Career education in year 10: I plan

​Year 10 students focus on planning their pathway to achieve broad career goals that offer a range of options. Students use their increased self-knowledge and deeper understanding of education and training requirements to inform these decisions.

Students investigate national and global economic, social, technological and environment changes on the type and availability of work and examine the trends that may impact on their chosen career pathway. They focus on the need to be flexible and the importance of networks to create and make opportunities.

In their career action plan students identify their preferred future pathway and explore a range of scenarios that will provide optional pathways.

Year 10 career education program

Learning outcome: self development

1. Understand the importance of allies (friends, family and supporters) to maintaining a positive self-concept

Delivery timeframe advice  Semester 1, Term 1
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Interpersonal Development, Personal Learning
  • Discipline-Based Learning: The Humanities – Economics
  • Interdisciplinary Learning: Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Present an “Award” card to another student in the room who deserves it the most (each student may receive only one card). Think about the card and consider if you were surprised at the award given, what sort of abilities will be needed and rate the card against your image of yourself.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeApply lifelong learning skills (e.g. communication, research, and employability skills) to their personal education and career plans.
Sample assessment task

Prepare a personal profile on someone you know who has a positive self-image. Include information on:

  • their career planning
  • their goal-setting
  • how they deal with negative behaviours
  • how they stay motivated against personal and professional barriers.

From the information they have gathered, students create a message board in the classroom of positive self-image messages.

2. Assess how personal characteristics and behaviour are reflected in your life, learning and work goals

Delivery timeframe advice  Semester 1, Term 1
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Interpersonal Development, Personal Learning
  • Discipline-Based Learning: The Humanities – Economics
  • Interdisciplinary Learning: Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Through a whole-class discussion explore the meanings, strengths, weaknesses, abilities and interests detailed in the ReCaP Lesson Plan - 'Strengths and abilities'. Work in pairs and complete the worksheet on strengths and abilities and share it. Discuss in a larger group as well.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeUse goal-setting and self-management skills in a variety of situations both inside and outside school.
Sample assessment taskStudents work in groups to develop a list of world of work problems. For example: they must consider what is needed in the event of a bomb threat at a workplace. Working together they develop a list of strengths and abilities employers and employees need to manage this situation. They present their findings to the class.

3. Discover personal and professional benefits of developing a positive self-concept and the consequences of developing a negative one.

Delivery timeframe adviceSemester 1, Term 2
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Personal learning
  • Discipline-Based Learning: The Humanities – Economics
  • Interdisciplinary Learning: Communication, Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. In small groups, discuss topics on positive self-talk (e.g. I can do it, If I want to I can, It doesn’t matter if I make a mistake, If I try I will get there) and make note of feedback received from others in the group.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeUse personal skills appropriately to encourage responsible behaviour in others in a wide range of situations.
Sample assessment taskStudents complete worksheets 1 and 2 from ReCaP: Section 6 - Lesson Plan 'Personal timeline and vocational tree' (docx - 878.8kb)

Links to the Australian blueprint for career development

Phase II

Area A: Personal management

  • Competency 1: Build and maintain a positive self-image
  • Competency 2: Interact positively and effectively with others
  • Competency 3: Change and grow throughout life

Teacher planning questions

  1. How well do I know what my students’ career goals are?
  2. Am I current with my knowledge of the ways in which the subject I teach fits into the world of work?
  3. Am I aware of the subject combinations my students are taking? What are the reasons for their choices? How can I assist and at what stage do they need my help?
  4. Am I providing opportunities for my students to reflect on what they have learned and how they can implement that learning after they leave school?
  5. Have I laid a strong enough emphasis on how personal characteristics and behaviour reflect on students’ life, learning and work goals and that negative attitudes have consequences?
  6. Are there ways in which I can communicate with parents through events in school?

Additional activity

Demonstrate in your preferred learning style how a friend, a family or community member has had a positive impact on you. Describe their special skills and abilities that have inspired you to improve your learning skills.

Learning outcome: career exploration

4. Demonstrate skills and attitudes towards learning that will help you to achieve your life and career goals.

Delivery timeframe adviceSemester 1, Term 2
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Personal Learning
  • Discipline-Based Learning, The Humanities – Economics
  • Interdisciplinary Learning: Communication, Design Creativity and Technology, ICT, Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Fill out a worksheet on what the eight employment attributes are and share results and opinions with the class.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeApply decision-making and problem-solving skills to their post-secondary education or career paths.
Sample assessment taskStudents identify activities, in and out of school, that demonstrate their employability skills.

5. Understand the relationship between work, community and the economy.

Delivery timeframe adviceSemester 2, Term 3
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Civics and Citizenship
  • Discipline-Based Learning: The Humanities – Economics
  • Interdisciplinary Learning: Communication, ICT, Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Interview people in the community using the questionnaire in ReCaP: Section 6 - Lesson Plan 'The local community scene' (docx - 939.28kb).
  2. Discuss the findings in a whole-class discussion.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeDescribe how changes taking place in the economy, the environment, and society affect the job market.
Sample assessment taskStudents investigate the occupational outlook for their career goals and the predicted labour market trends. They review their career action plan considering their career choice and the goals they need to set.

6. Explore the education and training requirements of various work roles in your preferred future occupation or work sectors.

Delivery timeframe adviceSemester 2, Term 3
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Civics and Citizenship
  • Discipline Based Learning: The Humanities - Economics
  • Interdisciplinary Learning: Communication, Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activitiesInvite employers from different industry areas (retail, office, hospitality etc.) to discuss with the group the skills and training needed for their job and other expectations.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeIdentify selected education/training options that could help them achieve their learning and career goals.
Sample assessment taskStudents review their career action plan in light of their workplace experiences. They undertake a research assignment that outlines the education and training requirements and providers for their preferred industry.

