CAREERS EXPO 2017
Situation: Briefly outline the circumstances
surrounding the example of a situation that had a
positive outcome or one in which professional
growth occurred.
Where, why and when did you do the task?
Career and Enterprise curriculum
Expo excursion with yr. 10 Students
based around HASS curriculum.
Wrote the yr. 10 program with
Colleague
Course designing included alternative
pathways
Identified using ICSEA data and
diagnostic assessments (surveys taken
in year 9) that there was a majority of
students who 1) did not want to
undertake Tertiary or ATAR 2)Did not
know what career path they wanted to
take.
I identified the expo would meet the
needs of those students (reason:
surveys, data)
Gauged interest with students and
colleagues
As part of the excursion I had to
examine school and department
policies surrounding excursions
Specific students were identified and
put on behaviour cards and they were
the students who the school felt
particularly needed the careers expo..
Action: describe the Outcome: Describes the results of your
skills/knowledge/competencies required to action - summarise the results of the action
address the situation- outline the steps you took and/or the Professional Growth that occurred.
to complete the task.
What did you do? How did you do it? What was the result of your action? How do
you know? What would you do differently
Wrote careers program next time?
Created course booklet:
application writing, CV, interviews, Students 15% increase of students
skills wanted to undertake tertiary
Careers Voyage test education
Created a Careers Report Feedback from students strongly
Create an excursion to proposal to indicated that they had a better
HOLA understanding of career pathways
To engage students I incorporated Student engagement rose significantly
instructional strategies to build as it was authentic learning
collaborative skills: PMI, mock experience
interviews, fishbone Admin have encouraged for the
Talked to parents and created a excursion to continue in 2018
behaviour management plan
Researched various careers
resources and selected the most
appropriate career for the students
Invited guest speaker from
Murdoch Uni to establish
background knowledge
Plan for the logistics and legal
requirements of transporting 70
students on public transport
Survey at start of unit to see who
wanted to pursue tertiary
education and who had an idea of
what pathway they wanted to take:
40%
 Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates

-Bulletin Article
-Excursion planning document
-Year 10 Business/Economics program
-Photos

Level/Subject Area: Year 10 HASS CAREERS EXPO

Professional Knowledge Professional Practice Professional Engagement

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how Know content and how Plan for and implement Create and maintain Assess, provide feedback Engage in professional Engage professionally
they learn to teach it effective teaching and supportive and safe and report on student learning with colleagues,
Physical, social and learning learning environments learning parents/carers and the
intellectual Content and teaching Identify and plan community
development and strategies of the Establish challenging Support student Assess student professional learning
characteristics of teaching area learning goals participation learning needs Meet professional
students Content selection and Plan, structure and Manage classroom Provide feedback to Engage in ethics and
Understand how organisation sequence learning activities students on their professional learning responsibilities
students learn Curriculum, programs Manage challenging learning and improve practice Comply with
Students with assessment and Use teaching behaviour Make consistent and Engage with legislative,
linguistic, cultural, reporting strategies Maintain student comparable colleagues and administrative and
religious and Understand and Select and use safety judgements improve practice organisational
socioeconomic respect Aboriginal resources Use ICT safely, Interpret student data Apply professional requirements
backgrounds and Torres Strait Use effective responsibly and Report on student learning and improve Engage with the
Strategies for Islander people to classroom ethically achievement student learning parents/carers
teaching Aboriginal promote communication Engage with
and Torres Strait reconciliation Evaluate and improve professional teaching
Islander students between Indigenous teaching programs networks and broader
Differentiate and non-Indigenous Engage communities
teaching to meet the Australians parents/carers in the
specific learning Literacy and educative process
needs of students numeracy strategies
across the full range Information and
of abilities. Communication
Strategies to support Technology (ICT)
full participation of
students with
disability

Department of Education 2016

Institute for Professional Learning
 Evidence Annotation

Standard 1

1.1,1.2, 1.3, 1.5 Students of all learning capabilities were given the opportunity to participate, students socioeconomic status

Standard 2

2.1, 2.2, 2.3, 2.5- Career Expo was proposed as it had a direct correlation to the year 10 Career unit. Texts and content selection based off of SCSA curriculum

Standard 3
3.1,3.2,3.3, 3.4, 3.5- All students were set achievable goals, whether it be following tertiary education or vocation work. The Expo was a resource I chose to include in the year 10
program

Standard 4
4.1, 4.2, 4.3, 4.4- on excursion students were given procedures to follow as we were out in the wider community and had to travel on public transport. I had to effectively manage
student behaviour to ensure the school was represented positively,

Standard 5-
5.1 + 5.4- ICSEA data was reviewed to assess student learning

Standard 6
6.3- I had to liase with colleagues to organise transport and supervision

Standard 7
7.1+7.2+7.3- To comply with legislative processes, I needed to complete a thorough excursion proposal form that covered safety, logistics and requirements. Once the proposal was
completed, parents were informed of the excursion through a letter sent home.
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