Detailed example 1

Online career research

This activity provides a framework for investigating a potential career pathway using the Careers section of the MyFuture website.

Students visit the MyFuture website and create an

1. Career profile

After creating an account on the MyFuture website, work through the following sections under ‘My career profile’ to build a career profile based on:

• interests
• education and training
• skills (current and developing)
• study
• work conditions
• values and attitudes
• career knowledge
• entrepreneurship
• dream job.

2. Career ideas

Once all the sections in the ‘My career profile’ section have been completed, move onto the ‘Career insight’ and ‘Occupations’ sections.

Next, generate a list of potential general career areas as well as specific occupations.

Print out the lists of general career fields and specific occupations. Place these in a folio for future reference.

3. Research and report

Using the list of potential occupations and general career fields identified in the previous tasks, go to the Job Outlook website and complete the following activities:

• Browse occupations either alphabetically or by category.
• Find information on three occupations identified for you on the MyFuture website.
• Prepare a table or chart that compares the three occupations according to job prospects, weekly earnings, occupation size, tasks, expected employment growth, average working hours and skills, and education and training requirements.
• Using the table or chart you constructed, write a report discussing the pros and cons of pursuing careers in these three areas.

Detailed example 2

Student digital portfolio

Students create a digital portfolio demonstrating evidence of their ability and aptitude for entrance into a tertiary, higher education or training provider course of study, or employment.

They include in the digital portfolio:

• Introductory letter (personal statement) explaining reasons and motivations for choosing the specific pathway, career aspirations, personal commitment and preparation for study/work, and motivation to be successful. The letter should include:
• personal long- and short-term career goals
• personal achievements so far
• skills and capabilities that have enabled attainment of current achievements.
• Resume that covers academic record, subjects studied and grades achieved, sporting achievements, work experience, industry immersion programs, volunteer work and community service. Also, details of any paid work undertaken with a brief outline of tasks and responsibilities involved.
• Training and personal development achievements that include statements of completion and/or attainment for training, records of leadership development and similar courses.
• References that include details and statements from people who would support the entrance application. This means people who can vouch for educational background and industry experience, as well as personal attributes. Hard copies of references should be scanned and attached.
• Evidence to support the application, i.e. documents that prove the contents of the resume are true. Examples include: copies of references, certificates, qualifications, awards and school reports.

To demonstrate their skills and capabilities, students should cover the following and provide examples:

• Ability to learn, including strategies for learning (e.g. a history of adapting to and using technology, evidence of planning and organising).
• Ability to solve problems.
• Capacity to work successfully within a team.
• Willingness to show initiative and enterprise (e.g. examples of self-management and self-assessment, evidence of a capacity to act proactively, generate new ideas and make decisions).

Students can look online for template ideas in order to present their portfolios. Suggested sites are:

• Pinterest digital portfolio resources.
• Authentic Assessment Toolbox (Jon Mueller).
• Twenty-four ways for students to showcase their best work (with tech) by Saga Briggs
  

Descriptors and examples of evidence

Students collect material as evidence for each enterprise capability. This may include examples from both assessed work (tests, assignments or projects) and examples of learning experiences that have not been formally assessed. The main focus of evidence should be on areas related to the type of work students are interested in and the particular skills and capabilities required to do that type of work well.

Sources of evidence may include work experience, paid work, higher education open days, visits to workplaces, interviews with members of particular jobs/professions, web searches, attendance at careers fairs, information from handbooks, industry magazines and other publications. Students may have evidence that demonstrates a combination of several key capabilities. Online research regarding presentation will assist with formatting the portfolio.

Career and pathway investigation

Students explore career options and investigate any further study and/or training required. They:

• Research entry level qualifications, subjects, skills and capabilities required for chosen career/s.
• Explore the courses of study and the location of learning organisations that deliver these.
• Find out the entry requirements and any pre-requisite subjects required.
• Investigate all alternative pathways and prepare a plan.
• Interview a possible mentor who works in the industry.

Students collect evidence to show they have explored career options and are aware of any further study and/or training required. They can:

• Present information in the form of a table to facilitate ease of comparison between different jobs.
• Prepare an action plan (educational goals and current academic progress will assist in determining a starting point).
• Discuss the contents of this portfolio with the careers’ coordinator in the school, drawing up a list of questions to ask and recording responses.
• Write a reflective blog recording personal progress towards achievement of educational goals on a regular basis (adjust goals as required).
  

Literacy and numeracy

Students collect evidence to demonstrate personal literacy and numeracy levels and show how these can be applied in a work context. They include evidence of their ability to write both short and long articles.

