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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

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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

Contents Enter/Exit FullScreen 1

Teacher Notes
These notes have been developed to support teachers in delivering the activities
in the Year 8 workbook Exploring Careers which is intended to provide students
with the preliminary foundations to manage their career development journey. The
guide provides lesson plans, extension activities and support resources and is
mapped to the Victorian Careers Curriculum Framework (VCCF) and Employability
skills. The guide offers a suggested teaching and learning approach and teachers
will customise the activities to suit the needs and skills of their students.
The workbook can be delivered as a whole in a career education program or a
team of teachers can deliver parts of the workbook relevant to their subject area
e.g. “What do I know about me?” links to personal development, or “What is paid
work like?” to economics and many more…
The concept of Career development has changed to reflect changing employ-
ment
Year 8 Victorian careers
Curriculum Framework
Learning Outcomes
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
anticipated. They must make career decisions recurrently rather than at one point
in their lives and anticipate experiencing many career transitions. This must be
undertaken in an environment of uncertainty and increasing complexity. In addition,
an individual’s concept of his/her career must change and be seen more as a “pro-
gression in learning and work throughout life” (Watts, 1996, p. 232).
In response career development is defined as “the lifelong process of manag-
ing learning, work, leisure and transitions In order to move towards a personally
determined and evolving future” (Canadian National Steering Committee for Ca-
reer Development Guidelines and Standards 2004).
This alignment is provided
for schools using the Victorian
Careers Curriculum Frame-
work as the basis for the
career education program.

Self-Development: Career Exploration:

