final year 10 career education booklet

8/12/2019 Final Year 10 Career Education Booklet

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To Year10s

On my office door is a photograph of a well-known professional golfer.

Above the photograph is a quotation by Confucius, the famous Chinese

philosopher: Choose a job that you love and you will never have to work

a day in your life. The key to career satisfaction is doing what you enjoy

most.A few people discover what they enjoy early in life, but most dont. Were

torn between what we think we CAN do, what we (or others) feel we

OUGHT to do, and what we actually WANT to do.

The aim of this booklet is to help you discover your skills, values and

interests and the careers that align with these personal qualities.

Mrs Watson and the Year 10 Career Education Teachers.

[email protected]

Prepared for the use of Year 10 Students at John XXIII College.

This booklet contains selected information and material from My System of CareerInfluences ( McMahon, Patton and Watson, 2005) and the Career Interest Test createdby James Athanasou at the University of Technology, Sydney.
mailto:[email protected]:[email protected]:[email protected]


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Contents

SuggestedTimeframe

Symbols used in this book

Page

4

Act ivity 1 15-20 Whats My Passion? 5

Act ivity 2 15-20 Career Interests Questionnaire 6

Act ivity 3 25 Case Study + discussion 13

Act ivity 4 10 My System of Career Influences 16

Activity 5 5-10 How I want to work with people 17

Act ivity 6 50 Online Career Assessment My Guide 19

Activity 7 50 Help me Decide - research 24

Activity 8 10 Subject Selection 28

Activity 9 20 Choosing a Program of Study 29

Activity 10 Resume writing 33

SUPPLEMENTARY INFORMATION

Part-time work 38

Employment of children laws 40

Work, Study and Life Balance 42

USEFUL WEBSITES 43

NoteAfter Activity 8 your workbooks will be collected and checked to ensure that

activities to date are completed.


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Symbolsused inthisworkbook

This symbol appears at the start of each activity to let you

know approximately how much time the activity will take to

complete.

This means you need your IPad to complete this activity.

This means this activity must be completed in a small group.

This means the activity is a reflection activity to help you learn.

This means that you will be given a handout associated with this

activity.


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# $ % $ # & ' ( ' ' ' Whats my Passion? 15-20

Most people need help to discover their passions. Even if you are fortunateenough to have found your passions, complete this activity anyway. You may

discover a new passion!

1. Answer the questions below.

a) What would you do if you knew you wouldnt fail at it?

b) When you were six years old, what did you want to be when you grew up?

c) List five things you dream of for your future life.

d) List three things you would like to accomplish before you die.

e) What do you like most about yourself, excluding physical characteristics?

2.

Close your eyes and imagine your bedroom at home. What possessions are the

most important to you? What things do you keep?__________________________________________________________

__________________________________________________________

3.a) List ideas about what your passion(s) might be from answering questions 1

and 2.

___________________________________________________________


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# $ % $ # & ' ) CareerInterestsTest 20 -25

During the Year 10 Career Education course, you will complete a variety ofCareer Questionnaires.

Remember that there is no right or wrong answerto the questions and no career

questionnaire can predict with certainty the best job option for you. The findings

will offer you suggestions, and it is up to you to further investigate those job

options.

This activity is to help you discover your interests. It will show you kinds ofcareers you mightfind satisfying. Work as quickly as you can. Most people findit easy to complete.Read each option. Think which one you would like most. Place a tick( or highlight your answer. If you are not sure, then imagine what youwould probably enjoy more. You have to choose one, you cannot leaveany blank.

A JOBS B1 GROW CROPS OR FIX MACHINES

2 DIAGNOSE AN ILLNESS OR FLY A PLANE

3 DESIGN BUILDINGS OR WORK IN A SCIENCE LAB

4 HELP FAMILIES WITH PROBLEMS OR PAINT PORTRAITS

5 PREPARE TAX RETURNS OR BE IN CHARGE OF WORKERS

6 VISIT CUSTOMERS OR LOOK AFTER CHILDREN

7 MEASURE BLOCKS OF LAND OR SELL MEDICINES

8 MAKE DIAMOND RINGS OR FIX LIGHTS

9 HELP SICK PEOPLE IN HOSPITALOR MASSAGE SORE MUSCLES

10 ORGANISE TRAVEL PLANS OR PLAY IN A BAND


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11 TEACH IN A SCHOOL OR DESIGN BRIDGES

