Unit 13 How do I manage my own career by amberp

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									Unit 13a How do I manage my career? (Year 12)
About the unit         Expectations                                                                   Literacy and careers education and
This unit is in two parts to            At the end of this unit (Year 12 & 13)                        guidance
accommodate progression through         Most students will: demonstrate and continue to develop
Years 12 and 13. Students find out      their career management skills; maintain a personal career    Key vocabulary – words relating to –
how to use a personal model of          strategy; review it regularly making changes as necessary;     coaching: affirmations, visualisation, logging,
career development. They                and autonomously use the Progress File toolkit of                reframing, symbols
strengthen their career                 processes to manage their learning and development.            work values, e.g. acquisitiveness, integrity, ability to
management skills to develop                                                                             outsmart, security, success, status, unselfishness
further their self-reliance and self-   Some students will not have made so much progress             __________________________________________
determination. They extend the          and will: demonstrate and continue to develop their skills
skills they acquired in units 2a, b &   in some areas of career management; maintain a personal
c and 8a & b in order to improve        career strategy with some help; review and change it when
                                                                                                      Resources
their progress reviewing, goal and      prompted; and use the Progress File toolkit of processes to
target setting, action planning, and                                                                  Resources include:
                                        manage their learning and development with appropriate
reflection. They discuss the part       support.                                                       questionnaires and inventories available in print and
which compromise and adjustment                                                                          on the internet
play in mature career planning and      Some students will have progressed further and will:           occupational interests questionnaires, e.g. Pathfinder,
how individuals maintain their          demonstrate, continue to develop and realistically assess        Kudos, Adult Directions
self-esteem in the face of setbacks     their career management skills; maintain a personal career     Progress File materials including Widening Horizons
or disappointment.                      strategy; review it regularly making changes as necessary;
                                        and autonomously use and modify the Progress File toolkit
This unit is expected to take 7-9       of processes to manage their learning and development.
hours.




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Where the unit fits in               Prior learning                                                 Out-of-school/college learning
This unit together with Unit 2 and   It is helpful if students have:                                Students could:
Unit 8 form the drivers of the           used self-profiling, goal and target setting and action      talk to older peers about their experience of managing
careers education and guidance            planning techniques                                           their careers
programme. These 'extended' or           participated in progress reviews with a tutor                use independent learning resources to develop further
‘continuing’ units enable students       maintained a Progress File/portfolio/Record of                their career management skills by supplementing
to focus on their own self-               Achievement (RoA).                                            activities provided in the taught careers programme
development, plan their progress                                                                       read narratives of people's lives
and draw together the various
strands of the careers programme.




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What's involved in managing my career?
Learning objectives       Possible teaching activities                                           Learning outcomes               Points to note
Students should learn:                                                                           Students:
   how to use a suggested        Introduce students to the model of career management in          explain the model they         Developing Skills for
    model for managing their       Developing Skills for Career Management (QCA, 2001)               are using to manage their       Career Management
    careers                        and explain what is involved in identifying career needs          careers                         (QCA, 2001) can be
   how to analyse the             and priorities, making plans and decisions about future          analyse the factors which       dowloaded from the
    factors which will help        learning and work, taking action to improve one's                 help them to know               QCA website
    them to clarify their          chances and managing change and transition. Ask                   themselves and their            www.qca.org.uk
    career needs and               students in groups to list the range of skills which they         situation                      The career management
    priorities                     might need to use under each of the headings in the                                               skills include self-
                                   model. Discuss ways of developing these skills. Prompt                                            assessment, information
                                   students to recall how they used careers management                                               handling, target-setting
                                   skills in their careers programme at Key Stage 4. Ask                                             and action planning,
                                   them to assess their own confidence and skills in relation                                        decision-making, using
                                   to the career management skills they have identified.                                             advice and guidance, self
                                   Explain how the units of the post-16 careers programme                                            presentation, showing
                                   are based on this career management model and aim to                                              initiative, networking
                                   help them develop their knowledge, skills and                                                     negotiation and
                                   understanding to manage their own careers.                                                        managing transitions.
                                  Refer to the first heading in the model. Explain that there                                      Guidance: all students
                                   are two dimensions to identifying career needs and                                                need on-going support
                                   priorities: knowing yourself and knowing your situation.                                          from a personal tutor or
                                  Discuss with students the critical factors in knowing                                             designated teacher, e.g.
                                   yourself: knowing what suits you best and knowing what                                            an Oxbridge or higher
                                   you want to do the most.                                                                          education specialist.
                                                                                                                                     Some students will have
                                                                                                                                     additional needs for
                                                                                                                                     small-group or one-to-
                                                                                                                                     one guidance from a
                                                                                                                                     Connexions personal
                                                                                                                                     adviser.




