Resources to support Teaching TASC Career and Life Planning 1 Resources to support Teaching TASC...

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    Resources to support Teaching TASC Career and Life Planning

    Section A: Foundations for Career Building Unit 1: Personal Management Topic 1 – Build and maintain a positive self-concept 1.2 What are Core Skills for Work and how do they interchange between work and life? Resource Teacher

    Back- ground

    Student Activity

    Core Skills for Work Developmental Framework (CSfW): Overview (12 pages): https://docs.education.gov.au/system/files/doc/other/cswf-overview.pdf Framework (58 pages): https://docs.education.gov.au/system/files/doc/other/cswf-framework.pdf About The Australian Government has funded the development of the CSfW. The CSfW describes the non-technical skills, knowledge and understandings that underpin successful participation in work (paid, unpaid, self-employment or voluntary). These skills may be known as generic or employability skills. They are transferable across occupations and jobs and may be developed in a variety of life roles and activities. The CSfW adopts a developmental approach to these skills, based on a continuum of increasing expertise from novice to expert and acknowledges that an individual may be operating at different levels for the various skills. The CSfW is designed as a developmental tool to assist trainers and educators in the design, targeting and delivery of training and to assist those who work with job seekers to prepare them for entering employment.

    CSfW Bridging Document Link: https://docs.education.gov.au/system/files/doc/other/csfw20- 20bridging20document.pdf (10 Pages) About The idea of employability, ‘soft’, transferable, generic and core skills for work that generalise across occupations is not new. The continued need for these skills is reinforced by Australian Government Department of Employment research into employers’ recruitment experiences (see: http://lmip.gov.au/default.aspx?LMIP/GainInsights/EmployersRecruitmentI nsights) CSfW does not replace, but rather supports and operationalises earlier frameworks.

    https://docs.education.gov.au/system/files/doc/other/cswf-overview.pdf https://docs.education.gov.au/system/files/doc/other/cswf-framework.pdf https://docs.education.gov.au/system/files/doc/other/csfw20-20bridging20document.pdf https://docs.education.gov.au/system/files/doc/other/csfw20-20bridging20document.pdf http://lmip.gov.au/default.aspx?LMIP/GainInsights/EmployersRecruitmentInsights http://lmip.gov.au/default.aspx?LMIP/GainInsights/EmployersRecruitmentInsights

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    Using the CSfW to Facilitate Student Core Skills for Work Development of core skills (2 pages). Link: https://docs.education.gov.au/system/files/doc/other/csfw- facilitatingindividual.pdf (2 pages). About This document identifies:  The nature of activities associated with each developmental level of the

    CSfW  The nature of activities or events that may be a struggle for an individual

    at each developmental level. Used in conjunction with the CSfW, this document may be useful for constructing a checklist to assist students to identify their own level of development of core skills for work in given contexts and strategies to enhance their core skill development.

    CSfW Reflection Activity Following Work Experience or Work Placement Link https://docs.education.gov.au/system/files/doc/other/csfw20- 20reflection.pdf (14 page workbook) About Use this worksheet to reflect on work experience or structured workplace learning placement against the Core Skills for Work Developmental Framework.

    Unit 1: Personal Management Topic 1 – Build and maintain a positive self-concept 1.1 Interests, skills and attributes for work, personal life and learning 1.3 Career interest inventories and vocational personality types Resource Teacher

    Back- ground

    Student Activity

    Holland’s Vocational Personalities and Work Environments – RIASEC Video Clip Link https://www.youtube.com/watch?v=fEsPne1bCsQ (2 minutes 48 seconds) About Using animations, this video clip explains the basics of Holland’s theory, including a brief description of the Realistic, Investigative, Artistic, Social, Enterprising and Conventional vocational personality types (similar to career interests), gives examples of what people with each of the six types love doing and sample occupations.

