1PlS WC8k8CCk 8LLCnCS 1C

_________________________________________

1uLor Croup _____________________________

!CPn xxlll ?LA8 10 CA8LL8 LuuCA1lCn WC8k8CCk 2014


lndlcaLe on Lhe scale below how clear you are abouL your fuLure career dlrecLlon
very unclear - somewhaL clear very clear+






2












To Year 10s

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.
watson.margi@johnxxiii.edu.au
















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

This booklet contains selected information and material from My System of Career
Influences ( McMahon, Patton and Watson, 2005) and the Career Interest Test created
by James Athanasou at the University of Technology, Sydney.






3




Contents


Suggested
Timeframe


Symbols used in this book
Page
4
Activity 1 15-20 Whats My Passion? 5
Activity 2 15-20 Career Interests Questionnaire 6
Activity 3 25 Case Study + discussion 13
Activity 4 10 My System of Career Influences 16
Activity 5 5-10 How I want to work with people 17
Activity 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




Note
After Activity 8 your workbooks will be collected and checked to ensure that
activities to date are completed.




4


Symbols used in this workbook






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.







A C T I V I T Y 1 Whats my Passion?
15-20



Most people need help to discover their passions. Even if you are fortunate
enough 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.

___________________________________________________________

6



A C T I V I T Y 2
Career Interests Test
20 -25




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

Remember that there is no right or wrong answer to 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 of
careers you might find satisfying. Work as quickly as you can. Most people find
it 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 you
would probably enjoy more. You have to choose one, you cannot leave
any blank.
A JOBS B
1 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 HOSPITAL OR MASSAGE SORE MUSCLES

10 ORGANISE TRAVEL PLANS OR PLAY IN A BAND

7


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)

8


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 EDUCATION/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 PROBLEMS OR 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
9



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

10




TOTAL


Match the highest scoring category to the Career Interest Categories on
the next page to identify your most likely Field of Interest.

Question Numbers
O1

P2

S3

C4

B5

O6

PC7
1 22 43 A B
2 23 44 B A
3 24 45 B A
4 25 46 B A
5 26 47 B A
6 27 48 A B
7 28 49 A B
8 29 50 B A
9 30 51 B A
10 31 52 B A
11 32 53 B A
12 33 54 A B
13 34 55 B A
14 35 56 B A
15 36 57 B A
16 37 58 A B
17 38 59 B A
18 39 60 B A
19 40 61 A B
20 41 62 A B
21 42 63 A B

11



Interpreting your results
Rank from
highest to
lowest (1-7)
Interest
Category
Brief Description of the Interest Category
O1

Outdoor
Outdoor interests means that you like to work
and move about outside. It also involves caring
for animals and growing things. Farmers,
foresters, landscape gardeners, surveyors and
sportsmen/women are among those high in
outdoor interests.


P2

Investigative
/
Scientific
A scientific interest means that you like to
discover ideas, observe, investigate and
experiment. It includes medical and health
occupations.
S3

Practical
Practical interests means that you like to work
mainly with tools and equipment, making and
fixing things as well as operating machines. Jobs
in this area include pilot, factory worker,
technician, builder and engineer.
C4

Creative
A creative interest means that you like to
express yourself. It includes artistic occupations
(such as artist, photographer, signwriter and
designer), musical occupations (such as
composing, dancing, singing or instrument
playing), or literary occupations (such as acting,
writing, editing, reporting and advertising).
B5

Business/
Persuading
Business interests means that you like meeting
people, talking, discussing and leading others
such as in law, politics, buying and selling.
O6

Organising
An interest in organising means you like
working indoors, and at clerical tasks which
involve being accurate and showing attention of
detail. You may also like to work with numbers
and do calculations.
PC7

Social
An interest in people contact means that you
like to work mainly with people or that you are
concerned with their social welfare. The work of
teachers, nurses, police officers and welfare
workers offers a great deal of people contact.
Note that this exercise is meant as a guide to possible occupations you may wish to consider.
12



What does all this mean?

