Career education in year 11: I decide

The focus for year 11 students is confirming and managing their career action plan. They need to ensure that it reflects their current personal profile, including skills, abilities, attitudes and academic performance. Year 11 students need to explore and consolidate their knowledge of the labour market and the further education and training requirements they need for their future career planning.

Students use their career action plan to confirm their current self-knowledge. They need to use this knowledge to establish their post-school direction and at least one possible career choice. Students should be able to identify the skills and abilities they have acquired through activities and experiences in school and their community, including paid and unpaid work or volunteering. Year 11 students should be able to identify the transferability of their skills and abilities to future career choices.

Students at this year level apply their decision-making and problem-solving skills to their post-secondary education and training or employment aspirations. Through a review of their previous career action plan, students will critically reflect on the strategies they implemented to achieve their goals, examining reasons for successes and setbacks. Students apply this knowledge to revisit and fine tune their current career action plan for further study, training or work options. Students prepare a résumé to reflect their deeper understanding of their career learning.

In developing their career action plan students demonstrate that they are aware of a range of career resources, including those available online, and identify allies who may support them in achieving their goals. Through effective use of career development resources students exhibit skills that indicate the degree to which they can self-manage their career planning.

The career education activities and development of the career action plan can be incorporated into a range of components of senior certificate programs or other programs offered by individual schools or organisations.

Year 11 career education program

Learning outcome: self development

Please note: Alignments for the following studies in the VCE, VCAL and VET will be provided below. Subjects and units with completed alignment will be hyperlinked.

  1. Understand and analyse how personal characteristics, interests, attitudes, values, beliefs and behaviours influence career decisions.
  2. Explore innovative interpersonal and group communication skills, including discovering the imporatnce and benefits of being able to interact with diverse groups of people in all areas of life.
  3. Identify attitudes, behaviours and skills that contribute to overcoming bias and stereotyping in the workplace.
  4. VCEVCALVET

    The Arts

     

    Business Studies

     

     

    English

     

     

    Health and Physical Education

     

    Humanities

     

    Mathematics

      

    Science

      

    Technology

      

    Links to the Australian Blueprint for career development

    Phase III
    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

    Teaching resources

    Teacher planning questions

    1. How well do I know what my students’ career goals are?
    2. What skills and abilities does my subject provide students to undertake further education or training or employment?
    3. Can I assist students to identify a range of occupations in which the learning in my subject can be useful?
    4. How can I support students in my class to achieve their career goals? (e.g. review their resume)

    Additional activities

    1. Develop a resume that includes your current skills, abilities, experiences and interests. Also include three referees that will provide evidence to support your personal characteristics and capabilities.
    2. Begin to create your career portfolio. Collect all recent awards, certificates and reports, for example work experience employer report that you have stated in your resume, and place in a folder. You may also scan the documents for back up.
    3. Explore an online recruitment site and explain what the site offers. Select two job vacancies that interest you. Give a brief description of the employer requirements.
    4. Consider undertaking a further work experience program in a subject area you are currently undertaking. For example: Telecommunications to explore careers leading from Information Technology or Media. Discuss further options with your career counsellor.

Learning outcome: career exploration

Alignments for the following studies in the VCE, VCAL and VET will be provided below. Subjects and units with completed alignment will be hyperlinked.

  1. Identify the transferable skills, knowledge and attitudes that can fulfil the requirements of a variety of work roles and work environments.
  2. Explore the importance of revisiting and fine tuning your preferred study, training and work options within your career action plan.
  3. Engage in career planning and development that takes into account changing economic, social and employment trends.
VCEVCALVET

The Arts

 

Business Studies

 

 

English

 

 

Health and Physical Education

 

 

Humanities

 

 

Mathematics

  

Science

  

Technology

  

Links to the Australian Blueprint for career development

Phase III
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

Teaching resources

Teacher planning questions

  1. How well do I know what my students’ career goals are?
  2. What skills and abilities does my subject provide students to undertake further education or training or employment?
  3. Can I assist students to identify a range of occupations in which the learning in my subject can be useful?
  4. How can I support students in my class to achieve their career goals? (e.g. review their resume)

Additional activities

  1. Develop a resume that includes your current skills, abilities, experiences and interests. Also include three referees that will provide evidence to support your personal characteristics and capabilities.
  2. Begin to create your career portfolio. Collect all recent awards, certificates and reports, for example work experience employer report that you have stated in your resume, and place in a folder. You may also scan the documents for back up.
  3. Explore an online recruitment site and explain what the site offers. Select two job vacancies that interest you. Give a brief description of the employer requirements.
  4. Consider undertaking a further work experience program in a subject you are currently undertaking. For example: Spatial industries to explore careers leading from Geography. Discuss further options with your career counsellor.

Learning outcome: career management

Alignments for the following studies in the VCE, VCAL and VET will be provided below. Subjects and units with completed alignment will be hyperlinked.

  1. Use career information resources to identify career opportunities that are available to someone with your skills, knowledge, aspirations and assess the reliability of the information.
  2. Prepare for selection interviews and/or auditions and demonstrate enterprise, negotiation, networking and self-marketing skills to an appropriate level.
VCEVCALVET

The Arts

 

Business Studies

 

 

English

 

 

Health and Physical Education

 

 

Humanities

 

 

Mathematics

  

Science

  

Technology

  

Links to the Australian Blueprint for career development

Phase III
Area A: Personal Management
  • 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

Teaching resources

Teacher planning questions

  1. How well do I know what my students’ career goals are?
  2. What skills and abilities does my subject provide students to undertake further education or training or employment?
  3. Can I assist students to identify a range of occupations in which the learning in my subject can be useful?
  4. How can I support students in my class to achieve their career goals? (e.g. review their resume) 

Additional activities

  1. Develop a resume that includes your current skills, abilities, experiences and interests. Also include three referees that will provide evidence to support your personal characteristics and capabilities.
  2. Begin to create your career portfolio. Collect all recent awards, certificates and reports, for example work experience employer report that you have stated in your resume, and place in a folder. You may also scan the documents for back up.
  3. Explore an online recruitment site and explain what the site offers. Select two job vacancies that interest you. Give a brief description of the employer requirements.

Career action 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. Students at this level can also develop a portfolio or e-portfolio which is updated each semester and reflects their learning and work experiences. In-school activities that involve community engagement and participation should be a key feature of a career portfolio. Information on preparing for a gap year can be part of the career action plan.

For sample templates, see: 

Teacher advice

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?