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  • Managed Individual Pathways

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    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

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    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

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    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 DIMENSION P hysical, personal & social learning

    Interpersonal development

    Personal learning

    Building social relationships Working in teams

    The individual learner Managing personal learning

    Discipline-based learning T he humanities - economics Economic Reasoning & Interpretation

    Interdisciplinary learning Communication

    D esign, creativity & technology

    In formation & communications technology

    Thinking processes

    Li stening, viewing & responding

    Presenting

    Investigating & designing Producing Analysing & 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

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    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

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    • 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

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    • 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

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    • 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

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    • INSTITUTIONS THAT OFFER REQUIRED TRAINING OR COURSE/S

    TRAINING/COURSE INSTITUTION/ 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 STRATEGY ASSISTANCE REQUIRED?

    SUPPORT AVAILABLE FROM?

    YES NO

    YES NO

    YES NO

    Year 9, Lesson 2: Page 8 of 16

  • Managed Individual Pathways

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    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

    Email

    • 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

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