Presentation on theme: "Careers & VELS Resources Julie Ryan Mill Park SC Nov. 2006."— Presentation transcript:
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 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 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.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
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) School Accountability and Improvement Framework
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 ActivityStrand & Level DomainDimensionLearning 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 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 ThinkingThe 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 ThinkingLearning 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