Managed Individual Pathways€¦ · Managed Individual Pathways ... Personal learning Building...
Transcript of Managed Individual Pathways€¦ · Managed Individual Pathways ... Personal learning Building...
Managed Individual Pathways
���������������������������������������������������������
Year 9, Lesson 2: Page 1 of 16
• To explore the VE&T pathways available beyond compulsory years
• To introduce students to the format of MIPs plans
• To commence developing a draft MIPs plan as part of pathways planning for Year 10
Managed Individual Pathways
9
In Victoria, the Managed Individual Pathways (MIPs) initiative ensures that all students 15 years and over in Government schools are provided with individual Pathway Plans and associated support as a means to continued education, training or full-time employment. MIPs help young people to:
• Make a smooth transition from compulsory schooling to further education, training and employment
• Develop skills to manage their Pathways throughout their working lives
• Develop their knowledge, understanding and experience of opportunities in education, training and employment
Additional support is provided to students at risk of disengaging or not making a successful transition to further education, training or secure employment. Students participating in Youth Pathways programs in TAFE institutes or Adult and Community Education institutions also have Pathways plans.
MIPs plans will vary according to school resources and planning. Examples of MIPs plans can be found at www.education.vic.gov.au.
1 Hour
Classroom activities
LESSON TWO
YEAR LEVEL
PURPOSE
RATIONALE
TIMEFRAME
DELIVERY MODE
Managed Individual Pathways
���������������������������������������������������������
BRAINSTORM ACTIVITY
10 MINUTES
Managed Individual Pathways (MIPs) – a Victorian initiative to ensure all students 15 years and over in Government schools develop an individual pathways plan which identifies their skills, knowledge and attributes as the basis for goal setting in regards to their career development from compulsory schooling to further education, training and employment
• What is a MIPs plan?
• Why do you need a MIPs plan?
• Who can help you with your plan?
• What should you include in your plan?
• How often should you review your plan and why?
• Who should have access to your plan?
• How is a pathways plan different to a personal portfolio?
Using the Concept Questions, discuss the relevance and need for a Pathways Plan that includes future study and training options.
Identify the difference between a Pathways Plan and a personal portfolio [refer to lesson My Portfolio for definition of these terms].
Distribute copies of sample MIPs plans. You may wish to use a copy of your school’s template. Ask students to spend some time filling in their sample draft plan
• Students can list some short and long term goals for their future study and training
• Students should include a list of VE&T courses they wish to consider in the future
• Students should consider identifying a suitable mentor to assist them with their MIPs Plan
CONCEPTS TO COVER
You may wish to pre-teach these words before the lesson or refer to them during the lesson. The
checklist is not exhaustive and a list displaying these words and their meanings should be available to all
students during the lesson.
TERMINOLOGY CHECKLIST
ACTIVITY 1 40-50 MINUTES
Year 9, Lesson 2: Page 2 of 16
Managed Individual Pathways
���������������������������������������������������������
Students should make an appointment to speak with the school Careers Advisor or MIPs Coordinator to consider VE&T options.
Students should update their personal portfolios to include their draft MIPs plan.
Copies for every student of a sample Managed Individual Pathways plan. The sample MIPs plans included with this lesson have been taken from the DE&T website, with more examples at:
• www.education.vic.gov.au/studentlearning/careersandtransition/mips/default.htm
• Copies of The Job Guide or TAFE Course Directory
• Internet access for use with VE&T Way to go website
STRAND DOMAIN DIMENSIONP hysical, personal & social learning
Interpersonal development
Personal learning
Building social relationshipsWorking in teams
The individual learnerManaging personal learning
Discipline-based learning T he humanities - economicsEconomic Reasoning & Interpretation
Interdisciplinary learning Communication
D esign, creativity & technology
In formation & communications technology
Thinking processes
Li stening, viewing & responding
Presenting
Investigating & designingProducingAnalysing & evaluating
ICT for visualising thinking ICT for creating
R easoning processing & inquiry
RESOURCES FOR THIS LESSON
VELS APPLICATION Level 6
FOLLOW UP TASK
Year 9, Lesson 2: Page 3 of 16
Managed Individual Pathways
���������������������������������������������������������
Year 10 Year 11 Year 12
20 ___ 20 ___ 20 ___
VE&T Way to go
MIPS Sample Plan 1
SAMPLE SECONDARY COLLEGE - Managed Individual Pathways Plan
Student
Year / Course
Mentor
Year of enrolment at Sample SC
Previous Secondary School
• PATHWAYS MEETING HISTORY
Meeting Date
Mentor Signature
Student Signature
Year 9, Lesson 2: Page 4 of 16
Managed Individual Pathways
���������������������������������������������������������
• SUBJECTS STUDIED - Semester 1
SUBJECT EXPECTED RESULT ACTUAL RESULT (GRADE/S)
COMMENT
• SUBJECTS STUDIED - Semester 2
SUBJECT EXPECTED RESULT ACTUAL RESULT (GRADE/S)
COMMENT
Year 9, Lesson 2: Page 5 of 16
Managed Individual Pathways
���������������������������������������������������������
• EMPLOYMENT HISTORY
EMPLOYER TYPE OF WORK
EVIDENCE ATTACHED (REFERENCE, WORK EXPERIENCE REPORT ETC)
YES NO
YES NO
YES NO
• SCHOOL PROGRAM INVOLVEMENT
YEAR PROGRAM ROLE
• OUT OF SCHOOL ACTIVITIES/COMMUNITY INVOLVEMENT
YEAR PROGRAM/GROUP/ORGANISATION ROLE
Year 9, Lesson 2: Page 6 of 16
Managed Individual Pathways
���������������������������������������������������������
• SHORT TERM GOALS
TIME FRAME GOALS
3 months
6 months
12 months
2 years
• EMPLOYMENT OPTIONS/IDEAS FOR THE FUTURE
EMPLOYMENT AREA SPECIFIC JOB
POST-SCHOOL TRAINING/ /SPECIFIC COURSE REQUIRED
SCHOOL QUALIFICATION AND/OR SUBJECTS REQUIRED FOR COURSE/TRAINING
ADVICE OBTAINED?
