Career education in year 9: I focus

Year 9 students focus on the contribution that personal attributes and effective communication skills make to their future life and work roles.

Students participate in activities that highlight the skills needed to gain and maintain employment such as mock interviews and online applications.

Students examine the changes that have taken place in the workplace over a period of time and apply their knowledge to consider the nature of change on their planning for their preferred future.

In their career action plan students apply their knowledge of their personal attributes and reflect on possible future pathways taking into consideration education and training requirements and the impact of change.

Learning outcomes

Learning outcome: self development

Learning outcome 1


1.Understand how individual characteristics such as interests, skills, values, beliefs and attributes contribute to achieving personal, social, educational and professional 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: Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Complete, analyse and compare data on personal attributes and recognise their role in attaining professional goals.
  2. Recognise and discuss the significance of personal values when working toward social, educational and work goals.
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 taskMatch and present a report on the employability skills and attributes they have developed in five subjects they are currently studying. Present a reflection on how employability skills transfer from subject content to workplace issues. For example: What skills and attributes would they need to manage sustainable workplace practices?

Learning outcome 2


2. Explore methods to enhance interpersonal and group communication skills including skills for a successful work interview.
Delivery timeframe adviceSemester 1, Term 1
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. Develop the ability to build positive relationships in the workplace, with ideal skills.
  2. Prepare for and learn how to promote personal skills and attributes at job interviews.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeApply skills (e.g. mediating, peer-helping, leadership skills) to build positive relationships in diverse settings at school, in the community and in the workplace.
Sample assessment taskStudents locate a copy of an application form for a part-time or casual position which they may like to apply for in the future. This could also be an online application form. Use a checklist of employability skills they have developed to complete the application form. Keep a copy of this application form with their career portfolio.

Learning outcome 3


3. Recognise stereotypes, biases and discriminatory behaviours that may limit opportunities for people in the workplace.
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. Understand the changing nature of life and work roles and learning to overcome stereotypes in career building.
  2. Work through why work roles have changed in today’s world of work.
  3. Debate views on ‘men’s jobs’ and ‘women’s jobs’.
  4. Examine an organisation’s equal opportunities policy.
Sample assessment advice to achieve the learning outcomeDemonstrate appropriate behaviour at school, in the community and with employers.
Sample assessment taskStudents develop a journal of five media examples which:
  1. Discuss workplace rights and responsibilities.
  2. Discuss definitions of work and workplaces.
  3. Define equal opportunity.
  4. Explore different models of working.
  5. Discuss their preferred industry sector.
Students present their findings in their preferred format.

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

Teaching resources

Teacher planning questions

  1. What are some ways I can help students record their dreams and aspirations?
  2. How well do I know what my students’ career goals are?
  3. Am I current with my knowledge of the ways in which the subject I teach fits into the world of work?
  4. Do I find opportunities for group discussions to talk about issues like stereotyping and biases with relation to social interaction, careers and work?
  5. Have I discussed the importance of how having the right attitudes, interests, values and beliefs influence career choices?
  6. What are the ways in which I can help students explore the vital role of positive communication among peers and adults?
  7. Are there ways in which I can communicate with parents through events in school?

Additional activity

Students choose an industry that interests them and then create a list of all the possible occupations that can be found in this industry. Identify the skills and courses you will need to work on to take up a career in this industry in the future.

Learning outcome: career exploration

Learning outcomes

Learning outcome 4


4. Understand how past, present and future academic performance may impact upon the selection of future programs and courses.
Delivery timeframe adviceSemester 1, Term 2
VELS Domains Standards Level 6
  • 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. Investigate a variety of occupations to be made aware of academic backgrounds needed for specific jobs.
  2. Research the job market and develop a list of preferred occupations and work out steps that need to be taken for further training or match them with skills already obtained.
  3. Develop a list of skills and attributes and match these to the employability skills and attributes needed for the workplace.
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 questions they need to answer to help them make career decisions. They set targets and draft an action plan for their top two career choices.

Learning outcome 5


5. Explore and develop commonly used work search tools (e.g. job applications, forms, resumes and portfolios) to find and maintain work.
Delivery timeframe adviceSemester 2, Term 3
VELS Domains Standards Level 6
  • 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. Explore a range of scenarios supportive of a preferred future.
  2. Use information and communication technology to maintain personal records.
  3. Review the effect of work experience on career plans.
  4. Use a portfolio to set targets.
  5. Recognise and take charge of the career building process – understanding the importance of pursuing short-term goals.
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 task
  1. Students review and update their career action plan.
  2. They commence planning for a work experience program by setting personal objectives for work experience.
  3. They produce a career chart showing what they want to do and why.