A very low score means that this type of work would NOT suit you. If you find
yourself 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 score would indicate that this type of work would
suit 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











Gardener
Aircraft Pilot
Baker
Carpenter
Zookeeper
Fire fighter
Mechanic
Sportsperson
Police Officer
Truck Driver
Security Office
Marine Biologist
Dentist
Park Ranger
Detective
Engineer
Software Designer
Doctor
Veterinarian
Environmental Scientist
Mathematician
Science Technical
Officer
Agricultural Scientist

Actor
Fashion Designer
Film Director
Dancer
Decorator
Journalist
Set Designer
Architect
Graphic Designer
Painter
Landscape Designer
Interior Decorator

Teacher
Ambulance Officer
Youth Worker
Nurse
Counsellor
Flight Attendant
Child Care Worker
Life Guard
Social Worker
Receptionist
Party Planner

Customs Officer
Prisons Officer
Draftsperson
Accountant
Personal Assistant
Auditor
Taxation Officer
Data Processing
Operator
Executive Assistant
Event Planner
Bank Clerk




Auctioneer
Manager/Owner
Stockbroker
Real Estate Agent
Advertising manager
Lawyer
Politician
Insurance Agent
Sales Manager
Call Centre operator
Property Developer

13


A C T I V I T Y 3 20-25
Case Study Dougie
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 doesnt
study, 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 could
work 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

14


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.


Question 1. 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

____________________________________________________________

____________________________________________________________
Transfer your groups answers to ZONE 1 on the circle diagram on the next page


Question 2. Who are the people who influence Dougie and who does Dougie
consider when he makes his decision?
Write your groups answer

____________________________________________________________

____________________________________________________________
Transfer your groups answers in ZONE 2 on the circle diagram on the next page

Question 3. What are the other things influencing Dougies decision?
Write your groups answer

____________________________________________________________

____________________________________________________________
Transfer your groups answers in ZONE 3 on the circle diagram on the next page

Question 4. What past experiences are helping to shape Dougies ideas and
what future lifestyle ambitions does he have?
Write your groups answer

____________________________________________________________
Transfer your groups answers to ZONE 4 on the circle diagram on the next page

13






DOUGIES SYSTEM 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

ZCnL 4








ZCnL 3






ZCnL 2






ZCnL 1















Source McMahon, Patton & Watson, 2005 My System of Career Influences.
16



A C T I V I T Y 4 10-15
My System of Career 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

17


A C T I V I T Y 5 5-10
How I Want To Wor k Wi t h Peopl 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 people in 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, even
though 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.
18



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

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 needs
require
I like to be able to regulate my own hours, decide when people will see
me and when I can get away from them
I want to get to know a group of people through regular contact


Summary
Favourite 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?


19


A C T I V I T Y 6 O N L I N E C A R E E R A S S E S S M E N T
50
Purpose: To learn more about your interests, skills and values and to
match 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.




20



1. My Profile

Start with your interests, education and training.


21


Do not do Knowledge but continue with Dream Job.









Meaning of aspiration
a hope or ambition of achieving something

Meaning of values
Principles or standards of behaviour; one's
judgement of what is important in life.

Meaning of attributes
a quality or feature regarded as a characteristic
or inherent part of someone or something.

Meaning of Life balance
the amount of time you spend doing your job compared with
the amount of time you spend with your family and doing
things you enjoy:

22


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.


23


It i s i mportant that you do not make any deci si ons at thi s
poi nt, keep an open mi nd.

WRITTEN EXERCISE Homework if not finished in class time
Purpose: To conduct a detailed analysis of a list of potential
occupations.

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 the
occupation
Negatives about the
occupation








If you have not finished this activity by the end of the period it must be
completed at home. Do not take your books home.
24


A C T I V I T Y 7 50
3. Help Me Decide
In this section, you will rank and compare your favourite career ideas.
For each occupati on, ask yoursel f:

Woul d I enj oy the dai l y tasks?

How do you feel about the worki ng condi ti ons?

