CAREER EDUCATION YEARS Peter McKenzie

Belmont High School Large 7 – 12 school, about 1080 students. Large 7 – 12 school, about 1080 students. Large regional city of Geelong. Large regional city of Geelong. Typically about 50% students go to University, 25% TAFE and 25% Apprenticeships, Traineeships and Employment. Typically about 50% students go to University, 25% TAFE and 25% Apprenticeships, Traineeships and Employment. On Track data – 2004 – 1% seeking work. On Track data – 2004 – 1% seeking work.

WHY ? Career Education at 7 – 10?

Years 10, 11 and 12 – students developing pathways Years Ten, Eleven and Twelve students can access: VCE (year 10 students can accelerate) VCE (year 10 students can accelerate) VCAL (BCAL at Year Ten) VCAL (BCAL at Year Ten) SBNAs SBNAs VET VET Year 10 students can exercise choice in subject selection. Year 10 students can exercise choice in subject selection. Students can access part-time employment at 15. Students can access part-time employment at 15.

Issues facing schools and students: Government Schools Strategic Plans: Pathways & Transitions. Government Schools Strategic Plans: Pathways & Transitions. Accountability: On Track, VCE scores, retention rates. Accountability: On Track, VCE scores, retention rates. Students are being asked to perform their best and need to. Students are being asked to perform their best and need to. Students need to do well to compete against other students for employment or further training. Students need to do well to compete against other students for employment or further training. Students need a purpose for being at school. Disengaged students often lack goals and direction. Students need a purpose for being at school. Disengaged students often lack goals and direction. Apprenticeships in skills shortage areas but connection between student and employment not being made. Apprenticeships in skills shortage areas but connection between student and employment not being made. University drop out rates high. University drop out rates high. University may not an appropriate pathway. University may not an appropriate pathway. Many students not knowing what they want to do as a career. Many students not knowing what they want to do as a career.

It was becoming clear that Career Education at Year Ten was too late. Many decisions needed to be made during Year Nine. Students are lacking in self awareness and awareness of career opportunities. It was becoming clear that Career Education at Year Ten was too late. Many decisions needed to be made during Year Nine. Students are lacking in self awareness and awareness of career opportunities.

HOW TO INTEGRATE?

CAREER EDUCATION YEARS DEST initiatives – CAA, the Blueprint, ReCap, Myfuture, JPP (YPP), ATCs. DEST initiatives – CAA, the Blueprint, ReCap, Myfuture, JPP (YPP), ATCs. LLEN priorities. LLEN priorities. Essential Learnings. Essential Learnings. Career Educators in Schools. Career Educators in Schools. MIPs MIPs Need to bring these activities together to make kids the winners.

Essential Learnings Discipline Based Learning: Strand - Humanities – Economics Level 5 (years 7 & 8) Building breadth and depth. “Students explore the work in order to develop the ability to make informed decisions about their future and training needs, and employment.” Level 6 (years 9 & 10) – Developing Pathways. “Students examine vocational pathways and education and training requirements, considering possible work and career options. They develop skills and strategies for transition to employment and further education and training, including job seeking, job application and interview skills.”

Employability Skills Physical, Personal and Social Learning Strand – Interpersonal Development: Working in Teams, Building Social Relationships. Physical, Personal and Social Learning Strand – Interpersonal Development: Working in Teams, Building Social Relationships. Interdisciplinary Learning – Interdisciplinary Learning – Communication, ICT, Thinking (problem solving), analyzing and evaluating. Communication, ICT, Thinking (problem solving), analyzing and evaluating. Assessment against generic competencies. Assessment against generic competencies.

Australian Blueprint for Career Development (the Blueprint) The Blueprint provides guidelines for helping to integrate career development learning into the school’s curriculum. It provides an extensive list of competencies that can underpin student learning of career education.

Australian Blueprint for Career Development (the Blueprint) Three key areas: Area A: Personal Management Area B: Learning and Work Exploration Area C: Career Building

Australian Blueprint for Career Development (the Blueprint) Eleven main career competencies: Area A-Personal Management: 1. Build and maintain a positive self concept 2. Interact positively and effectively with others 3. Change and grow throughout life Area B-Learning and Work Exploration: 4. Participate in lifelong learning supportive of career goals 5. Locate and effectively use career information 6. Understand the relationship between work, society and the economy Area C-Career Building 7. Secure/create and maintain work 8. Make career enhancing decisions 9. Maintain balanced life and work roles 10. Understand the changing nature of life and work roles 11. Understand, engage in and manage the career building process

Australian Blueprint for Career Development (the Blueprint) Within each career competency, performance indicators at four learning stages: Stage one: Acquire Stage two: Apply Stage three: Personalise Stage four: Act

Australian Blueprint for Career Development (the Blueprint) Four Phases: 1. Phase I – K-Primary school 2. Phase II – Middle-school 3. Phase III – Students in senior/post- compulsory school 4. Phase IV - Adults

Career Planning Students need to develop awareness of self. Students need To develop awareness of Careers and Occupations. Career Planning is a lifelong journey. Students today may work in occupations that don’t exist today. Students will probably change careers a number of times.