    https://docs.education.gov.au/system/files/doc/other/csfw-facilitatingindividual.pdf https://docs.education.gov.au/system/files/doc/other/csfw-facilitatingindividual.pdf https://docs.education.gov.au/system/files/doc/other/csfw20-20reflection.pdf https://docs.education.gov.au/system/files/doc/other/csfw20-20reflection.pdf https://www.youtube.com/watch?v=fEsPne1bCsQ

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    About Career Interest Inventories There are many career interest assessment tools that purport to measure career interests and that suggest some potentially suitable career options to investigate further. Reliable and valid tools that have been thoroughly researched are usually not free of charge. These tools are typically purchased on a subscription basis, or for single online use, or in pencil and paper form with accompanying technical manuals. There are many online tools that can be freely used that have not been subjected to research studies to investigate their psychometric properties. Without research support, it is not possible to be confident about precisely what these tools actually measure. Nevertheless, students enjoy completing psychometrically sound and other career interest inventories that generate some career options for further consideration. Some examples that are reliable and valid for high school populations include:  Kuder career interests, skills and values assessments (i.e., My Education)  The Self-Directed Search  Morrisby  The myfuture career interest questionnaire, a shortened version of Dr

    James Athanasou’s (1988; 1994) Career Interest Test (CIT). Bartlett, Perera, & McIlveen (2015) developed the shortened version, renamed 21-CIT. The Skills test is also a psychometrically sound tool developed by Dr James Athanasou. The myfuture link is https://www.myfuture.edu.au/userhome#/. Students will need to sign up or log in. From the menu option students will need to select My Career Profile. From there they can complete the 21-CIT interest questionnaire. They can then choose Suggested Occupations to view and further research a list of suggested occupations based on responses to the 21-CIT. Students can continue on with other questionnaires.

    Some examples of career interest assessment tools that may or may not have been subjected to research studies to establish reliability and validity are listed below. These tools should be considered as guides rather than psychometric assessments. Students are likely to enjoy completing these activities. The career interest profile and suggested occupations should be compared to the results of any psychometric career assessments that students complete. Agreement across different assessment tools and assessment methodologies gives greater confidence in the results and occupational suggestions. The Career Quiz - http://joboutlook.gov.au/CareerQuiz.aspx The Career Quiz app can downloaded from iTunes at: https://itunes.apple.com/us/app/career-quiz/id976475019?ls=1&mt=8 Or Google Play at:

    ✓ ✓

    https://www.myfuture.edu.au/userhome#/ http://joboutlook.gov.au/CareerQuiz.aspx https://itunes.apple.com/us/app/career-quiz/id976475019?ls=1&mt=8

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    https://play.google.com/store/apps/details?id=au.gov.employment.careerq uiz Based on the answers given, a range of potentially suitable career ideas are suggested and job profiles are provided. The job profiles include information on average weekly pay before tax, expected future job prospects, qualification levels, a description of the tasks involved and an external link to vacancies for the occupation by state or territory where further information can be gained. The Good Careers Guide Aptitude Test - https://www.goodcareersguide.com.au/aptitude-test/ A series of images of workers doing their job is presented. Students select an emoji (smiley face, neutral face, sad face) to indicate whether they would: (a) like the work activity; (b) be neutral in terms of like or dislike; (c) dislike the work activity. When completed, the career interest category suggested by the pattern of responses is presented, together with some related career ideas. When an occupation of interest is selected, a profile of that occupation is presented, including personal requirements, education and training, tasks and duties, working conditions, employment opportunities, facts such as average weekly wage, future growth for the proportion of jobs by state or territory, weekly hours, unemployment rate, gender split, distribution of educational qualifications, age distribution and links to related courses by state or territory and related careers. The Australian Apprenticeship Pathways Career Interest Explorer – https://www.aapathways.com.au/career-interest- explorer?returnUrl=/careers-for-australian-apprenticeships- traineesh/interest-explorer-page When the interest questionnaire is completed, students can view the related career interest category and browse related industries. Information includes an industry overview, apprenticeship commencements, employment outcomes, wages, industry growth, industry size, and key occupations in the industry, qualifications and pathways charts. Career Interests 123 Test - http://