What ski l l s and trai ni ng do I need? For exampl e, to be a pi l ot
you must have good grades i n Mathemati cs and Physi cs.

What qual i f i cati on wi l l you need to gai n entry i nto your desi red
occupati on?

WRITTEN EXERCISE
Purpose: To research THREE occupations that you would seriously
consider after you leave school.

Complete the tables below. Thi s i s my 2014 Career choi ce

1.name of CCCuA1lCn:
!ob uescrlpLlon (maln Lasks assoclaLed wlLh Lhls occupaLlon):

aLhway
!"# %&'()*+
,-./0+.1"2 3#'4-4-56
/7!% "# 89:;








Where do l
enrol Lo sLudy
for Lhls?
useful ?ear 11/12 sub[ecLs for
Lhls occupaLlon. Pas Lhe course
goL perqulslLes <=>2?+@3= A04@0 B">
0'C+ 3" )'== 4- "#D+# 3" D" 30+
@">#=+EF
uuraLlon of
1ralnlng or
SLudy
requlred.

Pow
lnLeresLed
am l ouL of
10?
10 =
LxLremely
lnLeresLed.


WhaL sLeps do l need Lo Lake Lo move forward? lor example, musL achleve A grade for maLhs Lherefore
speak Lo sub[ecL Leacher abouL how l can lmprove my mark. lf you are already achlevlng a Crade of 8 or
hlgher for your requlred sub[ecLs, move onLo Lhe nexL quesLlon. 8uL lf you are achlevlng a Crade C or less,
wrlLe whaL sLeps you musL do Lo lmprove.
1.
2.
3.
23



WhaL unanswered quesLlons do l have?

Who can help me?
WhaL relaLed [obs may also be of lnLeresL Lo ML?
(e.g. lf you alm Lo be a Medlcal uocLor buL you don'L geL Lhe grades Lhen you may conslder belng a 8loLechnologlsL
or aramedlc lf you prefer Lo work ouLdoors) SuggesLlon see www.[obgulde for asslsLance.


2.name of CCCuA1lCn:
!ob uescrlpLlon (maln Lasks assoclaLed wlLh Lhls occupaLlon):

aLhway
!"# %&'()*+
,-./0+.1"2 3#'4-4-56
/7!% "# 89:;








Where do l
enrol Lo sLudy
for Lhls?
useful ?ear 11/12 sub[ecLs for
Lhls occupaLlon. Pas Lhe course
goL perqulslLes <=>2?+@3= A04@0 B">
0'C+ 3" )'== 4- "#D+# 3" D" 30+
@">#=+EF
uuraLlon of
1ralnlng or
SLudy
requlred.

Pow
lnLeresLed
am l ouL of
10?
10 =
LxLremely
lnLeresLed.


WhaL sLeps do l need Lo Lake Lo move forward? lor example, musL achleve A grade for maLhs Lherefore
speak Lo sub[ecL Leacher abouL how l can lmprove my mark. lf you are already achlevlng a Crade of 8 or
hlgher for your requlred sub[ecLs, move onLo Lhe nexL quesLlon. 8uL lf you are achlevlng a Crade C or less,
wrlLe whaL sLeps you musL do Lo lmprove.
1.
2.
3.
WhaL unanswered quesLlons do l have?
Who can help me?
WhaL relaLed [obs may also be of lnLeresL Lo ML?
(e.g. lf you alm Lo be a Medlcal uocLor buL you don'L geL Lhe grades Lhen you may conslder belng a 8loLechnologlsL
or aramedlc lf you prefer Lo work ouLdoors) SuggesLlon see www.[obgulde for asslsLance.

26





After this exercise, the Year Dean and the Career Counsellor will collect all
workbooks.
4. name of CCCuA1lCn:
!ob uescrlpLlon (maln Lasks assoclaLed wlLh Lhls occupaLlon):

aLhway
!"# %&'()*+
,-./0+.1"2 3#'4-4-56
/7!% "# 89:;









Where do l
enrol Lo sLudy
for Lhls?
useful ?ear 11/12 sub[ecLs for
Lhls occupaLlon. Pas Lhe course
goL perqulslLes <=>2?+@3= A04@0 B">
0'C+ 3" )'== 4- "#D+# 3" D" 30+
@">#=+EF
uuraLlon of
1ralnlng or
SLudy
requlred.

