Careers & VELS Resources

Julie Ryan

Mill Park SC

Nov. 2006

What’s Happening?

Careers Advice & Support DEST – CAA (LCP. RICA, NICS, Standards)

DE&T – MIPS, LLEN, On Track

Curriculum DE&T – VELS

Economics DomainPersonal Development Domain

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?

Where does careers fit?

Economics Domain

Personal Learning

Accountability – strategic plan and school annual report

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.

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.

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.

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)

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)

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

Research

Decision Making

Self Awareness

MIPs Activity Strand & Level

Domain Dimension Learning Focus

Standard

1. Self Assessment Activity e.g Holland’s SDS Career Voyager Career Builder C.I.T (myfuture.edu au)

Level 6Physical, Personal and Social LearningInterdisciplinary Learning

Personal LearningThinking

Acquire self knowledge, manage own learning and growth

They participate in activities that require them to make informed and responsible choices, considering the impact on themselves and others

Identify their strengths and use these to determine future learning needs.

2. Research Exploring career ideas generated from activity 1 UsingThe Job Guidewww.myfuture.edu.auguest speakerscareer nightuni/TAFE/ Job speakers

Discipline Based Learning:

Humanities - Economics

Study of human society, people and culturesHuman behaviour

Examine vocational pathways and education and training requirementsConsider possible work and career options

Students analyse vocational pathways and education and training requirements and identify possible career paths & opportunities

3. Goal SettingActivities that help students draw together the information from activities 1 and 2, and set short term and long term goals

Discipline Based Learning

Humanities - Economics

Study of human society, people and culturesHuman behaviour

Develop skills and strategies for transition to employment and further education and training, including job seeking,job application and interview skills

They demonstrate skills required for moving from school to employment or further education

4. Decision MakingIdentifying relevant general career pathways and choosing subjects or courses to achieve the goals as set in activity 3

Interdisciplinary Learning

Thinking The knowledge skills and behaviours required to enable students to inquire into the world around them, and to use critical thinking to analyse and evaluate information they encounter

Students become discriminating thinkers, capable of making informed decisions about….complex issues

Generate questions that probe perspectives and viewpoints

5. Documenting the process goals and decisions made so far

Interdisciplinary Learning

Communications

Present information and learning in a coherent and appropriate manner

Language across the curriculum as well as a range of occupations and career pathways

They use subject specific language and conventions in accordance with the purpose of their presentation to communicate complex information

6 Re- EvaluatingEvery 6 – 12 months, repeat the steps from 1 – 5, reflecting on past decisions, adding in new information and setting new goals or reinforcing previous plans

Interdisciplinary Learning

Thinking Learning is enhanced when individuals develop the capacity to reflect on and refine their existing ideas and beliefs

Students become discriminating thinkers, capable of making informed decisions about … complex issues

Generate questions that probe perspectives and viewpoints

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.

Assessing

Two approaches

1. Map current careers programs against domains (Economics & Personal Learning)

2. Look for domains that might benefit from careers programs

3. Give special attention to levels 4 & 5 to justify a Middle Years careers program

Reporting

Student Report Cards

How is this reported?

Student Report Cards

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

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