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

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

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What do I know
about me?
Rationale:
For many young people this time in their lives
can be difficult. While they want to challenge they are
eager not to be seen as different. They are susceptible
to the fads and fashions which make it sometimes hard
to see themselves in a positive light. These activities
are designed to assist students to view their qualities
positively and to recognise that they can support not only
themselves but others. Also when they face challenges
positive thinking can assist in overcoming their difficulties.
Suggested Length: 35 – 45 minutes
Terminology:
Quality: a defining element of a person’s nature
or character
Delivery:
After reading the introduction students consider how
others have affected either positively or negatively an
aspect of their life and how they coped with that influence.
Discuss with students the ‘Access Your Allies’ message
of the High Five of Career Development (Fact sheet- High
Five Messages of Career Development www.ncdw.com.
au) and how it is important that when they are selecting
allies that they are going to provide positive support.
Students read through the section on negative self-talk
and how it can be damaging to themselves and the de-
cisions they make. Ask students to consider the people
that they researched in the previous activity and how they
achieved their goals, particularly those who had to fight
for their success. Consider showing a video from those
mentioned in ‘Additional resources’ to stimulate discus-
sion.
Reinforce that in the next activities students should
be positive about themselves and that opportunities for
improvement will come later. Access to the Job Guide
Contents
is required for students to complete the matching of
qualities to occupations and to check the personal
qualities of occupations they have been thinking about –
it is not about a definite selection. Suggest that personal
qualities are often the elements that assist people to enjoy
their work and keep their jobs.
Extension activities:
• Develop a personal collage of who I am and
my qualities – can be electronic or hard copy.
• Students discuss this quotation and make a poster
“Watch your thoughts; they become words.
Watch your words; they become actions.
Watch your actions; they become habits.
Watch your habits; they become character.
Watch your character; it becomes your destiny”
(Unknown)
• Find and share with the class some inspirational
quotes being positive similar to the previous one.
Additional resources:
Teachers quotes:
www.quotes-for-teachers.blogspot.com.au
Steve Liebmann with inspiring career stories video: This lesson begins with the task designed to raise
Tara-Mai Reilly – Electrician or Matt McKenzie -- Chef
www.ncdw.com.au or CEAV www.ceav.vic.edu.au Students
section
YouTube has a number of interviews with 2012 Paralympi-
ans
Do I have any skills?
Rationale:
Generic skills are often overlooked as there
is a tendency to focus on the specific skills
for an occupation. It is important to highlight
that basic thinking and people skills will be needed in all
occupations. What will be different, perhaps it is the level
of proficiency. The Employability Skills Framework (2002)
was developed by employers as skills that all employees
needed. The Case Study is a tool to assist students
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to begin to identify these skills and to consider their
importance in their career development.
Note: The Australian Government is funding the develop-
ment of a new framework for employability skills. A new
name - Core Skills for Employment - has been proposed
and is currently being considered. www.deewr.gov.au
Suggested Length: 30 - 40 minutes
Terminology:
Skills: see page 1 of the workbook.
Vocational course: course that trains for a
specific occupation
School Based Apprenticeship: begin an
apprenticeship and attend school at the same time
Career practitioner: pathway coordinator, careers
teacher, careers advisor etc.
Work experience: students undertake a limited
placement with an employer to experience full-time work
in a particular occupation.
Delivery:
student’s awareness of generic skills and that young
people can acquire these skills through a variety of
experiences. Discuss the defining of skills into basic,
thinking and people and ask students to think of examples
of occupations that might use all these skills or ones
where one or two types would be most important.
Outline that generic skills are in all occupations and
these have been identified in the Employability Skills
Framework. Students require a copy or access the
myfuture website to view the Employability skills. Then
briefly discuss how they have been collecting these
skills so far e.g. team work – school projects, sports
participation, dance classes…
Using the Case Study students consider how Patricia
is thinking about using her work experience placement
to gain skills not only suitable for the job but generic
skills such as communication through her experiences
with other staff and customers. Having worked through
5
the case study students consider some occupations and
