Careers & VELS Resources

1. Careers & VELS Resources Julie Ryan Mill Park SC Nov. 2006

2. What’s Happening? Careers Advice & Support • DEST – CAA (LCP. RICA, NICS, Standards) • DE&T – MIPS, LLEN, On Track Curriculum • DE&T – VELS • Economics Domain • Personal Development Domain

3. Curriculum • Where does careers fit? • What can be done in careers curriculum under VELS? • How is this assessed and reported? • What are the implications for careers programs in schools?

4. Where does careers fit? • Economics Domain • Personal Learning • Accountability – strategic plan and school annual report

5. Victorian Essential Learning Standards The Victorian Essential Learning Standards describes what is essential for students to achieve from Years Prep to 10 in Victorian schools. It provides the opportunity to link pathways planning to the development of skills and self awareness and describe what students should know and be able to do at different stages of learning. To succeed beyond the compulsory years of schooling, all students need to develop the capacities to: manage themselves as individuals and in relation to others understand the world in which they live act effectively in that world.

6. Stages of Learning Years Prep to 4 – Laying the foundations (http://vels.vcaa.vic.edu.au/stages/yrsprepto4/index.html)The curriculum focuses on developing the fundamental knowledge, skills and behaviours in literacy and numeracy and other areas including physical and social capacities that underpin all future learning. Career development at this stage includes the development of self awareness and understanding of the world around them, including the roles people have in their lives. Years 5 to 8 – Building breadth and depth (http://vels.vcaa.vic.edu.au/stages/yrs5to8/index.html)In these years students progress beyond the foundations and their literacy and numeracy becomes more developed. Career development at this stage includes a deeper understanding of themselves and the working world and the decision making processes. They will begin to explore options for learning that can lead to pathways they may want to follow.

7. Years 9 to 10 – Developing pathways (http://vels.vcaa.vic.edu.au/stages/yrs9and10/index.html) In these years students develop greater independence of mind and interests. They seek deeper connections between their learning and the world around them and explore how learning might be applied in that world. They need to experience learning in work and community settings as well as the classroom. They are beginning to develop preferred areas for their learning. Linking Career Education with the Victorian Essential Learning Standards To further understand the links between career education and the Victorian Essential Learning Standards, including strands, domains and dimensions, download Linking Career Education with the Victorian Essential Learning Standards.

8. Student pathways and transitions pathways focus on levels of participation in education and training, and the provision of programs, support and advice to students regarding appropriate pathways and transitions. To do this effectively, schools will need to have in place a careers and transition program that is part of an integrated model of careers and transition support. The program should include career education and advice, Managed Individual Pathways (MIPs) and information regarding student welfare. For further information, see: Schools Accountability and Improvement Framework (http://www.sofweb.vic.edu.au/standards/account/frame.htm)

9. Schools Accountability and Improvement Framework • To support leadership teams and teachers in evaluating school and student performance, a new accountability and improvement framework has been developed. • The framework defines three broad areas of student outcomes: • Student learning • Student pathways and transitions • Student engagement and wellbeing • For Further Information see: School Accountability and Improvement Framework (http://www.sofweb.vic.edu.au/standards/account/frame.htm)

10. What can be done in careers curriculum under VELS? • Career Development Theory • Real Game • Year 10 Careers program • Work Experience • Mentoring programs • Year 7 – 10 program • Industry visits

15. Assessment and reporting of career education in schools Reporting is the process by which assessment information is communicated in ways that assist students, parents, teachers and the system in making decisions by providing information about what students know and can do, along with recommendations for their future learning. Career education in schools is assessed within the Victorian Essential Learning Standards in particular within the Personal Learning domain and the Discipline Strand of Humanities - Economics. Knowledge and skills developed by the students would be reported as part of the school report to parents process.

16. Assessing Two approaches • Map current careers programs against domains (Economics & Personal Learning) • Look for domains that might benefit from careers programs • Give special attention to levels 4 & 5 to justify a Middle Years careers program

17. Reporting • Student Report Cards

18. How is this reported? • Student Report Cards

19. What are the implications for careers programs in schools? • Careers in the curriculum • Careers in the reporting mix • Year 7 – 10 careers programs • Pathways & outcomes are accountability areas

20. Resources to support Careers and VELS DE&T website • careers and transitions materials • VET “The Way to go” • Sample student report card material for careers

24. Careers & Transitions Student Learning