12 TRAIN FOR SPORT OR ACT IN A PLAY

13 OWN A SHOP OR FIX COMPUTERS

14 DEFEND SOMEONE IN COURT OR TREAT SICK ANIMALS

15 MANAGE A LIBRARY OR WRITE FOR A NEWSPAPER

16 LOOK AFTER FORESTS OR HELP PEOPLE WITH INJURIES

17 APPROVE A HOME LOAN OR BUILD A HOUSE

18 DEVELOP COMPUTER SOFTWARE OR FIX TEETH

19 PREPARE A LAWN OR OWN A SHOP

20 ANALYSE FINANCES OR GIVE ADVICE ABOUT JOBS

21 DRIVE A TRUCK OR WORK IN AN OFFICE

A COURSES B

22 GEOGRAPHY OR TECHNICAL DRAWING(Study of the earth surface) (Graphics)

23 CHEMISTRY OR METALWORK

24 MUSIC OR BIOLOGY

25 HOME ECONOMICS OR POETRY(Hospitality/catering) (Creative writing)

26 MATHEMATICS OR COMMERCE (Business)

27 BUSINESS OR HEALTH CARE

28 AGRICULTURE OR PHYSICS(Farming) (Science that deals with matter & energy)

29 TEXTILES OR WOODWORK(Fabrics, plastic, synthetics etc)

30 HISTORY OR GEOLOGY(Study of nature & the Earth)

31 ECONOMICS OR DRAMA

32 RELIGIOUS STUDIES OR ENGINEERING

33 ZOOLOGY OR PHOTOGRAPHY(Study of Animals)

34 RETAILING (shops) OR PLUMBING

35 POLITICS OR BOTANY(Study of Plants)


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36 SECRETARIAL STUDIES OR ART

37 ENVIRONMENT OR SOCIAL PROBLEMS

38 ACCOUNTANCY OR ELECTRONICS

39 COMPUTING OR MEDICINE

40 PHYSICAL EDUCATION OR ADVERTISING

41 LIBRARIANSHIP OR E DUCATION/TEACHING

42 BUILDING OR MANAGEMENT (Business)

A ACTIVITIES B

43 LOOK AFTER ANIMALS OR OPERATE POWER TOOLS

44 DO AN EXPERIMENT OR FIX CARS

45 CREATE A SCULPTURE OR DISSECT SPECIMENS(Carving, modeling materials into art) (Separate into pieces for scientific examination)

46 HELP PEOPLE WITH PROBLEMSOR SKETCH A SCENE

47 WORK PART TIME IN AN OFFICE OR SELL CLOTHES IN A SHOP

48 SUPERVISE OTHERS OR HELP SICK PEOPLE

49 SAIL A BOAT OR STUDY ASTRONOMY

50 ACT IN A PLAY OR PRINT A MAGAZINE

51 INTERVIEW PEOPLE OR WATCH A SCIENCE SHOW

52 DIRECT A PLAY OR COMPOSE A SONG(Write music/words of a song)

53 ANSWER PEOPLES ENQUIRIES OR DISMANTLE SOMETHING(Take something apart)

54 GO FISHING OR TAKE PHOTOGRAPHS

55 PREPARE ADVERTISING OR RESTORE FURNITURE

56 ADVISE CUSTOMERS OR COLLECT ROCK SAMPLES

57 PREPARE A RESEARCH REPORT OR WRITE A STORY

58 GO HIKING/BUSHWALKING OR PLAY SPORT

59 BE TREASURER FOR A GROUP OR ASSEMBLE HOBBY KITS(Look after the finances/money) (Put together models)

60 HELP IN A LIBRARY OR C OLLECT WEATHER DETAILS


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61 DRIVE A TRACTOR OR MANAGE A SHOP

62 PROGRAM A COMPUTER OR TRAIN NEW STAFF

63 DO SOME GARDENING ORTYPE SOMETHING ON THE COMPUTER

INSTRUCTIONS FOR SCORING

Use the scoring key on the following page.

Tick the square containing your answer to each corresponding question

either A or B, you should end up with 3 ticks in each row.

Examples;

In Question 1, if you ticked the box in column B, then you must tick the

letter B for Question 1 on the Scoring key.

In Question 28 if you think that you would you prefer doing a course in

agriculture (farming) rather than study physics. Tick the box next to Agriculture

(column A). Question 28 on the Scoring Key, you will tick the letter A.

In Question 62, if you think you would prefer programming a computer

rather than training new staff, you will tick the first box (column A), then you

must tick the letter A for question 62.

Source:Career Interests Test designed by James A. Athanasou from the University of Technology, Sydney


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TOTAL

Match the highest scoring category to the Career Interest Categories on

the next page to identify your most likely Field of Interest.

Question NumbersO1 P2 S3 C4 B5 O6 PC7

1 22 43 A B2 23 44 B A3 24 45 B A4 25 46 B A5 26 47 B A6 27 48 A B7 28 49 A B8 29 50 B A9 30 51 B A

10 31 52 B A11 32 53 B A12 33 54 A B13 34 55 B A14 35 56 B A15 36 57 B A16 37 58 A B17 38 59 B A18 39 60 B A19 40 61 A B20 41 62 A B21 42 63 A B


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Interpretingyour results

Rank from

highest tolowest (1-7)

InterestCategory

Brief Description of the Interest Category

O1 Outdoor

Outdoorinterests means that you like to workand move about outside. It also involves caringfor animals and growing things. Farmers,foresters, landscape gardeners, surveyors andsportsmen/women are among those high inoutdoor interests.