Links to the Australian Blueprint for career development

Phase II

Area B: Learning and Work Exploration

  • Competency 4: Participate in lifelong learning
  • Competency 5: Locate and effectively use career information
  • Competency 6: Understand the relationship between work, society and the economy

Teacher planning questions

  1. Have I discussed with my students that acquiring the maximum amount of varied skills and knowledge will open up a wide range of careers and jobs to choose from?
  2. Am I providing information on how to explore education and training requirements of various work roles?
  3. Have I helped my students begin to understand the ways in which work contributes to family life and the community and the effect work has on their lifestyles?
  4. Have I discussed with the students that their career journey would include paid, unpaid, volunteer work and that there would be periods of unemployment as well?
  5. What is the best way to keep parents informed of their children’s career choices? How is the family affected by those choices?

Additional activity

Make a list of some interesting documents you would like to have in your career portfolio which demonstrate your strengths, talents and attributes. Now, match your list to possible future occupations in at least one of the following industries: Health Services, Education, Business, Spatial and Planning, Finance, Retail, Environmental, Transport, Sport, The Arts.

Learning outcome: career management

7. Use career information effectively in the management of your career action plan.

Learning outcome 7

Delivery timeframe adviceSemester 2, Term 3
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Interpersonal Development, Personal Learning
  • Discipline-Based Learning: The Humanities – Economics
  • Interdisciplinary Learning: Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Visit a Careers Expo or a Careers Market and collect information on career pathways, education and training and job opportunities.
  2. Fill out the Expo preparation, Expo to dos and Expo follow up questionnaires in Careers and Transition Resource Kit: Opportunity Awareness Careers Resources - Careers expos/markets
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeDemonstrate understanding of how to use education and career exploration skills to develop personal, educational and career plans.
Sample assessment task
  • Students who have completed a work experience program should write a reflective account of their work experience, recording and commenting on how work experience has helped them to develop their employability skills and attributes.
  • Students who don’t access work experience should interview someone they know who has completed work experience or structured work placement and comment on the advice they are given in terms of the importance of building skills and attributes for employment. Alternatively, they can review a community engagement program they have participated in.

8. Understand the importance of developing a range of scenarios for future career choices.

Learning outcome 8

Delivery timeframe adviceSemester 2, Term 4
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Civics and Citizenship
  • Discipline-Based Learning: The Humanities - Economics, English
  • Interdisciplinary Learning: Communication, ICT, Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Have a question and answer session with retired as well as present full-time workers and collect data on careers of the past and present.
  2. Using the data, have a group discussion and then write an essay on what the changes and new trends in careers of the future could be.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeDescribe the variety of volunteer, employment, educational and career opportunities, including self-employment.
Sample assessment taskStudents reflect on their academic performance to check and progress their learning targets and goals. They update and adjust their career action plan to reflect this review.

9. Examine the concept that every decision is a career decision by creating and maintaining your career portfolio.

Learning outcome 9

Delivery timeframe adviceSemester 2, Term 4
VELS Domains Standards Level 6
  • Discipline-Based Learning: English
  • Interdisciplinary Learning: Communication, ICT, Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Review and update their careers portfolio, begun the previous year. Present the updated portfolio electronically through a software presentation.
  2. Review their subject choices for the following year. Prepare a list of questions for discussion about their future career choices with their friends, parents and career counsellor. Discuss the advice given in terms of helping students with their decision-making.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeEvaluate their personal, educational or career plans in light of their work experience or community engagement program.
Sample assessment taskCompare two different transition study options using their own criteria based on the outcomes they have gathered from education and career information, advice and career counselling. Present their findings in a medium of their choice.

Links to the Australian blueprint for career development

Phase II

Area C: Career building

  • Competency 7: Secure/create and maintain work
  • Competency 8: Make career-enhancing decisions
  • Competency 9: Maintain balanced life and work roles
  • Competency 10: Understand the changing nature of life and work roles
  • Competency 11: Understand, engage in and manage the career-building process

Teacher planning questions

  1. Have I given them leads to collect information through networks, the internet, television and the newspaper for their career information resources?
  2. Have I discussed with them the importance of working out a range of scenarios for future career and work choices?
  3. Did I provide suggestions on how to update and maintain a career portfolio?
  4. Have I emphasised the importance of developing short-term action plans that are flexible and adaptable?
  5. Have I informed them of how personal goals can be achieved through combining work, community, social and family roles?

Additional activity

From your Career Expo research choose a career that interests you and list all the subjects and courses you will need to work on to take up that career in the future. Identify both a vocational and academic pathway that can lead to this career choice.

Career a​​​ction plans

The framework focuses the student’s attention on recognising and creating opportunities to make informed career choices by defining their career goals in an annual career action plan. In each year of their career education program, students develop a career action plan that reflects their increased learning, identifies future actions and builds on previous planning.

For sample templates, see: 

Teacher ad​vice

When preparing to implement the framework it is important that teachers reflect on the following questions:

  1. Do l have students from diverse backgrounds? If so, am l coordinating with their families, support agencies and their communities?
  2. Do l have any Koorie students? If so, am l coordinating effectively with Koorie education support officers, Koorie transition officers, Koorie families and the Koorie community?
  3. How do my own attitudes affect the way l assist students with their career goals/planning?
  4. Do l have high enough expectations of all my students in relation to their career planning?