Examples of evidence demonstrating literacy skills:

• A document containing information synthesised from at least two other documents about the same subject.
• Examples of different types of writing, each giving different information about a complex subject.
• An argumentative piece of writing.
• Participation in a group discussion.
• A formal presentation using digital technology.

When selecting evidence to demonstrate their numeracy skills, students should not include repetitive calculations for one type of problem. It is important to demonstrate personal ability and aptitude applicable to the career and work sought.

Examples of evidence demonstrating numeracy skills:

• Samples of detailed calculations:
• measurement (temperature, length, mass, perimeter, area and volume)
• design (angles, ratios, scales and proportion)
• data (whole numbers, percentages, decimals, fractions, statistics and graphs)
• formulae (substituting values into equations, translating written problems into equations and solving problems using formulae).
• A sample of work illustrating use of appropriate mathematical processes to solve a problem. This should include estimations, a summary of results to justify methods and describe the application of the problem to a work environment.
• An annotated series of photographs that demonstrates personal application of mathematical skills in a workplace or a simulated workplace activity.
  

Strategies for learning

Students collect samples of work demonstrating personal ability to perform complex tasks, draw information together, understand ideas and make meaning of the issues. They demonstrate skills in researching and locating relevant information, and setting this information out, reflecting on it to find patterns and underlying themes. In doing this they also demonstrate an ability to apply theory to practices.

Students are given the following directions in order to provide examples of evidence of learning strategies:

• Demonstrate an understanding of three learning styles and compare them in tabular format (e.g. visual, auditory and kinaesthetic learning).
• Identify and record the key aspects of two or more learning strategies, such as graphic organisers, mind mapping, fishbone structures and scaffolding. As examples of the strategies, refer to other evidence collected.
• Construct a mind map to demonstrate planning for an oral presentation.
• Prepare a table illustrating key concepts and terms relevant to research, including primary and secondary research, reading techniques and note-taking. Include notes, drawings and drafts and a final piece of work prepared using these techniques.
• Prepare a flow chart illustrating the use of technology in producing a finished piece of work.
• Create a record showing your understanding of terms and issues relating to the collection of information and data. Include intellectual property, copyright and plagiarism. Also, cover the reliability of material collected using the internet. Present this information with correctly formatted referencing of sources (use multiple and different media sources).
  

Problem solving

Students provide evidence to demonstrate their ability and aptitude to solve problems. They identify different approaches to tackling a problem and prepare an action plan to implement a problem-solving process. They collect samples of work demonstrating their ability to self-manage, self-assess, and show initiative and enterprise.

Students are given the following directions as a means of presenting evidence showing an ability to problem solve:

• Describe a problem personally confronted. Describe the situation and the scale of the problem. Include photographs and add notes to connect them to the problem. Write a reflective summary of the approach taken and the solutions to the problem.
• Using a suitable graphic organiser to map a problem (e.g. a PMI, stop/start/caution, a SWOT analysis), prepare an action plan to achieve desired outcomes.
• Create a work plan for a short-term problem-solving activity, show allocation of time and progress deadlines for parallel study/work tasks. Write a reflection about the effectiveness of the approach taken to solve the problem.
• Research a work-related problem (e.g. an OH&S issue). Using a range of information sources. Rate the suitability of information from each source in terms of its helpfulness in solving the problem. Prepare recommendations for future action. Seek feedback from a supervisor, manager or teacher about implementing the recommendations.
  

Teamwork

Students collect evidence demonstrating personal capacity for working and achieving outcomes within a team.

Students are given the following directions:

• Describe a situation where you worked within a team. Construct a matrix showing the personal responsibilities of team members. Describe your personal role within the team. What outcomes were achieved by the team?
• Write a self-reflection or self-assessment about your personal role in and contribution to a team at work. Ask other team members to rate your contribution to the team and the results achieved by the team. Assess and evaluate the skills required to work successfully within a team.
  

Portfolio presentation

Students present their portfolio in a digital format. The presentation should be straightforward. They select evidence that best illustrates each key capability and tells the best story about personal abilities, skills and aptitudes. Sometimes the same evidence may demonstrate more than one capability.

Using the portfolio

• Students show their portfolio to others.
• They role-play selection interviews and practise presenting their portfolio, speaking to it as they would to a potential employer.
• They consider whether the subjects they are studying at school and their personal involvement in co-curricular activities are relevant. Ask: Will they assist with achievement of career goals? What may be missing from the portfolio? What needs reworking or extending?
• They make a list of actions to tailor the portfolio to maximise its usefulness in helping achieve personal career goals.