A model for Belmont High School

Years Seven and Eight Real Game for all students at Year Seven. Real Game for all students at Year Seven. Personalized Learning Plans – students are working with fewer teachers assisting students to develop self awareness –strengths, weaknesses, abilities, interests. Personalized Learning Plans – students are working with fewer teachers assisting students to develop self awareness –strengths, weaknesses, abilities, interests. E-portfolios. E-portfolios. Integration of Career Education activities into curriculum – increase awareness of occupations and world of work, manage change, make wise decisions. Integration of Career Education activities into curriculum – increase awareness of occupations and world of work, manage change, make wise decisions. Need to make learning relevant and with purpose. Applied Learning, Enterprise education. Need to make learning relevant and with purpose. Applied Learning, Enterprise education.

Year Nine Develop activities to seek and maintain work. Develop activities to seek and maintain work. Job applications, mock interviews. Job applications, mock interviews. Locate, interpret, evaluate and use career information. Locate, interpret, evaluate and use career information. Changing nature of work. Changing nature of work. Develop links with community and relationship to work. Develop links with community and relationship to work. Vocational testing. Vocational testing. Develop knowledge of pathways. Develop knowledge of pathways. Employability skills. Employability skills. Continue integration of career education into curriculum. Continue integration of career education into curriculum. Start MIPs plan. Start MIPs plan.

Year Ten Work experience. Work experience. SWL SWL Work place visits. Work place visits. Many students have part-time employment. Many students have part-time employment. Many students have started a pathway: VET, SBNA, BCAL, acceleration into VCE. Many students have started a pathway: VET, SBNA, BCAL, acceleration into VCE. Individual assistance and counseling. Individual assistance and counseling. Career days involving employers and agencies and tertiary institutions. Career days involving employers and agencies and tertiary institutions. MIPs. MIPs.

WHO WILL DELIVER CAREER EDUCATION ?

Schools All classroom teachers become teachers of Career Education. All classroom teachers become teachers of Career Education. House Leaders and Assistants as MIPs team, mentoring, advocacy. House Leaders and Assistants as MIPs team, mentoring, advocacy. School Welfare Workers – assist in retaining students at school – MIPs role. School Welfare Workers – assist in retaining students at school – MIPs role. My role: My role: Develop Partnerships and be a liaison person with external agencies, employers and Tertiary Institutions. Develop Partnerships and be a liaison person with external agencies, employers and Tertiary Institutions. Assist teachers in integration of career education activities into curriculum in the context of the essential learnings. Assist teachers in integration of career education activities into curriculum in the context of the essential learnings. Assist teachers to engage organisations to assist in Career Education. Assist teachers to engage organisations to assist in Career Education. Individual counseling, at risk, year ten, eleven and twelve students. Individual counseling, at risk, year ten, eleven and twelve students. Manage MIPs. Tracking students. Manage MIPs. Tracking students. Develop and coordinate VET and SBNAs. Develop and coordinate VET and SBNAs. Assist students in developing pathways. Assist students in developing pathways. A resource for staff and students. A resource for staff and students. Work closely with VCAL Coordinator. Work closely with VCAL Coordinator. Teach VCAL WRS. Teach VCAL WRS.

External Organizations Industry – develop student awareness of careers. Industry – develop student awareness of careers. YPP – assist students most at risk YPP – assist students most at risk In time may be able to use industry to work in curriculum e.g. Industry lead Science activities. In time may be able to use industry to work in curriculum e.g. Industry lead Science activities. Use of broad range of external agencies to present to students e.g. Group Training Companies, Job Network Agencies. Use of broad range of external agencies to present to students e.g. Group Training Companies, Job Network Agencies. Break down the barriers between Schools, University, TAFE, ACE, Industry, Community, etc. Schools need to operate not in isolation from the rest of the world. Need to get students outside school into community and workplaces and get industry and community into schools. Break down the barriers between Schools, University, TAFE, ACE, Industry, Community, etc. Schools need to operate not in isolation from the rest of the world. Need to get students outside school into community and workplaces and get industry and community into schools.

Thank You Questions ?