Introducing Passions & Pathways

Teacher Reference Guide

Eliciting and Developing Student Prior Knowledge

  • Brainstorm with students careers/jobs they know
  • List careers/jobs of people they know with teacher scaffolding and adding in some students have experience with but may not consider (paramedics, office staff, cleaners)
  • Pathways people you know took to getting the job they have (on the job training, TAFE, University etc)
  • How people they know got their job (knew someone who recommended them, applied for the job, work experience , other)

Exploring Deeper

  • Difference between a career and a job (job short term for cash, career has long term goals for advancement)
  • Sort and classify jobs and careers previously identified into jobs and careers using an agreed definition or criteria for sorting
  • Choose a couple of jobs and careers and as a whole group identify the knowledge, skills and attitudes needed for each job/career
  • In small groups students could work through a couple more jobs or careers in this way
  • Students could interview people they know to deepen their knowledge of the knowledge, skills and attitudes for identified jobs or careers
  • Identify differences and similarities between knowledge, skills and attitudes each job or career will need (i.e While the knowledge and skills of a builder and teacher may be different both will involve thinking for yourself, pacing your time, learning on the job, adhering to OH&S)

Pulling the Learning Together

  • Students articulate the difference between a job and a career
  • Students with support can sort familiar occupations into jobs or careers using an agreed definition or criteria of both
  • Students with support can identify some of the knowledge, skills and attitudes needed for familiar jobs or careers and identify some similarities and differences in these for familiar jobs and careers
  • Students begin their digital or paper portfolio summarising their learning to date

Student Reference Guide

Building My Prior Knowledge

  • Contribute to class discussions
  • Actively listen to points made by others and try to add on to these
  • Share my prior understandings and careers and jobs

Exploring Deeper

  • Use our definition of jobs and careers to sort and categorise what we have identified
  • Contribute actively to my group
  • Actively help my group record what we have discovered
  • Actively share what my group has discovered
  • Be prepared to interview people I know about their job or career

Pulling my Learning Together

  • Share and discuss what I have learned so far
  • Reflect on my role and how I have worked in the whole group and small group
  • Identify three things I have discovered so far and what I would like to look at next
  • Commence my digital or paper portfolio which will be a record of my learning

Trial Schools Unit of Work: What is a Career and Pathways to that Career

Question: What careers are possible and what are the pathways?

Level 6


Term 2 & 3

Duration 16 Weeks


There are lots of different types of jobs and careers

There are different pathways to get a job/career

There is a process to applying for a job

Training and education are important for obtaining and maintaining a job/career

There are common skills and qualities that you need in order to work eg. people skills, organisation, training

There are personal, social and community benefits to having a job/career

Focus Questions

What is a job? Career? Workplace?

How do we find/follow a career?

What different types of jobs/careers/workplaces are there? (in Bendigo)

What are the benefits of a job? (Self worth, esteem, money, employer, community)

What skills do you need to apply and work in various careers?

Which skills and qualities are generic across workplaces?

What are the different education/training pathways to following a career?


Key: Life and Living

Contributing: Communication, Responsibility, Social organisation, Diversity, Work

Workplace values




Desire to learn and improve


Tuning In Activities

Learning Intention:

Identify what we know about careers

Find out our understanding and prior knowledge of careers and jobs

How might careers and jobs be different from each other?


To identify and articulate different types of jobs and careers

Activity 1 – Identifying an sorting different jobs

Students work in small groups (approximately 4 students)

Distribute images of people doing different jobs/careers – several images for each group – ensure a wide range of workplaces are covered

Students take turns in their groups to describe what is happening in the pictures

Each group decides what their pictures have in common

Groups join with another group and compare/contrast what they have discovered so far

Each larger group reports findings back to grade

Divide students into 4 groups (these can be original groups). Get students to bundle images classifying in a way they can justify. Groups join with another group and re-bundle jobs/careers based on images of both groups. Larger group justifies the way they have bundled

As a whole class share the bundled jobs and decide as a whole class on the final classification of job types

Discuss differences between a job and a career. Job – short term for money. Career – has long term goals for advancement

Students share with a partner the type of job they might enjoy, justifying their choice with at least 3 reasons

Activity 2 – Identifying and grouping jobs – sticky notes classification

Students brainstorm as many jobs/careers as they know, recording one job or career on each sticky note

Teacher draws 10 large circles on whiteboard

Students’ group jobs/careers that would work together (in same field)

Ask students which workplace would employ the most local workers

Display graph of Australian Employment by sector, discuss

Find and display graph of local employment by sector, discuss

Compare and contrast Australian employment by sector with local employment by sector

Discuss toys of jobs/careers that would relate to the sectors offering highest employment at the local level

Research local large employers in the area using websites (Teachers will need to provide a list of suggestions)

Link back to what is their ‘job’ at the moment (Go to school). How does that link to finding a job or career?

Activity 3 – Pizza Smarts

Learning Intention:

Develop self-awareness of jobs and careers that might suit me in relation to interests, abilities and competencies


Students can articulate their interests and how these might develop into a career

Students log onto the website and complete the interview

Interview results will demonstrate some of the skills and interests the students might have at this time.

A pizza of this information will be generated for each student.

Students design a Pizza Smart Poster displaying their smarts and the careers suited to them at this point in time.

Students present their poster to the class.

Activity 4 – Working at a Newspaper

Learning Intention:

To understand that there are many different jobs and careers and that these are suited to my different abilities, competencies and interests and that my abilities, competencies and interests will change over time


I can articulate my interests and I have a developing understanding of some of the different types of jobs or careers that would suit my current abilities, competencies and interests.

Learning Intention: To understand that different jobs/careers are needed to run a workplace

Choose a workplace and brainstorm the different jobs/careers in that workplace (eg. brainstorm the different jobs that exist at a newspaper – journalists, editors, printers, graphic designers, advertisers etc)

e.g. Brainstorm the different jobs that exist at a newspaper- journalist, editors, printers, graphic designers, advertisers etc

Activity 5 – Who am I?

Who am I? Students write clues related to a job/career so that others can guess the job or career.

eg. Who am I? I work in a team. I wear a blue uniform. I assist in emergencies. People dial 000 to call me

Activity 6 – Concentric Circles

What do you enjoy? What are you passionate about? What careers would you link to your interests? Discuss briefly with the grade, partner interview each other

Introduce and model the concentric circle:

  • Inner circle – Things I know about and are passionate/interested in now (eg. Horses, football)
  • Middle circle – Things I’ve heard about and are interested in
  • Outer circle – Things I’ve heard but know nothing about

Activity 7 – Jobs and careers of personal interest. Skills needed for these jobs/careers

List jobs or areas of interest. Share with a group. Discuss values and beliefs (eg. If you enjoy helping people, this will lead you to careers that involve this) Link to pizza smart generated for each student

Identify 5 jobs/careers (Choose varied jobs/careers and examples that will have different pathways) Brainstorm the skills needed for each of these jobs. Help students to begin to identify possible pathways to each of these jobs/careers