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What's involved in managing my career? ctd.
Learning objectives       Possible teaching activities                                      Learning outcomes   Points to note
Students should learn:                                                                      Students:
                              Discuss with students the critical factors in knowing your
                               situation: knowing what you've got to offer, knowing the
                               influences on you and knowing what's available.
                              Explain that these six factors provide students with a
                               framework for thinking about how they are developing
                               and what their needs and priorities are. It can be used by
                               students to organise and clarify their thinking and to
                               recognise relationships and patterns. Different people
                               may give more weight to certain factors. Explain that
                               students will build up a profile of themselves in their
                               Progress Files, reflect on it and then be able to move on
                               to the next stage of making plans and decisions.




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What do I know about how I am developing?
Learning objectives      Possible teaching activities                                              Learning outcomes                Points to note
Students should learn:                                                                             Students:
 about their personally-           Explain that students need to look at the critical factors     recognise their own               PSHE: This unit could
    held values and the part         which will shape their career needs and priorities and to         values                           help students to develop
    which values play in             record significant information about themselves in their       are aware of the                   confidence and
    people's decision-making         Progress Files/portfolios.                                        influences on their career       responsibility and make
 how to build up a                 Ask students to suggest the different aspects of                  needs and priorities             the most of their abilities.
    personal profile from            themselves which they need to take stock of if they want       describe their career             Citizenship: This unit
    which they can identify          to find out what suits them best. Check that they                 needs and priorities             could help students to
    their needs and priorities       understand terms such as 'personality', 'dispositions',        explain the role of                demonstrate an
 how to use Progress File           'aptitudes' and 'qualities'. Ask students to complete self-       Progress File processes          understanding of the
    processes to support their       assessment questionnaires to build a profile of what suits        in supporting learning           rights and
    learning and                     them best. With a partner, students discuss their profile         and development                  responsibilities
    development                      before recording significant information about                                                     associated with the role
 about the importance of            themselves in their Progress Files/portfolios.                                                     of worker.
    our own stories                 Ask students to rate their own abilities so that they know                                        Some students may wish
                                     what they can do best and to record this information in                                            to repeat the activity
                                     their Progress Files/portfolios too.                                                               from unit 8 (Year 10)
                                    Ask students to suggest the different aspects of                                                   where they assess their
                                     themselves which they need to take stock of if they want                                           occupational interests,
                                     to find out what they want to do the most. Check that                                              perhaps using a different
                                     they understand terms such as 'interests', 'values',                                               questionnaire or
                                     'attitudes' and 'beliefs'.                                                                         instrument.
                                                                                                                                       Guidance: some students
                                                                                                                                        may wish to talk to an
                                                                                                                                        adviser or counsellor
                                                                                                                                        about the issues arising
                                                                                                                                        from remembering
                                                                                                                                        incidents in their
                                                                                                                                        childhood.




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What do I know about how I am developing? ctd.
Learning objectives      Possible teaching activities                                        Learning outcomes   Points to note
Students should learn:                                                                       Students:
                              Explain to students that ‘telling their own story’ can help
                               them understand what drives them and where their ideas
                               about what they want to do the most comes from.
                               Individually, students ask themselves questions such as:
                               What critical incidents do I remember from my
                               childhood? What emotions do I remember feeling?, What
                               were my favourite stories when I was a child?, What was
                               I like as a small child?, What family stories were told
                               about me?, What events have had the biggest influence
                               on my life so far? Encourage students to use the insights
                               from telling their own stories to understand what
                               motivates them.