P2

Investigative/

Scientific

A scientific interest means that you like todiscover ideas, observe, investigate andexperiment. It includes medical and health

occupations.

S3 Practical

Practical interests means that you like to workmainly with tools and equipment, making andfixing things as well as operating machines. Jobsin this area include pilot, factory worker,technician, builder and engineer.

C4 Creative

A creative interest means that you like toexpress yourself. It includes artistic occupations(such as artist, photographer,signwriter and

designer), musical occupations (such ascomposing, dancing, singing or instrumentplaying), or literary occupations (such as acting,writing, editing, reporting and advertising).

B5Business/

Persuading

Business interests means that you like meetingpeople, talking, discussing and leading otherssuch as in law, politics, buying and selling.

O6 Organising

An interest in organising means you likeworking indoors, and at clerical tasks which

involve being accurate and showing attention ofdetail. You may also like to work with numbersand do calculations.

PC7 Social

An interest in people contact means that youlike to work mainly with people or that you areconcerned with their social welfare. The work ofteachers, nurses, police officers and welfareworkers offers a great deal of people contact.

Note that this exercise is meant as a guideto possible occupations you may wish to consider.


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What does all this mean?

A very low scoremeans that this type of work would NOT suit you. If you findyourself in this type of job you will probably be bored and wont have job

satisfaction. A recipe for an unhappy work life!On the other hand, a very high scorewould indicate that this type of work wouldsuit you as it matches your preferences.

Practical or Outdoor S3 Investigative or Scientific P2 Creative C4

and O1

Social PC7 Organising O6 Business/Persuading B5

GardenerAircraft PilotBakerCarpenterZookeeperFire fighterMechanicSportsperson

Police OfficerTruck DriverSecurity Office

Marine Biologist

DentistPark RangerDetectiveEngineerSoftware DesignerDoctorVeterinarianEnvironmental Scientist

MathematicianScience TechnicalOfficer

Agricultural Scientist

ActorFashion Designer

Film DirectorDancerDecoratorJournalist

Set DesignerArchitectGraphic Designer

PainterLandscape Designer

Interior Decorator

TeacherAmbulance OfficerYouth WorkerNurseCounsellorFlight Attendant

Child Care WorkerLife GuardSocial WorkerReceptionist

Party Planner

Customs OfficerPrisons OfficerDraftspersonAccountant

Personal AssistantAuditorTaxation OfficerData ProcessingOperatorExecutive AssistantEvent Planner

Bank Clerk

Auctioneer

Manager/OwnerStockbrokerReal Estate AgentAdvertising managerLawyer

PoliticianInsurance AgentSales ManagerCall Centre operatorProperty Developer


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Case StudyDougie

1. Read the following case study.

2. In groups of four answer questions 1-4 and complete the Circle of

Influences.

Dougie lives in a coastal town and attends the local secondary school where he

is in Year 12. He attends school because he thinks completing high school may

be useful in the future and because his parents want him to go on to study,

preferably at a university. To do so, he would have to move away from home

and he doesnt want to despite the fact that his parents tell him that they will

support him. He dislikes school intensely and only does well in technology

studies and physical education. Physical education gets him outside the

classroom and enables him to do something rather than just sit in a

classroom. Dougie likes technology studies because he finds it useful and it is

more practical. As part of his technology studies class, Dougie attended a short

course at the local TAFE which he enjoyed more than school. He is passionate

about surfing and on weekends Dougie spends most of his time in the surf with

his friends. When he is able, he even tries to go surfing before or after school.

He finds surfing relaxes him when he is worried or stressed by school. The

more Dougies parents encourage him to study so that he can go to Uni, the

more concerned Dougie becomes that he will disappoint his parents, and the

less able he feels to discuss his future with them. Sometimes when he doesntstudy, he has arguments with his parents.

Dougie is becoming worried that he doesnt know what to do when he leaves

school, especially since some of his friends already know what they want to do,

and a couple have even organised jobs with local employers when they leave

school. One of his friends is going to work at the local surfboard manufacturer.

Dougie has had a look at the factory where his friend will work and it doesnt

appeal to him. It is unlikely because of his school results that he would go to

university immediately after school. He knows that his parents will expect him

to do more study. He has thought about becoming a lifeguard because he couldwork outside a lot, and when he did work experience as a builder, he enjoyed

it. He particularly enjoyed working on a job as a member of a team of builders.