consider the generic skills that would be required.
Finally students reflect on their skills and consider if
there are any areas they might like to develop and then to
consider what activities will help them to improve in their
selected skills. Encourage students to focus on one or
two not the lot and explain that the practice activities do
not have to be school related e.g. keeping my room tidy
(self-management)…
Again this activity should be delivered as a positive and
reinforcement of skills already attained, not as looking for
faults but rather as looking for opportunities.
Extension activities:
• Match the skills with the
• Undertake the activity sheets in the DEECD
Careers and Transition Resource Kit www.education.
vic.gov.au/school/teachers/teachingresources/ca-
reers
• occupation see Activity 2
Suggested answers
Tour Guide - Initiative and enterprise
- Communication Dental assistant -Technology
Transport clerk
Flight attendant
– Communication – Technology
Winemaker Cartographer
- Self-management - Planning and organising
Camera operator Urban and regional planner
- Self-management - Planning and organising
Exhaust fitters and repairer Art gallery curator
- Life-long learning - Planning and organising
Teacher Fitness instructor
- Life-long learning - Teamwork
Sports administrator Sports coach
- Initiative and enterprise - Teamwork
Sales representative Art therapist
- Initiative and enterprise - Teamwork
Geologist
Additional resources: Economist
Employability skills framework -www.vta.vic.edu.au/ES-
CoP/media/ACCI%20BCA%20Employability%20Skills%20 Suggested Length: 75 -80 minutes
Framework.pdf
Employability skills description - Terminology:
www.youthcentral.vic.gov.au • Skills: page 1 of the workbook
Training games often focus on communication, team- • Employability skills: page 1 of the
work and problem solving many examples available on the
internet e.g. youthgroupgames.com.au • Transferable skills: skills that can be used in a variety
Contents
Section2: Career Exploration
Introduction:
Career exploration is learning about the options and
requirements of the opportunities that may be available
to young people in the future. It also assists them to
know what and where career information is available and
how to critically assess its usefulness and reliability. The
students are developing the skills to use the resources
independently and be exposed to the wide variety of
occupations. Career exploration also helps young people
to consider the opportunities for learning and to consider
the effects of their current academic performance.
Young people in Year 8 are still exploring the possibilities
and many will not be ready to make firm occupational
selections. Most students will still be at the ‘dreaming’
stage of career development with only slight recognition of
what might be possible. The focus of much of this section
of the workbook is to help students make the connection
between their performance in school and the impact this
will have on the range of choices they will have in the
future.
Rationale:
Students need to develop an understanding
of what the impact of their school performance
will have on their future opportunities. There are a range
of important skills, as well as the subject knowledge, that
they are learning while they are at school which helps
them manage their career development journey. This les-
son assists students to recognise how and where they are
learning these generic skills.
workbook
of activities and occupations e.g. organisational skills
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can be used to develop a shopping list or project
manage the building of a house.
Delivery:
In small groups or as a class the students discuss the
questions raised in the task. You may wish to introduce
the topic through presenting the ‘School what is the
point?’ video or show it after the discussion. To access in-
formation to the last question students can seek informa-
tion on a range of education department sites about the
benefits of staying at school or check for resources with
the school career development practitioner.
The class reads the section on the how skills and learn-
ing are connected.
Students think about what they have done at school
during the last week and attempt to identify the skills that
they have practiced in each task or activity. Students
can use the list below and/or use the Employability skills
framework.
Extension activities:
• The students survey a range of people
who have left school asking the question
‘What do you wish you had known at school?’.
• Use the Career Bullseye posters and review the
educational requirements and discuss the differences
between occupations that need minimal education
and training and those with higher levels. Working
in a team students use Job Outlook and research
the job prospects of an occupation from each level.
Present their findings to the class.
Additional resources:
‘School what is the point?’ video www.ncdw.com.
au (approx. 5½ minutes) or CEAV www.ceav.vic.edu.au
Students section
Career Bullseye posters www.deewr.gov.au/career-bull-
seye-postersJob Outlook www.joboutlook.gov.au/pages/
default.aspx
6
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