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What are my goals and plans?
Learning objectives       Possible teaching activities                                        Learning outcomes           Points to note
Students should learn:                                                                        Students:
 to identify short-term and    Introduce students to the 'BCDE' model of goal-setting,       set goals and targets        Action-planning is based
    medium-term career           i.e. goals should be balanced (taking into account the        show how they manage          on a 'plan-do-review'
    goals                        main areas of your personal life), challenging (achievable       multiple action plans       cycle. This part of the
 to map different paths to      with effort), desirable (motivating) and exact (precise).                                    unit introduces the
    a chosen career goal         Ask students to explain why they should write down their                                     planning stage. The
 to devise their own            goals. Encourage students to discuss how they could                                          following part - 'How am
    action plans and to          handle the situation where other people have goals they                                      I doing?' - covers the do
    develop their action         want them to achieve.                                                                        and review stages. Some
    planning skills             Ask students to identify goals for one or two years ahead,                                   schools and colleges will
                                 as appropriate. Show them how to work backwards so                                           have one, two or even
                                 that they identify the intermediate goals (targets) that                                     three action-planning
                                 they need to achieve on the way. Ask students to identify                                    cycles during the course
                                 goals (targets) that they need to achieve in two terms'                                      of each year.
                                 time, in a term's time, by half term, in the next two                                       Students may wish to
                                 weeks. Students record their goals and targets in their                                      keep their goals private.
                                 Progress Files/portfolios.                                                                   Establish ground-rules
                                Where appropriate, ask students to devise action plans to                                    for self-disclosure by
                                 help them achieve the goals and targets they have                                            students.
                                 identified above. Remind students that there could be                                       Guidance: the school/
                                 different pathways to their career goals (see Unit 10).                                      college should identify a
                                                                                                                              senior member of staff to
                                                                                                                              have direct responsibility
                                                                                                                              for young people who
                                                                                                                              have left public care.
                                                                                                                             Guidance: some students
                                                                                                                              may need help with
                                                                                                                              identifying targets
                                                                                                                              related to their choices,
                                                                                                                              e.g. of AS/A2 modules.




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How am I doing?
Learning objectives           Possible teaching activities                                      Learning outcomes               Points to note
Students should learn:                                                                          Students:
 to identify their network      Discuss the link between self-belief, positive thoughts        reflect on their own             Check that students
    of help and support           and successful performance. Ask students to explain why           progress and                    know how to maintain
 techniques for review           it is important to surround themselves with people who            achievement, including          their Progress
    and reflection                want them to be successful. Encourage them to relate              their career development.       File/portfolio.
                                  ‘feeling good’ ti diung well and identify possible             select support
                                  supporters, e.g. parents, friends, tutor, mentor, coach,          appropriate to their need
                                  personal adviser. Discuss ways of getting the benefit          identify the benefits of
                                  from having supporters.                                           having a network of help
                                 Practise techniques for self-coaching with students, e.g.         and support
                                  using affirmations, visualisation, logging, reframing,
                                  symbols and music. Give students frequent opportunities
                                  to review and record their achievements.
                                 Move around the group with a mirror so that individuals
                                  can see their faces in it. Record their reactions out loud.
                                  Ask students to say what the mirror activity tells us about
                                  reflection, e.g. it helps us to see ourselves, we don't
                                  always want to see what's there, other people (i.e. the
                                  person holding the mirror) can help us to see ourselves
                                  better. Build on the use of mirrors – rear view, dentists,
                                  etc to develop discussion on why we need to reflect.
                                  Reinforce the idea that reflection is a technique for
                                  improving thinking.
                                 Re-cap on earlier discussion on the skills needed for
                                  career management. Students record evidence of where
                                  they have acquired and demonstrated career management
                                  skills drawing on their experiences in and beyond the
                                  careers programme.
                                 Ask students to write a personal statement as a record of
                                  what they experienced and achieved during the year for
                                  inclusion in their Progress Files/portfolios.




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Future learning
This unit provides a springboard for students to continue to manage their own career development in a variety of settings including higher and
advanced further education, further education, training and employment. They could continue to use a Progress File processes to help them
manage their career development, employability and lifelong learning.




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