In the last school holidays he worked with his uncle, a plumber, and found he

enjoyed the variety of work. In fact he liked building and plumbing much more

than his part time job working at the checkout in the local supermarket.

Dougies uncle also owns a big boat that he goes fishing in. Dougie would like

to own a boat like that one day and thinks he might be able to make a lot of

money as a builder.

Source McMahon, Patton & Watson, 2005 My System of Career Influences


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Dougie is approaching a time in his life when he will have to make a career

decision the end of secondary school. As he is finding out, career decision

making is not necessarily a straightforward process. Much seems to be

influencing the decision he will make, the influences are quite diverse, and

they all seem to be interrelated. For example, Dougie is beginning to learn

more about himself as a person and what is important to him. In particular,

he has realised that he likes practical, hands on outdoor work where he gets

some variety. He is also realising that his relationships with his family and

friends are important and that he wants to maintain them by not moving

away from home. He is also starting to think about the future, the amount of

money he may make and what he would like to own.

Question1. What makes Dougie unique as a person? For example,

what are his skills and talents, and what sort of a person is he?

Write your groups answer

____________________________________________________________

____________________________________________________________

Transferyour groupsanswers toZONE 1 on the circlediagramon the next page

Question2. Who are the people who influence Dougie and who does Dougieconsider when he makes his decision?Write your groups answer

____________________________________________________________

____________________________________________________________

Transferyour groupsanswers inZONE 2 on the circlediagramon the next page

Question3. What are the other things influencing Dougies decision?Write your groups answer

____________________________________________________________

____________________________________________________________

Transferyour groupsanswers inZONE 3 on the circlediagramon the next page

Question4. What past experiences are helping to shape Dougies ideas andwhat future lifestyle ambitions does he have?

Write your groups answer

____________________________________________________________

Transferyour groupsanswers toZONE 4 on the circlediagramon the next page


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DOUGIESSYSTEM OF CAREER INFLUENCES

ZONE 1 = Dougie and what makes him unique

ZONE 2 = People around Dougie

ZONE 3 = Society and his environment

ZONE 4 = His past, present and future

W'-+ ?

W'-+ Q

W'-+ >

W'-+ 9

Source McMahon, Patton & Watson, 2005 My System of Career Influences.


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# $ % $ # & ' . 10-15MySystemofCareer Influences(MSCI)Create your own circles of influence, similar to those prepared for Dougie.ZONE 1 = ME and what makes me unique

ZONE 2 = People around me

ZONE 3 = Society and my environment

ZONE 4 = My past, present and future

ZONE 4

ZONE 1


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# $ % $ # & ' - 5-10How I Want To Work W i th Peop l e

What do you really mean when you say that you want to work with people?

Most career fields involve some degree of people contact, but working with

people can take many forms. Do you want to directly help peoplein need, or

create programs that will help them? Are you interested in managing the

efforts of others, or are you more comfortable as a member of a team?

Working with people is as varied as people themselves.

This activity is designed to get you thinking more specifically about the ways

in which you would like to work with and for people. This understanding will

be helpful in researching different careers.

First, give each of the following people skills a score using the scale of 1-4

1 = YES! This sounds like me.

2 = This sounds pretty interesting.

3 = Im not sure about this.

4 = No! I dont like this at all.

Influence the attitudes/ideas of others

Gather information through direct contact with people

Help people with their personal problems

Instruct others in various tasks or skills

Confront others, present them with difficult decisions

Supervise others in their work

Manage the work of others, be responsible for their output, eventhough not in direct contact as a supervisor

Investigate people by obtaining information about them

Provide service to others

Organise others, bring people together in cooperative efforts

Mediate between people having difficulty getting along

Make decisions about other people

Socialise with people and study their behaviour

Understand people and study their behaviour

Teach or advise people about something I know well

Not work with people at all.


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Now give each of the following people-oriented objectives a score using thescale

1 = YES! This sounds like me.

2 = This sounds pretty interesting.

3 = Im not sure about this.

4 = No! I dont like this at all.

I want to be part of a working team

I want to have people seek out my help (for a service or for products)

I want to seek out other people

I want to see different people every work day

I want to work with the same people for a long period of time

I want a lot of contact with a small number of people

I want brief (one-time) contacts with a large number of people

I do not mind being interrupted by people, to be on call as their needsrequire

I like to be able to regulate my own hours, decide when people will seeme and when I can get away from them

I want to get to know a group of people through regular contact

SummaryFavourite people skills (List the people skills you ranked as number 1)

People-oriented objectives (List people oriented objectives you ranked as number 1)

After considering the above summary and your interest test finding on page 11,

what are your top three jobs that you may be suited for you?


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# $ % $ # & ' / ' 0 1 2 $ 1 3 ' 4 3 3 4 ' 5 5 3 5 5 6 3 1 # ' 50

Purpose: To learn more about your interests, skills and values and tomatch them with potential occupations.

