1. Deciding your future

2. How do we make decisions about our futures?
Think, pair, share discussion (discussing in pairs first and then sharing with the rest of the group) on what it is important to consider when making these decisions.

3. How do we make decisions about our futures?
Would you like to study or work abroad?
How much do you want to earn?
Would you like to continue studying?
Do you need to be close to family?
What are you passionate about?
Some examples of questions which might help when making decisions about our futures.

4. What is most important when considering your future?
The money I could earn.
How stable my job is.
The chance to work independently.
The chance to work with others.
Making a positive difference.
Chances to learn new skills.
Career progression (opportunities for more responsibility and higher salaries).
Opportunity for travel.
Working hours.
Education opportunities.
Participants rank what is most important to them.
Ask for volunteers to feedback to the group.
How might this effect choices about your future?

5. Which would require more qualifications?
Ongoing progression
More long term
Career
Which would you prefer?
Which would require more qualifications?
Activity through which you earn money
Vs.
Different training opportunities
Job
What do you think the difference is?
Which would you want for yourself? Why?
How do you get there?
What qualifications might you need?
Less opportunity for self development
Specific tasks usually stay the same

6. BONUS: Can you think of any other options they could take?
University, to go or not to go
In groups of six…
Each pick a thinking hats card.
Read the card and make sure you understand the role you have chosen.
Together, read the scenario you have been given and discuss the options from the perspective of your ‘hat’.
The blue hat should then bring together the ideas and plan the next steps.
Groups should then be given 15 minutes to consider at least one case study. Each person should consider the scenario and respond according to their role/’hat’. It is often helpful to have the factual ‘hat’ speak first and the overseeing ‘hat’ should conclude to bring together the different perspectives.
During this time the facilitator of the session should circulate to ensure all are on task and pose questions such as: are there any alternative options for this person? Why do you think that route would be a good option? What do you think is most important when making these decisions?
Feedback to the room. Call on each group to feedback the decision they made and why, it may be appropriate for the person taking the overseeing role to deliver this.
BONUS: Can you think of any other options they could take?

7. What approaches were used in the thinking hats activity?
How could these be applied when considering our futures?

8. How do we make decisions about our futures?

9. Thank you