Pow
lnLeresLed
am l ouL of
10?
10 =
LxLremely
lnLeresLed.


WhaL sLeps do l need Lo Lake Lo move forward? lor example, musL achleve A grade for maLhs Lherefore
speak Lo sub[ecL Leacher abouL how l can lmprove my mark. lf you are already achlevlng a Crade of 8 or
hlgher for your requlred sub[ecLs, move onLo Lhe nexL quesLlon. 8uL lf you are achlevlng a Crade C or less,
wrlLe whaL sLeps you musL do Lo lmprove
1.
2.
3.
WhaL unanswered quesLlons do l have?

Who can help me?
WhaL relaLed [obs may also be of lnLeresL Lo ML?
(e.g. lf you alm Lo be a Medlcal uocLor buL you don'L geL Lhe grades Lhen you may conslder belng a 8loLechnologlsL
or aramedlc lf you prefer Lo work ouLdoors). SuggesLlonsee www.[obgulde for asslsLance.



Below are options available to YOU when you leave JohnXXIII



+ !"#!$%!&'!







Attend one of the WA Universities below
Notre Dame Curtin ECU Murdoch UWA


















C

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S


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

Work (on-the-job training)
Defence/Police/Customs
A1A8
Mlnlmum
4 x WACL
exams ln ?ear
12


Central Institute of Technology
(design/beauty/media/music)
Challenger Institute
(marine/trades )
Polytechnic West (trades)
Private e.g. Flowers Design
School
Qantm/SAE College (creative
media)
Trades -construction & building
mining, automotive
Traineeships - retail, hairdressing,
hospitality, banking etc.
Defence A one year trial opportunity

6
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&
,
*

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,

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8
$

9
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.
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+
.
.

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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28

A C T I V I T Y 8 S U B J E C T S E L E C T I O N
10-12

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 not
enjoy the subject by placing a in the appropriate column.





Subject Enjoyed Did not enjoy
English
Religion
Maths











29

In 2014 I am studying:




A C T I V I T Y 9 20-25


CHOOSING A PROGAMME OF STUDY
Purpose: To have a clear idea what my Year 11 (and Year 12) courses
will be and how I intend to meet the pre-requisites for each course.

Subject
Enjoy
because.
interesting, challenging
Do not enjoy
because
boring, difficult
Leave boLh columns blank lf you never done Lhe sub[ecL Anu wlll sLudy Lhls
sub[ecL for Lhe flrsL Llme "#$% sememsLer
English
Religion
Maths
Physics
Chemistry
Biology
Human Biology
Geography
History
Economics
Politics & Law
PhysEd


or
30

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

What grade or percentage wi l l YOU requi re at the end of
Year 10 to progress to Year 11?

Don t know? Ask your course teachers NOW, so you can
do somethi ng about i t before i t i s too l ate!!




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



1. The Entry to Year 11 2015 booklet
2. 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 future
Two common influences that are NOT good reasons for subject
choice are:

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

Year 10 2014 Year 11 2015 Year 12 - 2016
What
subjects do
you find
interesting?
How good is
your
academic
abiIity in
subjects?
What subjects
are required or
wouId be usefuI
for your future
occupation?
SeIect subjects
that aIign with
your interests,
abiIity and
occupation.
31

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 most
universities.
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 11
Course Choice
choose SIX!

Grade or %
required to
do course
IF you have doubts about achieving the
required grades, what can you do now to
improve?
E.g. Ask teacher what areas can I improve on. Attend after
school tutoring in the library.







1. I am considering going to (circle one) University College (TAFE) Work
32


2. Does the Degree that you may want to do at university have a
Prerequisite or desirable/recommended subject?

WHAT DOES THAT WORD MEAN?