Go to the website http://www.myfuture.edu.au

To start using My Guide create your own account.Choose a username and password that you will remember.
http://www.myfuture.edu.au/http://www.myfuture.edu.au/


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1. My Profile

Start with your interests, education and training.


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Do not do Knowledge but continue with Dream Job.

Meaning of aspirationa hope or ambition of achieving something

Meaning of valuesPrinciples or standards of behaviour; one'sjudgement of what is important in life.

Meaning of attributesa quality or feature regarded as a characteristicor inherent part of someone or something.

Meaning of Life balancetheamount oftime youspend doingyourjobcompared withtheamount oftime youspend withyourfamily and doingthings youenjoy:
http://dictionary.cambridge.org/search/british/direct/?q=amounthttp://dictionary.cambridge.org/search/british/direct/?q=timehttp://dictionary.cambridge.org/search/british/direct/?q=spendhttp://dictionary.cambridge.org/search/british/direct/?q=yourhttp://dictionary.cambridge.org/search/british/direct/?q=jobhttp://dictionary.cambridge.org/search/british/direct/?q=comparedhttp://dictionary.cambridge.org/search/british/direct/?q=amounthttp://dictionary.cambridge.org/search/british/direct/?q=timehttp://dictionary.cambridge.org/search/british/direct/?q=spendhttp://dictionary.cambridge.org/search/british/direct/?q=yourhttp://dictionary.cambridge.org/search/british/direct/?q=familyhttp://dictionary.cambridge.org/search/british/direct/?q=enjoyhttp://dictionary.cambridge.org/search/british/direct/?q=enjoyhttp://dictionary.cambridge.org/search/british/direct/?q=familyhttp://dictionary.cambridge.org/search/british/direct/?q=yourhttp://dictionary.cambridge.org/search/british/direct/?q=spendhttp://dictionary.cambridge.org/search/british/direct/?q=timehttp://dictionary.cambridge.org/search/british/direct/?q=amounthttp://dictionary.cambridge.org/search/british/direct/?q=comparedhttp://dictionary.cambridge.org/search/british/direct/?q=jobhttp://dictionary.cambridge.org/search/british/direct/?q=yourhttp://dictionary.cambridge.org/search/british/direct/?q=spendhttp://dictionary.cambridge.org/search/british/direct/?q=timehttp://dictionary.cambridge.org/search/british/direct/?q=amount


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2. Career Matches

View your Career matches. Research each occupation.Save it to your favourites if you want to consider it as a possible career.You should have try and aim for eight occupations saved to your favourites.

Also, go to Tools and Resources/Learning tools for secondary students,

and read different occupations linked to your favourite school subject.


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It is important that you do not make any decisions at thispoint, keep an open mind.

WRITTEN EXERCISE Homework if not finished in class time

Purpose: To conduct a detailed analysis of a list of potentialoccupations.

identify the positives and negative about each occupation.

Remember you can log into the My Future website at home.

DO NOT TAKE YOUR BOOKLET HOME. TAKE A PHOTOGRAPH OF THE EXERCISE

BELOW WITH YOUR IPAD.

OCCUPATION Positives about theoccupation

Negatives about theoccupation

If you have not finished this activity by the end of the period it must becompleted at home. Do not take your books home.


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# $ % $ # & ' 7 ' ' ' ' ' ' ' ' 503. Help Me Decide

In this section, you will rank and compare your favourite career ideas.

For each occupation, ask yourself: Would I enjoy the dai ly tasks? How do you feel about the working condit ions? What ski l ls and training do I need? For example, to be a pi lot

you must have good grades in Mathematics and Physics. What qualif ication wil l you need to gain entry into your desired

occupation?

WRITTEN EXERCISE

Purpose: To research THREE occupations that you would seriouslyconsider after you leave school.

Complete the tables below. This is my 2014 Career choice

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After this exercise, the Year Dean and the Career Counsellor will collect all

workbooks.

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Below are options available to YOU when you leave JohnXXIII

+ !"#!$%!&'!

Attend one of the WA Universities below

Notre Dame Curtin ECU Murdoch UWA

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GAP /BREAK FROM STUDY or WORK !"#$ & '"()$*++, ",-&$#.&*#"$ /", 0123 4"$*5.

Training

(TAFE, Private Colleges)

Work (on-the-job training)

Defence/Police/Customs

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Central Institute of Technology(design/beauty/media/music)Challenger Institute(marine/trades )Polytechnic West (trades)

Private e.g. Flowers DesignSchoolQantm/SAE College (creativemedia)

Trades -construction & buildingmining, automotiveTraineeships - retail, hairdressing,hospitality, banking etc.

Defence A one year trial opportunity

6*&,*

7"),

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9).#$+..

