Transitions and Careers section have developed some useful resources to support the delivery of Pathways Plans.

Year 5 - 6 Plan

In development

Pathways Plan

01 My career, my life

02 My strengths and interests

Year

myfuture

ABCD

7,8,9,10

Identifying

A1

 Outcome

Develop a profile of strengths and interests.

Rationale

Strengths and interests play an important role when students are looking at future experiences, including jobs and careers. It is equally important for students to identify their weaknesses and to plan how these can be overcome by using goal-setting techniques.

Task description

Suggested level: Years 7 and 8, but also suitable for Years 9 and 10.

1.   Teacher facilitates whole-class discussion on the meanings of strengths and abilities.

2.   Things I’m good at game - whole class activity- thumbs up, thumbs down, or thumbs in  between – see list.

3.   Working in small groups, students develop a list of 15 strengths and abilities. Consider strengths and abilities that individuals can bring to the home, school, work and community activities.

Combine the group lists.

4.   Students record 5 strengths and abilities that they believe they possess in the Pathways Plan. The class list can be used to assist students.

5.   Students reflect on 5 personal weaknesses. Students can again refer to the class list. Which weakness would be a priority to improve?

6.   Students can then reflect on the relationship of their findings to their future experiences, including careers. They can report back to the rest of the group or this can be discussed as a whole-class activity.

Extension activities

·    Students undertake a preliminary goal-setting exercise to plan how to overcome their weaknesses.

·    Students email the completed module to their parents, using the Pathways Plan email function.

·    Students list the strengths and abilities they discovered during work experience. Students could discuss in small groups how these self-discoveries were made.

Suggested resources

·    Copy of ‘Things I’m good at’

·    myfuture website at http://www.myfuture.edu.au

·    Job Guide – in print (Section 1) or online at http://jobguide.dest.gov.au/

·    MindMatters website at http://online.curriculum.edu.au/mindmatters

Career competencies

This activity links to the identifying step in http://myfuture.edu.au

03 My hopes/dreams/aspirations

04 My support network

05 My goals

06 Work experience and workplace learning

Year

myfuture

ABCD

9,10

Exploring

A2, A3,B6

Outcome

Identify and investigate three areas of interest for possible work placement.

Rationale

Work experience provides students with the opportunity to explore the workplace. It is designed to assist them in the transition from school to work, to develop a greater awareness of their abilities and interests, and to make appropriate, well-informed and realistic career decisions. It is important to prepare students well, as for most of them this will be their first time in a workplace.

Task description

Suggested level:  Years 9 and 10.

Note: There are Occupational Health and Safety requirements before some work experience can take place. Check with the Education Directorate’s Careers and Transitions webpage for more information and relevant resources.

1.   The teacher outlines the work experience program that the school has in place and what is required of the students.

2.   The teacher facilitates a whole-class brainstorming session on the benefits of participating in the work experience program. Some of these benefits may include assisting students to:

a   experience the world of work e.g. dress, behaviour, language, hours, working conditions, travel requirements

b   evaluate their own strengths and weaknesses, likes and dislikes, abilities and interests and match them with their vocational pathways

c   improve their knowledge of the range of occupational factors (pay, training, promotional opportunities, work satisfaction and values)

d   practise and develop vocational, life and skills for work e.g. interact with others, get the job done. See also the ‘08 My work skills' module.

e   decide on the educational goals which are relevant to the occupations that interest them e.g. when to leave school, what subjects to choose in upper school, what further education or training is required.

3.   Students identify expectations of the workplace under the following headings:

a   employers and their expectations

b   dress standards (including jewellery)

c   occupational safety and health requirements or regulations

d   dealing with conflict

e   punctuality (including returning from morning tea, lunch and afternoon tea).

4.   In pairs, students identify other expectations and list the ways these need to be addressed.

5.   Students report back to the rest of the class.

      6.   Students individually complete the ‘Work experience preparation’ worksheet under the guidance of the teacher and select at least three areas that interest them for possible work placements.

      7.   The teacher distributes and discusses the school’s work experience package (if applicable). Discuss with students the organisations and employers who are offering placements as part of the      

              work experience program.

Extension activities

·     Invite students who have participated in a work experience program into the classroom to speak with the students (in small groups) about their experiences – their initial impressions, the nature of their work experience, what students should be aware of etc.

·     Arrange for students who have tried a placement in a non-traditional work setting to describe their experiences to the class.

       Arrange for a student with a disability to discuss their experience with the class.

·     Invite a guest speaker from your occupational health and safety authority to talk about occupational health and safety issues for work experience students in the workplace and the right to refuse work in an unsafe work environment.

·     Invite four employers from different industry areas, e.g. retail, office, hospitality, metals and engineering to discuss their expectations. Students can be divided into four groups according to their areas of interest.

·     Students interview an employer regarding expectations of students during work experience placements and report their findings to the class.

Suggested resources

·      Copies of the ‘Work experience preparation’ worksheet

·      Individual schools’ work experience packages/information

·      ACTETD Work Experience Hosts

·      Job Guide – in print (Section 2) or online at http://www.jobguide.thegoodguides.com.au

Career competencies

This activity links to the exploring step in http://myfuture.edu.au.

 

07 My achievements

08 My work skills

09 My transition plan

10 My reflection and review

11 Resume builder

 

Year 11 - 12 Plan

01 Year 11 and 12

02 My package planner

03 My 11-12 goals

04 Year 11 and 12 opportunities

05 Work experience and vocational learning

06 My network

07 My achievements

08 Skills for work

09 My post year 11-12 plans

10 My year 11-12 checklist

11 My reflection and year 11-12 review

12 Resume builder

 

You may also find the 'myfuture Assist Others' page a useful resource for sourcing articles and resources for supporting young people with their career and transition planning.   

We welcome feedback or input into the teachers resource, please 'Contact Us'.

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