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

Desirable or recommended subject
The Bachelor of Commerce at Curtin for instance, has no prerequisites, but
Mathematics 2C/2D is desirable. That means you don't need to have studied
Mathematics 2C/2D to get into the course, but it's highly recommended that
you do, because it provides you with solid background knowledge. In some
cases, if you haven't studied a desirable subject, you may be required to
complete a bridging course to improve your knowledge of that subject or enrol
in 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+


33



A C T I V I T Y 1 0 RESUME WRITING


Purpose: 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. Save
your resume and each year update the information.



You will be asked to produce a resume when you apply for a job, an
apprenticeship or traineeship, UNI via portfolio entry, or entry to a
TAFE/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 not
hand in a resume that says you enjoy sport and would like to work in a
sports shop.

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

34

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 Friend
123 Waters Road
WALMER 6065
Mobile: 1234 3456
Home: 857 6453

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

To find employment where I am involved in marketing a product or service and have
opportunities 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, work
experience, 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.
33

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 you
suggested a creative way to solve a problem?


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


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

Technology (heading) What IT skills do you have?


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


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


EDUCATION (heading)

2009 Present
John XXIII College, Mt Claremont
Courses/Subjects: XXXX
Extra-Curricular Activities: Represented the Senior Dance Group
Awards: 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 work
experiences.

Part-time Sales Assistant
Responsibilities: liaised with gaming suppliers, merchandising, ensured the store
appearance was at a high standard and handled customer queries.
36


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

Voluntary Community Service
Assisted 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 STRENGTHS
Good team member, committed to the team effort
Enjoy meeting people
Reliable, honest and hardworking
Goal orientated


PERSONAL INFORMATION
(OPTIONAL) Drivers Licence, First Aid Certificate


REFEREES
Teachers Name Position: Year Co-ordinator or Homeroom Teacher
Email address Teacher. email@johnxxiii.edu.au



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




CAREER COUNSELLORS ADVICE


Research shows that employers spend an average of 7 seconds reviewing a
resume before making a decision to put the application in the yes pile or the
no pile.

Therefore, make sure that the first page of your resume indicates to the
prospective employer that you have the skills and capabilities to fulfill the
position required. Spend time on drawing up your resume. Your resume should
not be more than two pages.

37




















Finally, remember to pick up a Tax File Number application form from the
Career Counsellor or at Student Reception. This tax number will be required by
your employer or when you go on to tertiary study.


38


SUPPLEMENTARY INFORMATION



Part Time Work - To Earn or Not To Earn?



Part-time Employment
For many high school students working part-time is a normal aspect of their
hectic lives, which needs to be fitted in around school, study, sporting
activities and family commitments. Some senior students continue their part
time work commitments into their final TEE year.

Why work?
Working part-time, whether at a department store, fast food outlet, paper
run or regular babysitting can be a fulfilling experience for teenagers who are
ready to take on additional commitments and responsibilities as well as
enjoying the rewards of earning money.

What about everything else?
As a student, having a bit of spending money in your pocket is a good thing,
however the value of the pay can easily be eroded if you fall behind in
studies, are stressed about fitting in all of your work, (such as projects,
assignments and assessments) or if you are getting run down.

A hint for parents and caregivers
It is important to guide students about how to balance commitments and
help them prioritise so that studying doesn't suffer. Establishing limits on the
number of hours they work in their job and being able to discuss this with the
employer if there are concerns, is important.

What to consider
Before contemplating or taking a part-time job, a student and his/her
parents/caregivers should assess the studying workloads and other regular
commitments to ensure that a job isn't simply stretching them too far. It is
better to start a part time job with your eyes wide open about all of the
possible situations and pressures, rather than disappointing both your
employer and yourself later.




39


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 work
commitments 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?

40

41




Work, Study & Life Commitments
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 perfect
way 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 not
going 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 management
Carefully 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)




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 revision
plan. 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 that
Economics exam? Then, say no. It's the only way your plans for the
rest of the week will stay in place.