Universities will consider students who have CERT qualifications (Certificate III is required for

preparation and enabling courses; Certificate IV or above for other courses).

Students who have no ATAR or CERT qualifications should still contact the university to find out what

entry-level courses are available for them as Universities do review their entry requirements each year.

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# $ % $ # & ' 8 ' S U B J E C T S E L E C T I O N' (+,()Purpose: To reflect on what we have done in the past, we to make wise

decisions about the future.

In Year 9 I did the following subjects. Indicate whether you enjoyed or did notenjoy the subject by placing a in the appropriate column.

Subject Enjoyed Did not enjoyEnglish

Religion

Maths


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In 2014 I am studying:

# $ % $ # & ' 9 ' ' ' 20-25CHOOSING A PROGAMME OF STUDY

Purpose: To have a clear idea what my Year 11 (and Year 12) courseswill be and how I intend to meet the pre-requisites for each course.

Subject

Enjoy

because.

interesting, challenging

Do not enjoy

because

boring, difficult

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English

Religion

Maths

Physics

Chemistry

Biology

Human Biology

Geography

History

Economics

Politics & Law

PhysEd

23


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Q:

Use the activity on the next page as a planning tool for your course choicesand counselling in June. You have a responsibility to be clear about why youwant to choose each course.

What grade or percentage will YOU require at the end ofYear 10 to progress to Year 11?

Dont know? Ask your course teachers NOW, so you cando something about it before it is too late!!

Every effort is made to ensure that as many students as possible areable to study a programme of their choice. It is a priority of the schoolto offer a continuity of courses and to meet students needs. Subjectswhich do not attract sufficient students may not be able to run, or mayhave to be offered with reduced teacher contact hours. On the Year 10Day of Competence (4 June) you will receive:

1. The Entry to Year 11 2015 booklet2. Information on entry requirements to university; and

3. Information about different Certificate courses JohnXXIII will offer

The guidelines for choosing a programme of study should be:

Interest + Ability + Occupation = Subject

WARNING

This is YOUR choice, for YOUR futureTwo common influences that are NOT good reasons for subjectchoice are:

1. What your friends are taking! 2. Who the teacher is!

Year 10 2014 Year 11 2015 Year 12 - 2016

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Q9

From Year 11 YOU will choose to graduate in 2016 with an

Australian Tertiary Admission Rank (ATAR) or a Certificate Two

vocational training qualification.

WHAT DOES THAT WORD MEAN?

ATAR = Australian Tertiary Admissions Rank

This means your overall achievement in Year 13 in relation to the other

students in your state and Australia-wide.

It is used by universities to rank applicants for selection into mostuniversities.

For the next exercise you will receive a Course Selection form from your

teacher.

Read this Course Selection form and then select SIX courses

You must select one English/Lit and one Religion and Life Choose FOUR other courses (Year 11 & 12)

Year 11Course Choicechoose SIX!

Grade or %required todo course

IF you have doubts about achieving therequired grades, what can you do now toimprove?E.g. Ask teacher what areas can I improve on. Attend afterschool tutoring in the library.

1. I am considering going to (circle one) University College (TAFE) Work


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2. Does the Degree that you may want to do at university have aPrerequisite or desirable/recommendedsubject?

WHAT DOES THAT WORD MEAN?

Prerequisite subjectSome degrees require you to complete certain subjects in Year 11 and 12before you can enrol in the degree.

Desirable or recommended subjectThe Bachelor of Commerce at Curtin for instance, has no prerequisites, butMathematics 2C/2D is desirable. That means you don't need to have studiedMathematics 2C/2D to get into the course, but it's highly recommended that

you do, because it provides you with solid background knowledge. In somecases, if you haven't studied a desirable subject, you may be required tocomplete a bridging course to improve your knowledge of that subject or enrolin that subject as an additional unit in your first semester.

Yes the Prerequisite or Desirable subjects are .

and ..

NO no Prerequisite is required.

3. If I do not achieve the required grade or there is a timetable clash, my

alternative courses will be:

..and/or ...

Indicate on the scale below how clear you are now about your future

career direction

very unclear - somewhat clear very clear+


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QQ

'' # $ % $ # & ' ( + RESUME WRITINGPurpose: To prepare a resume for a future part-time job or

work experience opportunity.

TASK

Draw up a RESUME on your IPad as shown on the next page. Saveyour resume and each year update the information.

You will be asked to produce a resume when you apply for a job, anapprenticeship or traineeship, UNI via portfolio entry, or entry to aTAFE/Institute of Training.

1. Ask yourself the following questions as if YOU were looking for staff.

What type of worker do I want working for me? Will he/she be a

financial burden or benefit to the company? What positive qualities will

this person bring to the workplace?

2. Always list the most important information first. Everything on the first

page should inspire the reader to want to know more about you.

