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CAREER EDUCATION YEARS 7 - 10. Peter McKenzie. Belmont High School. Large 7 – 12 school, about 1080 students. Large regional city of Geelong. Typically about 50% students go to University, 25% TAFE and 25% Apprenticeships, Traineeships and Employment. On Track data – 2004 – 1% seeking work.
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CAREER EDUCATIONYEARS 7 - 10 Peter McKenzie
Belmont High School • Large 7 – 12 school, about 1080 students. • Large regional city of Geelong. • Typically about 50% students go to University, 25% TAFE and 25% Apprenticeships, Traineeships and Employment. • On Track data – 2004 – 1% seeking work.
Years 10, 11 and 12 – students developing pathways Years Ten, Eleven and Twelve students can access: • VCE (year 10 students can accelerate) • VCAL (BCAL at Year Ten) • SBNAs • VET • Year 10 students can exercise choice in subject selection. • Students can access part-time employment at 15.
Issues facing schools and students: • Government Schools Strategic Plans: Pathways & Transitions. • Accountability: On Track, VCE scores, retention rates. • 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 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. • University drop out rates high. • University may not an appropriate pathway. • 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.
CAREER EDUCATIONYEARS 7 - 10 • DEST initiatives – CAA, the Blueprint, ReCap, Myfuture, JPP (YPP), ATCs. • LLEN priorities. • Essential Learnings. • Career Educators in Schools. • 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. • Interdisciplinary Learning – Communication, ICT, Thinking (problem solving), analyzing and evaluating. • 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: • Build and maintain a positive self concept • Interact positively and effectively with others • Change and grow throughout life Area B-Learning and Work Exploration: • Participate in lifelong learning supportive of career goals • Locate and effectively use career information • Understand the relationship between work, society and the economy Area C-Career Building • Secure/create and maintain work • Make career enhancing decisions • Maintain balanced life and work roles • Understand the changing nature of life and work roles • 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: • Phase I – K-Primary school • Phase II – Middle-school • Phase III – Students in senior/post-compulsory school • 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.
Years Seven and Eight • 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. • E-portfolios. • 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.
Year Nine • Develop activities to seek and maintain work. • Job applications, mock interviews. • Locate, interpret, evaluate and use career information. • Changing nature of work. • Develop links with community and relationship to work. • Vocational testing. • Develop knowledge of pathways. • Employability skills. • Continue integration of career education into curriculum. • Start MIPs plan.
Year Ten • Work experience. • SWL • Work place visits. • Many students have part-time employment. • Many students have started a pathway: VET, SBNA, BCAL, acceleration into VCE. • Individual assistance and counseling. • Career days involving employers and agencies and tertiary institutions. • MIPs.
Schools • All classroom teachers become teachers of Career Education. • House Leaders and Assistants as MIPs team, mentoring, advocacy. • School Welfare Workers – assist in retaining students at school – MIPs role. • My role: • 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 to engage organisations to assist in Career Education. • Individual counseling, at risk, year ten, eleven and twelve students. • Manage MIPs. Tracking students. • Develop and coordinate VET and SBNAs. • Assist students in developing pathways. • A resource for staff and students. • Work closely with VCAL Coordinator. • Teach VCAL WRS.
External Organizations • Industry – develop student awareness of careers. • YPP – assist students most at risk • 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. • 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.