Learning outcome 6


6. Explore the relationship between work and the community, and how technological advances impact on work roles in the community.
Delivery timeframe adviceSemester 2, Term 3
VELS Domains Standards Level 6
  • Discipline-Based Learning: The Humanities – Economics
  • Interdisciplinary Learning: ICT, Thinking Processes
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Discuss and report on the impact of technological change on employment and ways of life.
  2. Link skills developed at school to skills needed in a technology-driven workplace.
  3. Explore home-based employment, self-employment and globalisation.
  4. Work shadow a parent, family friend or someone in the community.
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 taskThis should include the use of a guest speaker or industry site visit from or to local industry or further education and training provider. Students develop a checklist of questions and answers gathered from their guest speaker or site visit which explore the changes taking place in the workplace.

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. What is the best way to keep parents informed of their children’s career choices? How is the family affected by those choices?
  3. Am I emphasising the fact that developing good learning habits and study skills helps achieve positive education and better career options?
  4. 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?
  5. Have l considered mapping my subject content to the employability skills and attributes to demonstrate to student’s the relevance of their learning in my subject to their future career choices?
  6. What are the various ways in which I can help students practice writing good job applications, resumes and portfolios? How can they use technology for this purpose?
  7. Have I discussed with the students that their career journey would include paid, unpaid and volunteer work, and that there would be periods of unemployment as well?

Additional activities

  1. Develop a list of six future career choices that you are interested in at the moment. You may have a list ready for your career action plan. Make a list of the subjects available at your school in Year 10, 11 and 12 that will help you to enter the right course of study for this career.
  2. Select a senior school subject you want to find out more about. Interview the subject teacher for this study. Find out why this teacher offers this subject, what interests them about this study and where the subject can lead in terms of future career options. Would you now consider this subject as part of your senior program? Give reasons for your response. Prepare your findings in a brief report. You may like to consider presenting your findings in a multimedia format.

Learning outcome: career management

Learning outcome 7


7. Use career information resources to locate information on occupational and industry trends, education and training trends, and social and economic trends.
Delivery timeframe adviceSemester 2, Term 3
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Interpersonal Development, Personal Learning, Civics and Citizenship
  • Interdisciplinary Learning: ICT
  • Careers/Work Education Classes
  • Non Government: Pastoral Care, Religious Education or Careers/Work Education Classes
Planned classroom activities
  1. Survey and collect data on future trends in the world of work.
  2. Use libraries, careers software, the internet, visitors and course descriptions.
  3. Use work experience programs to find out how jobs have changed in the last few years.
  4. Complete labour market quizzes.
Learning and teaching resources
Sample assessment advice to achieve the learning outcome
  • Demonstrate how to locate, interpret, evaluate and use various sources of education and career information.
  • Demonstrate an understanding of workplace issues (e.g. health and safety).
Sample assessment task

Select three different forms of career information located from three different sources. Students compare the usefulness of the materials in relation to their:

  • career action plan
  • Work experience preparation
  • Future subject choices

Learning outcome 8


8. Understand the importance of developing flexible and adaptable short-term career action plans within the career building process.
Delivery timeframe adviceSemester 2, Term 4
VELS Domains Standards Level 6
  • Physical, Personal and Social Learning: Personal Learning
  • 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. Collate and update relevant information for a portfolio.
  2. Prepare a resume and investigate the merits of different styles of resumes.
Learning and teaching resources
Sample assessment advice to achieve the learning outcomeApply transition knowledge and skills to making transitions and adapting to post-secondary qualifications.
Sample assessment taskStudents complete two letters of application and attach a recent resume which highlights their employability skills and attributes as part of their work experience preparation.

Learning outcome 9


9. Examine how personal goals can be satisfied through a combination of work, community, social and family roles.
Delivery timeframe adviceSemester 2, Term 4
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. Producing a career action plan using personal goal-setting strategies.
Sample assessment advice to achieve the learning outcomeDevelop their own annual up-to-date career action plan.
Sample assessment taskStudents complete a vocational assessment to help them identify and set short and medium-terms goals.They reflect on the outcomes of this assessment and adapt their career action plan accordingly.

Links to the Australian Blueprint for career development

Phase II

  • 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. Am I assisting my students to develop career action plans and helping with goal-setting?
  2. Have I given students leads to collect information through networks, the internet, television and the newspaper for their career information resources?
  3. How do I support my students when they are making decisions and career choices?
  4. Am I working through with students problem-solving strategies and ways to set goals while making career and life decisions?
  5. Am I providing students with guidelines on how to locate information on educational, social, industrial and economic trends when working on career choices?
  6. Have I emphasised the importance of developing short-term career action plans that are flexible and adaptable?
  7. Have I informed students of how personal goals can be achieved through combining work, community, social and family roles?

Additional activity

Students interview three individuals from three different age groups - late teens, 20's, 30's, 40's, 50's+. They compare how personal goals can be satisfied through a combination of work, community, social and family roles. Conduct a role play game in class to demonstrate these findings.

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.

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?
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