3. Your resume format, length and content will change significantly over

time. The resume you do today should look different to what your resume

will look like in two years. By the end of Year 12 you would have gained

more skills and had more opportunities to be involved in activities while

at school which you would want to mention in your resume.

4. Always ensure the resume matches the job that you are applying for.

For example, if you are applying for a job in a fast food outlet, do nothand in a resume that says you enjoy sport and would like to work in asports shop.

Find out about the position that you want. Use career websites such as,http://jobguide.thegoodguides.com.au/ and search the job title andread what personal qualities applicants should have. See whether youhave the qualities that the employer is looking for and mention it inyour resume.
http://jobguide.thegoodguides.com.au/http://jobguide.thegoodguides.com.au/http://jobguide.thegoodguides.com.au/


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Q?

Look at the following resume that has a functional format. It has a clear

objective, lists skills, outlines any paid and/or voluntary work which includes

school community service, education and achievements to date.

After you have drawn up your resume, ask someone to critique and proof read

it. The schools Career Counsellor is willing to review your resume so make an

appointment with her.

1. Example of a Resume

(There is no single correct way to write a resume.)

Anne Friend123 Waters Road

WALMER 6065Mobile: 1234 3456

Home: 857 6453

OBJECTIVE(Heading)Remember to change the objective when applying for different jobs. Here is anexample:

To find employment where I am involved in marketing a product or service and haveopportunities to use my well-developed people skills for the benefit of the company.

SKILLS I CAN OFFER(Heading)The following are skills employers want. Think of situations (e.g. school, workexperience, part-time job) where you used the following skills. Give an example.You dont have to mention ALL these skills.

Teamwork(heading)e.g Do you belong to a cultural group or sports team at school?

A resume is an outline of your personal experience, qualifications and

achievements. The document summarises information that

communicates to potential employers that you are capable of the job

advertised.


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QV

Communication(heading)e.g Are you confident speaking to others? Were you part of the debating team?

Problem Solving(heading)e.g. Was there a complex problem that you were able to solve? Have yousuggested a creative way to solve a problem?

Initiative(heading)e.g. Situations where you have taken sensible action without prompting or directionfrom others.

Planning and Organising(heading)e.g. Do you use your school planner? Do you set goals? Are you on a planningcommittee?

Technology(heading) What IT skills do you have?

Self -Management(heading)e.g Managing your time by using a study timetable; Attending extra tuition andregularly asking teachers how you could improve.

Learning(heading) Have you attended the Study Skills Seminars offered at schoolin order to help you get better marks. How are you looking for ways to continueyour learning?

EDUCATION(heading)

2009 PresentJohn XXIII College, Mt ClaremontCourses/Subjects: XXXXExtra-Curricular Activities: Represented the Senior Dance GroupAwards: e.g. 2011 Top marks for English in Year 10

2014 Secondary Schools representative for Boys U16 Rowing.

WORK EXPERIENCE(heading)You will add to this section each year and delete less important workexperiences.

Part-time Sales Assistant

Responsibilities: liaised with gaming suppliers, merchandising, ensured the storeappearance was at a high standard and handled customer queries.


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QR

Kmart May 2011 presentBabysitter - for family members and friends of the family on a regular basis.

Voluntary Community ServiceAssisted class members to raise money for under-privileged families in Cambodia.

Contributed toward the homeless outreach by bringing socks.

INTERESTS(heading)Meeting people from different cultures; music; soccer.

PERSONAL STRENGTHSGood team member, committed to the team effortEnjoy meeting peopleReliable, honest and hardworkingGoal orientated

PERSONAL INFORMATION(OPTIONAL) Drivers Licence, First Aid Certificate

REFEREESTeachers Name Position: Year Co-ordinator or Homeroom TeacherEmail address Teacher. [email protected]

Employers will not expect you to have work referees if it is your first job so askyour neighbour, family friend, minister to be your referee.

CAREER COUNSELLORS ADVICE

Research shows that employers spend an average of 7 seconds reviewing aresume before making a decision to put the application in the yes pile or theno pile.

Therefore, make sure that the first page of your resume indicates to theprospective employer that you have the skills and capabilities to fulfill theposition required. Spend time on drawing up your resume. Your resume should

not be more than two pages.
mailto:Teacher.%[email protected]:Teacher.%[email protected]:Teacher.%[email protected]


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QS

Finally, remember to pick up a Tax File Number application form from theCareer Counsellor or at Student Reception. This tax number will be required byyour employer or when you go on to tertiary study.
http://www.ato.gov.au/


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QT

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QU

Plan and Prepare

Someone famously said 'people never plan to fail, they just fail to plan'.

Planning and preparing for a part-time job means understanding the workcommitments that your employer imposes, how the additional hours at a job

will affect yourstudy and other family routines and whether you can adequately

cope with the additional work. Parents/caregivers should be actively involved

in this process to guide children through this new responsibility.

