1. Career and Transition
Aboriginal Personalised Learning Plans
through a Teams Approach.

2. Career and Transition Planning
 Should be Teams based,
 is about the overall coordination, delivery and
facilitation of career and transition support for all
students,
 connecting these young people with quality
career and transition provision beyond the school
Western Sydney Region: Planning My Future.
VET

3. The Teams approach
The team may include a number of school
personnel such as the
• careers adviser,
• School to Work coordinator/s,
• year coordinators,
• curriculum coordinators,
• transition adviser,
• student representatives,
• and executive team member/s.
Western Sydney Region: Planning My Future.
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4. Personalised Learning Plans
The Teams Approach:
 The Student,
 The family or other significant adult,
 The Aboriginal Education Officer,
 The year Advisor, Curriculum advice,
 Careers Advice,
 and Transition Advisor.
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5. Year 10- Year Meetings
 To link student interests and abilities to
subject selection and ultimately career
choices.
 To provide a link between school and home by
providing
 To provide ongoing support for students
moving into senior school.
 To establish links with local industries and
tertiary education bodies.
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6. The Process- Whole School
support
 Community and Parental involvement:
 Opportunity for parents to gain an understanding of
the options and choices facing their child for their
education.
 Workshop day for students to hear speakers
discuss all the options, both School curriculum,
TAFE Private providers and Community and
Business representatives,
 Interviews held by staff with every student.
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7. The Process- In class support
 Uses Guest Speakers and Teacher Expertise,
 Resume preparation
 Applications & cover letters
 Interview techniques
 Personal Presentation
 Work place readiness
 Financial Literacy
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8. Tips and Tricks
 Have good communication with all school staff and
students
 It is all about connecting students with business,
community and parents,
 Have a clear understanding and a shared school
vision about the role, including what to do in the role
and who to work with,
 Have tools (planners, proformas, systems) to use and
directions to take.
 Rely on accurate Data: Operate within a context by
knowing students through surveys, self and teacher
appraisals, attendance information and issues that
Western Sydney Region: Planning My Future.
impact on the students that you work with.
VET

9. Using My Future to support PLPs
 http://www.myfuture.edu.au/media/MyGuideSecti
ons/MyGuideSection1-v3.html
 My Guide: personalised profile for career
exploration
 The Facts: Information about Industries and
occupations, courses and work opportunities,
 Assist others:
 Bullseye posters, Job Videos, and links for
Parents and Community to support young people
in their Career Planning.
Western Sydney Region: Planning My Future.
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10. Internet Based Resources
 https://detwww.det.nsw.edu.au/directorates/vet_s
chools/school-to-Work/career-Pathways-
Planning/index.html
 http://www.education.tas.gov.au/school/curriculum
/guaranteeing-futures/pathway
 www.myfuture.edu.au
 http://www.deewr.gov.au/Schooling/CareersandTr
ansitions/Pages/default.aspx
Western Sydney Region: Planning My Future.
VET