Contents Enter/Exit FullScreen 7

What is paid
work like?
Rationale:
Students’ views of the world
of work have mostly been
developed through their family
and social experiences and the media.
While entering the workforce is still some
years away it is important to begin to
challenge any misunderstandings or
myths that students may have
developed.
Suggested Length:
180 – 200 minutes
Terminology:
Specialisation: a particular
expertise in an occupation e.g.
occupation -teacher / specialisation-math-
ematics
Work demands: the type of work environ-
ment and tasks related to an occupation
Delivery:
This is an individual research activity in
which students explore a particular occu-
pation.
While students can select their own, the
teacher may wish to nominate a range of
occupations based on a set of criteria e.g.
skill shortages, local needs or unusual
occupations. These occupations may then
be randomly distributed to students.
Seek advice from the school career
practitioner; who can assist in developing
the occupation list, the identification and
provision of suitable resources
Students will need access to a range of
Contents
online career information resources and be
able to borrow hard copy material from the
What do you Delivery:
school careers library. think? Students either discuss as a class or in a
small group their views on the comments
Extension activities: Rationale: on page 14 of the workbook.
• Students use their research While young people are often Questions to ask are:
to conduct a mini careers employed in part time or casual • Why might people have these
expo for students in another Year positions they are often not aware of the opinions?
level. obstacles they may face when seeking full • Are they fair?
• Contribute to a career wiki for time work. The views of some employers • What could young people do to change
other students to find out about and significant adults can be negative and these attitudes?
occupations they need to consider how these views Students then complete the letter to the
may have developed and what strategies editor outlining their views about young
Additional resources: could they consider to overcome these people and their work readiness.
Victorian Skills Gateway www.education. attitudes.
vic.gov.au/victorianskillsgateway has a This task also gives students an Extension activities:
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
Australian Apprenticeship Pathways www. responsibilities. agency representative to discuss “work
aapathways.com.au has some excellent readiness” and what employers want
career resources on both traditional and Suggested Length: from entry level candidates
non-traditional apprenticeships e.g. hospi- 50-75 minutes • Conduct a class debate on the topic:
tality, children’s services or metal fabrica- Are young people ready for the work-
tion Terminology: place?
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
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
www.careersinglass. groups on the debate from Activity 3
com.au has infor- Note: the last statement is accurate (ref:
mation on careers in November 2012 Generation next: where
glass and glazing to for Australia’s young people? www.
There are many theconversation.edu.au )
organisations that
have career websites Additional resources:
such as minerals How Young People Are Faring (HYPAF)
industry, health, annual report www.fya.org.au
engineering and National Centre for Vocational Education
many more. Check Research Ltd (NCVER) www.ncver.edu.au
with school career has a range of reports on young people
practitioner for details. e.g. ‘From education to employment: how
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
Introduction:
Career management is the ability to successfully navigate the many decisions,
experiences and opportunities that will make up the career development of a person
during their lifetime. Making career development decisions is a journey and given
the complexity and rapidly changing nature of life/work choices there is an increased
necessity to explore a range of possibilities.
Decisions! Decisions!
Rationale:
Decision making is a crucial skill in managing the career development journey.
It is important that young people gain both experience and knowledge of
decision making learning from both positive and negative outcomes.
This activity is designed to assist students to begin to recognise the elements in the
decision making process through a case study approach.
Suggested Length: 50 -75 minutes
Terminology: no additional terminology
Delivery:
Students read the introduction to decision making on page 16 of the work-
book. Ask the class if anyone would contribute their last decision making experience or
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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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
activities they have undertaken in the previous section of the workbook to help develop
their career action plan. The goals in the plan need to be small have a short time frame
and be something that they want to achieve; they do not always need to relate directly
to employment. By reflecting on what they have learnt about themselves and the world
of work in the previous sections of the workbook this knowledge can be used in the
activities in Section 3.
Extension activities:
• Watch a movie or TV show where the main character has to make
difficult decisions and discuss how they made their decisions and
what affected the outcome of those decisions. Suggestions: Ice Age 4:
Continental Drift or Diary of a Wimpy Kid.
• Play some online decision making games – search for decision making games for
kids e.g. “It’s My Life” from pbskids or explore decision making lesson plans from
Utah Education Network www.uen.org .
• Class creates a list of interactive and board games on decision making.
Additional resources:
DEECD Careers and Transition Resource Kit – ‘Decision learning’ lesson plans
www.education.vic.gov.au
‘Engage in career decision making’ worksheets and activities Australian Blueprint for
Career Development (ABCD) www.blueprint.edu.au/TheToolkit/WorksheetsandActivities.
aspx
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Be a career ally
Rationale:
Young people do not always appreciate the
skills that can be developed through assisting
others. Being an ally involves being able to view a situation
and consider all possibilities without the many factors that
may limit options. Also acting as an ally can help a per-
son to examine the effectiveness of solutions to their own
problems.
The task highlights that planning and making decisions
is a constant activity in reaction to changing personal and
environmental circumstances. Also, that plans will and
should be modified in response to these changes.
Suggested Length: 75 -90 minutes
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 focus-
ing 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/carframe
Delivery:
Discuss the purpose of a career action plan download
a sample from the websites listed in the ‘Additional re-
sources’ or use the school career action plan. Suggest
that planning assists students to reflect on what goals
they want to achieve and develop strategies to achieve
success. Also, that career action plans can be changed in
response to new experiences, changes in their personal
life or situation.
In small groups students read through the task. It is
important to highlight the ‘Change is Constant’ task at the
end of the career action plan.
Students discuss the possible options available to Jan
Contents
and then decide on their preferred sugges-
tions placing it in the career action plan.
On completion of the tasks students are
asked to consider what changes need to
be made to Jan’s career action plan as a
result of her accident.
Extension activities:
• What would my career ally
be like? Activity 4
• Interview an adult about
how they have managed
their career
• View and discuss career case stud-
ies
Additional resources:
Career action plan page on the Victorian
Dept. of Education and Early Childhood
Development (DEECD) website www.edu-
cation.vic.gov.au/school/teachers/teachin-
gresources/careers/carframe
‘Career Action Plan’ Australian Blueprint
for Career Development (ABCD)
www.blueprint.edu.au/Portals/0/vels/V_
AreaC_Career_Action_Plan.pdf
‘Career action plan’ lesson plan and
student worksheet ReCap Resources for
career practitioners
www.deewr.gov.au/resource-career-practi-
tioners-publication.
Chase your dreams kit (2009) DEEWR
may be in your school careers resources or
check Dept. Education and Training NSW
website www.det.nsw.edu.au/vetinschools/
schooltowork/chase-your-dreams.html
case studies of well-known Australians.
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What’s out there?
Young people are not always aware of the range of support
services that are available at universities and registered training
organisations, particularly TAFE. This short group activity is a
very brief introduction to these features.
For young people for whom English is a second language, young peo-
ple from low socio-economic status communities, young people with
disabilities and Koorie young people an awareness of these services may
increase their interest in tertiary education and training.
Length: 25 – 30 minutes
Terminology:
Disability: the interaction between living with impairments and
barriers in the physical, attitudinal, communication and social
environment.
Delivery:
Discuss that people living with a disability sometimes need assistance
in accessing opportunities that most people take for granted e.g. access-
ing a classroom with stairs or Jan, from the previous task, who acquired
a sight problem may need assistance getting around a large educational
site.
Working in a small group students research and answer the questions
on page 19 of the workbook.
Extension activities:
• Check out other services that may be available at the
tertiary education and training provider.
• Organise a visit from a young person who has used sup-
port services e.g. Koorie education programs
• Listen to experiences of students with a range of disabilities who
have participated in tertiary education.
Additional resources:
National Disability Coordination Officer (NDCO) Program www.ndcovic-
toria.net.au Tertiary Transition CDs located in Information and resources.
11
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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