Negotiating what you want

Many Year 11 and 12 students who work negotiate with their employers to

work less hours during their final year. It is important that you have an open

discussion with your employer and negotiate time off during exam periods or

when major assessments tasks, (which are part of your school results) are

due. Be upfront with your employer about your commitments from the start

and be precise about when such breaks from work are required.

Students studying some Vocational Education Training (VET) courses

are required to complete mandatory work placement as part of their

studies and this placement should be considered as part of their studies.

As with all things, remember the key to fitting in part time work with study is

balance and priorities. Before you commit yourself to a part-time job, answer

yes to all of these questions:

1. Can I fit work in and still do all of my study and maintain my grades?

2. If I work will I still have time left over for recreation?

3. Will the job be flexible around my study and exam commitments?

4. Have I got my parents approval about getting a job?


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?:


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:EJXS 5=?DF Z 2HGB "EOOH=OBI=>School is more than books and assignments.

It is important to maintain balance. Balancing commitments

is especially important to senior high school students. Being able

to balance your school commitments with social, recreational and

family life is important for a happy and healthy lifestyle.

Key ways for students to achieve this balance include: having a set of

priorities and goals; being as positive as you can; having support networks

of people you can talk things over with; and being prepared to tackle

problems early and work out ways to manage them. There is no perfectway of 'doing the TEE. Each student needs to be supported to find

his/her own way of managing their lives at this stage. If things are notgoing well at school or there are other pressures it

is useful to know that there are other pathways to Uni and TAFE.

Remember that while you are at school and studying you are gaining life

experience as well as building and making a positive contribution to your

future life.

Things to remember

Time managementCarefully managing your time will allow you to study as well as take

time to watch TV, go out with friends and participate in extra

curricular activities such as sport.

Planning and discipline

Select a time for study when you concentrate the best and develop a habit

of studying at this time. Some students prefer the early morning, others

the afternoon or night. Try to make this study time when there are fewer

distractions around you.

Exercise

Exercise is time consuming - but don't put this off. A healthy lifestyle helps

you feel more positive and more energy. It also helps concentration. Play

a sport, get outside for fresh air and exercise and try to do this on a

regular basis. Even 10 minutes of fitness activity each day has benefits.

And don't forget, relaxation exercises are also helpful.

(The School Counsellors can give you more information on relaxation

techniques)


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Manage your stress

It's the rule rather than the exception for student

to feel nervous before exams. This is not

necessarily a bad thing. Aim to keep your

routines as normal as possible during exam

periods.

On the day before an exam, stick to your revisionplan. On the night before, have an early night,so that you give

yourself the opportunity to get plenty of sleep and wake up alert.

Learn to say no

Your friends want to go out but you're committed to studying for thatEconomics exam? Then, say no. It's the only way your plans for therest of the week will stay in place.

U53WU2 :3[5$#35

Bullseye Posters are linked to up to 33 school coursesand the jobs relevant to those

courses, and provide information about the education and training levels required.JJJXAEEJ3Xa2MXD0_I0HHGEKE

F114Z__JJJXC2@G130C1OKCD3EE3XC2OXD0_

Provides career options in the construction and property services industries.

http://science.uniserve.edu.au/school/resource/careersInformation on a variety of science based careers.

F114Z__JJJXD0G1OGX23aXD0_52IP2442310@B1BEG

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iBAE2G D@A B@L23OD1B2@ DI201 1FE ABLLE3E@1 32HEG B@ 1FE &8 Y2HBCE e23CEX

www.defencejobs.gov.auThe Defence Force offers a range of jobs and great benefits. Browse their jobs and seewhere a Defence Force career can take you.
http://www.deewr.gov.au/bullseyehttp://www.deewr.gov.au/bullseyehttp://www.constructmycareer.com.au/http://www.constructmycareer.com.au/http://science.uniserve.edu.au/school/resource/careershttp://science.uniserve.edu.au/school/resource/careershttp://www.austms.org.au/Job+opportunitieshttp://www.austms.org.au/Job+opportunitieshttp://www.aapathways.com.au/http://www.aapathways.com.au/http://www.australianapprenticeships.gov.au/http://www.stepforward.wa.gov.au/http://www.stepforward.wa.gov.au/http://www.defencejobs.gov.au/http://www.defencejobs.gov.au/http://www.defencejobs.gov.au/http://www.stepforward.wa.gov.au/http://www.australianapprenticeships.gov.au/http://www.aapathways.com.au/http://www.austms.org.au/Job+opportunitieshttp://science.uniserve.edu.au/school/resource/careershttp://www.constructmycareer.com.au/http://www.deewr.gov.au/bullseye


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final year 10 career education booklet

Documents