Transcript Careers & VELS Resources

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
Domain
 Personal 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.h
tm)
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

Self Awareness
Decision Making
Research
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 6
Physical,
Personal and
Social Learning
Interdisciplinary
Learning
Personal
Learning
Thinking
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
Using
The Job Guide
www.myfuture.edu.au
guest speakers
career night
uni/TAFE/ Job speakers
Discipline Based
Learning:
Humanities Economics
Study of human
society, people
and cultures
Human
behaviour
Examine
vocational
pathways and
education and
training
requirements
Consider
possible work
and career
options
Students
analyse
vocational
pathways and
education and
training
requirements
and identify
possible career
paths &
opportunities
3. Goal Setting
Activities 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 cultures
Human
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 Making
Identifying 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….comple
x issues
Generate
questions that
probe
perspectives
and viewpoints
5. Documenting
the process goals and
decisions made so far
Interdisciplinary
Learning
Communicatio
ns
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- Evaluating
Every 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