YES NO
YES NO
YES NO
YES NO
YES NO
Year 9, Lesson 2: Page 7 of 16
Managed Individual Pathways
���������������������������������������������������������
• INSTITUTIONS THAT OFFER REQUIRED TRAINING OR COURSE/S
TRAINING/COURSEINSTITUTION/ LOCATION
LENGTH OF TRAINING/ COURSE
COST OF TRAINING/ COURSE
VISITED INSTITUTION/ OPEN DAY/ ADVICE OBTAINED?
YES NO
YES NO
YES NO
YES NO
• GOALS FOR THE FUTURE - Make a summary of what you need to do get the job you would like to do in the future
• BARRIERS TO ACHIEVING GOALS
BARRIER/PROBLEM STRATEGYASSISTANCE REQUIRED?
SUPPORT AVAILABLE FROM?
YES NO
YES NO
YES NO
Year 9, Lesson 2: Page 8 of 16
Managed Individual Pathways
���������������������������������������������������������
VE&T Way to go
MIPS Sample Plan 2
CURRENT SITUATION
First Name
Surname
Age Date of Birth School year level
Living situation Independent/ With parent(s)/etc
Address
Suburb/Town Postcode
Telephone (BH) (AH) Mobile
• SCHOOL HISTORY: [Levels completed, schools attended and reasons for leaving]
YEAR 9
YEAR 10
YEAR 11
YEAR 12
Year 9, Lesson 2: Page 9 of 16
Managed Individual Pathways
���������������������������������������������������������
• CURRENT SUBJECTS
• OTHER SCHOOL RELATED ACTIVITIES AND ACHIEVEMENTS [School Captain, Sport, Production, Debating etc.]
• OTHER NON-SCHOOL GROUPS AND ACTIVITIES [Community Groups, Hobbies, Sporting Clubs etc.]
Are you doing a VET subject? YES / NO (please circle)
Will you consider a VET subject? YES / NO (please circle)
Are you enrolled for VCAL? YES / NO (please circle)
Year 9, Lesson 2: Page 10 of 16
Managed Individual Pathways
���������������������������������������������������������
• WORK EXPERIENCE OR WORK PLACEMENT FOR VET STUDIES
YEAR LEVEL NAME OF EMPLOYER ACTIVITIES/ TASKS UNDERTAKEN
9/10
11
12
• EMPLOYMENT
Jobs I have tried and liked.
Jobs I have tried and didn’t like.
Jobs I have not tried but would like to investigate.
Jobs I have not tried but am not interested in.
Current casual employment YES / NO (Please circle)
I have / have not put together a resume (please circle).
• I HAVE REFERENCES FROM:
Year 9, Lesson 2: Page 11 of 16
Managed Individual Pathways
���������������������������������������������������������
• THINGS I CAN DO TO LOOK FOR WORK:
Have you used any career interest tools or programs? YES / NO (Please circle)
I have spoken to a Careers Teacher about possible careers. YES / NO (Please circle)
Year 9, Lesson 2: Page 12 of 16
Managed Individual Pathways
���������������������������������������������������������
Current Options
WHAT I WOULD LIKE TO ACHIEVE (CAREER/ EDUCATION/ TRAINING)
WHAT IS NEEDED TO ACHIEVE THIS?
My intended pathway
• SKILLS AND QUALIFICATIONS I CURRENTLY HAVE.
Education
Employment
Personal
Other
Year 9, Lesson 2: Page 13 of 16
Managed Individual Pathways
���������������������������������������������������������
• SKILLS AND QUALIFICATIONS I NEED – How I can overcome any barriers to acquire them.
SKILLS AND QUALIFICATIONS I NEED. HOW I CAN ACQUIRE OR OVERCOME BARRIERS TO ACQUIRING THEM.
Year 9, Lesson 2: Page 14 of 16
Managed Individual Pathways
���������������������������������������������������������
Goals & Actions
• SHORT-TERM GOALS & ACTIONS (COMPLETED DURING INTERVIEW)
GOALS & ACTION WHO CAN ASSIST ME ACHIEVE THIS?
WHEN BY TICK WHEN COMPLETE
1.
2.
3.
4.
5.
• LONG-TERM GOALS & ACTIONS (COMPLETED DURING INTERVIEW)
GOALS & ACTION WHO CAN ASSIST ME ACHIEVE THIS?
WHEN BY TICK WHEN COMPLETE
1.
2.
3.
4.
5.
• AGREED TASKS WITH PLAN NEGOTIATOR (COMPLETED DURING INTERVIEW).
ACTION WHEN BY TICK WHEN COMPLETE
1.
2.
3.
4.
Year 9, Lesson 2: Page 15 of 16
Managed Individual Pathways
���������������������������������������������������������
• I COMMIT TO THE FOLLOWING WORK/ACTION PRIOR TO NEXT MEETING [Completed during interview].
Year 9, Lesson 2: Page 16 of 16