USEFUL WEBSITES

Bullseye Posters are linked to up to 33 school courses and the jobs relevant to those
courses, and provide information about the education and training levels required.
www.deewr.gov.au/bullseye

hLLp://www.consLrucLmycareer.com.au/
Provides career options in the construction and property services industries.

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

hLLp://www.ausLms.org.au/!ob+opporLunlLles
lnformaLlon on a number of maLhs based careers

www.aapaLhways.com.au llnd ouL abouL AusLrallan ApprenLlceshlps [ob paLhways and
avallablllLy.
AusLrallan ApprenLlceshlps comblne pald work wlLh sLrucLured Lralnlng Lo glve young people
naLlonally recognlsed lndusLry quallflcaLlons.
www.ausLrallanapprenLlceshlps.gov.au

hLLp://www.sLepforward.wa.gov.au/
vldeos and lnformaLlon abouL Lhe dlfferenL roles ln Lhe WA ollce lorce.

www.defencejobs.gov.au
The Defence Force offers a range of jobs and great benefits. Browse their jobs and see
where a Defence Force career can take you.



&'(##( )(*+,-#. *" (#'- /#*/-#
0001.2,--.*"#13*41'5
Short visual clips and written articles outlining information and advice on all sorts of
career areas, very good visual resource for teachers and their students.
0001'631"#%1'57'3#8'9:*6.7
Ace uay !obs, a unlque slLe conLalnlng a serles of flve mlnuLe vldeo eplsodes of AusLrallans wlLh
lnnovaLlve careers. Lach eplsode Lakes you lnLo someone else's world, and glves you an lnslghL
lnLo aerospace englneerlng, forenslc anaLomy, sclence reporLlng, and many more careers
where people are llvlng ouL Lhelr dreams ln Lhelr work. And Lhere are plenLy of suggesLlons on
how Lo geL Lhere. Ace day [obs ls produced by Lhe A8C. AusLrallan 8roadcasLlng CorporaLlon
00018#%1".01#851'57;#%,".3<**-.7:*6.'-,;#7/(*+,-#.7/(*+,-#.,"8#$
ersonal proflles from people worklng ln real [obs who ouLllne Lhelr own LhoughLs and
[ourney's from leavlng school Lhrough Lo now. 1hey offer advlce on besL blLs, worsL blLs and
oLher blLs relaLed Lo Lhelr [obs.
00013'(##(.%<'%=*13*41'5 8eal people, real [obs, learn abouL Lhese and how courses you're
sLudylng aL school can lead you Lo a greaL career.

To search for courses offered at some TERTIARY institutions, go on the
following websites.
unlverslLy of noLre uame
hLLp://www.nd.edu.au/nav-fuLure-sLudenLs/courses
unlverslLy of WesLern AusLralla
hLLp://www.sLudyaL.uwa.edu.au/

hLLp://www.alva.uwa.edu.au/courses/posLgraduaLe/graddlpurbdes lor addlLlonal lnformaLlon
on courses ln urban deslgn.
CurLln unlverslLy
hLLp://fuLuresLudenLs.curLln.edu.au/
hLLp://scleng.curLln.edu.au/ lor addlLlonal lnformaLlon on Lnglneerlng and
Sclence courses.
LdlLh Cowan unlverslLy
hLLp://www.ecu.edu.au/fuLure-sLudenLs/overvlew
hLLp://www.waapa.ecu.edu.au/courses-and-admlsslons/overvlew lor
drama/muslc/backsLage courses

Murdoch unlverslLy
hLLp://www.murdoch.edu.au/luLure-sLudenLs/Course-flnder/
hLLp://www.murdoch.edu.au/Courses/Anlmal-Sclence/ lor speclflc anlmal
courses.

hLLp://www.challenger.wa.edu.au/Courses/ages/Co
urses.aspx


hLLp://www.cenLral.wa.edu.au/Courses/ages/defaulL.aspx

1he followlng free Apps may help wlLh your research.