This document discusses building strong foundations for career development in primary school students. Research shows that children as young as 3 can express career ideas, and by ages 5-8 they start narrowing their options, with these early limits often lasting a lifetime. The document outlines various frameworks and influences on early career aspirations, including parents, teachers, media, and awareness of gender roles. It emphasizes developing self-knowledge, skills, positive attitudes, and an understanding of the changing world of work to help students make informed choices as they grow. Several case studies are presented of programs developed at schools to inspire career exploration in fun, experiential ways from an early age.

1. Building Strong Career Development Foundations Career Aspirations in the Early Years of Schooling Jenni Proctor | Career Clarity

3. one of my favourite relatives

4. a family friend with a cool job

5. my teacher

6. someone I have seen working

7. someone on television

8. a famous sports star, entertainer, movie star

10. Aspirations: Ages 3 – 5 years Realistic career aspirations 70% of children over 4 ½ - realistic Fantasy career aspirations or unrelated 67 % of children younger than 4 ½ Same as parents 22% of those with a realistic expectation Little relationship between aspirations, strengths, self concept or interests. (Leisen and Leibham, 2009)

11. Famous studies Super Child develops concept of self in an adult role through fantasy and play Concurrently attending pre-school/school, developing work habits, becoming future oriented. Ginzberg and Gottfredson Fantasy period with career choices based solely on interests and desires Little attention paid to abilites or career realities

12. When does fantasy fade? Ginzberg (1951) Become more realistic around 11 Gottfredson (1981) Children begin to outgrow fantasy aspirations towards the end of preschool. Around 5 – gender, social prestige, difficulty

13. Gottfredson (2002) 4 stages – early childhood to late adolescence Considers the SOCIAL self 3 – 5 years: Size, power, work is part of adult world 6 – 8 years: Awareness of sex roles 9 – 13 years: Awareness of social class; lower and higher status occupations; link between occupation and income Representations of social class – clothing, possessions

14. Other views Havinghurst (1964) – 6 stages Stage one aged 5 – 10 years Identification with a worker Holland (1997) Develop preferences through interactions with cultural and personal forces - Peers, biological heredity, parents, social class, culture, environment

15. What influences career decisions? Systems Theory Framework Dr Mary McMahon and Dr Wendy Patton

16. Year 3 Aspirations Influenced by People They Knew or Knew Of Builder Marine Biologist Baker Bank teller Hairdresser Priest Teacher Vet – Doctor - Dentist Dance teacher McDonalds RSPCA Farmer Stunt driver BMX stunt man Wallaby Paleontologist Popstar Famous artist Best horse rider in world Professional golfer WWE wrestler Cartoonist Dive instructor Qantas pilot

17. Year 3 Gender Aspirations Builder Cartoonist Dive instructor Bmx stunt man Car racer Marine biologist Scientist Pro golfer Air force Paleontologist Secret agent Popstar Teacher RSPCA vet Artist Dancer Hairdresser Underwater world Librarian McDonalds worker Police woman “Best horse rider”

18. “Australia’s future depends upon each citizen having the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society.” The Adelaide Declaration on National Goals for Schooling the in the Twenty-First Century, Preamble, 1999.

19. Careers of 21st century Preparation to deal with Change, chance and uncertainty Complex technological change Complex societal changes

20. Positive Attitudes Productive Successful Capable Positive self image Effective interpersonal skills Satisfaction from work Value achievements Able to learn Likeable Able to deal with things that happen

21. Generation Z Media – current affairs Realistic, often negative, viewpoints What is the affect on attitudes? Media – TV shows Negative attitudes are “cool” Expectations may be warped Internet Access to information

22. Foundational Career Development Purpose: Develop the knowledge, skills and attitudes so they will be able to make wise subject choices, career choices and life choices. This is NOT about primary school children making career decisions! It’s about building strong foundations.

24. Australian Blueprint for Career Development A master can tell you what he expects of you. A teacher, though, awakens your own expectation. Unknown You've got to do your own growing, no matter how tall your grandfather was. Irish Proverb

25. Build a positive self image Interact positively and effectively with others Change and grow throughout life Area A: Personal Management

26. Area B: Learning and Work Exploration Participate in life-long learning supportive of career goals Locate and effectively use career information Understand the relationship between work, society and the economy.

27. Area C: Career Building Secure/create and maintain work Make career enhancing decisions Maintain balanced life and work roles Understand the changing nature of life and work roles Understand, engage in and manage the career building process.

28. Career Awareness Days 3 year cycle BCE Learning Framework Co-curricula priorities in Qld Education syllabus documents Year 1 Literacy and Numeracy Year 2 Life long learning roles Year 3 Life Skills Futures perspective

30. Fire truck

31. Hair salon

33. Organisational details Conference format Four sessions, each 45 minutes long All rooms in school allocated Parents organised hospitality team to provide food, drinks and moral support to presenters. Library staff provided equipment support.

34. Presenters explained how they used literacy and numeracy in their everyday work. We attempted to have presenters representing each of the six main categories of occupations. Enterprising: Hairdresser Building company owner Juke box hire Artistic: Cartoonist Screen printer Classical instrument craftsman, Artist

35. Investigative Taxation investigator Chiropractor Conventional: Travel agent Community radio manager Television station manager Journalist Travel agent Personal assistant Realistic: Australian Rugby player Olympic Gold medallist Flight attendants Air traffic controller Massage therapist Personal trainer Midwife Hospital administrator Medical doctor Social: Minister of religion / Missionary Politician

36. CLAN bags Sample bags were given to all the children from donations we received Many presenters gave out extra items for the bags. All morning one of our presenters screen-printed calico bags with a logo designed by a few of the children as the result of a competition. Everyone received a CLAN bag at the end of the day.

37. The CLAN logo was designed by a group of students, turned into a silk screen stencil by one of our parents, and put onto to 330 calico bags during the day by a group of very hard-working (and tired) parents.

38. Year 6 involvement Year 6 used CLAN day as the basis for their media work for next term. They were our Photographers Video camera operators Reporters for each session Spokespeople, introducing and thanking each presenter.

39. Teachers Loved it Saw the benefit of career education without knowing anything about it. Felt it answered “Why do we have to learn to read and do maths?” Presenters Some said it was a privilege to take part Found the experience very interesting

41. LLLife Expo - Life Long Learning is for ever Geologist Active investigator NRMA Effective communicator Personal Trainer Leader and collaborator Writer Quality producer Builder Designer and creator Soccer Coach Community Contributor

42. LLLife Expo Passports Children had “passports” and presenters gave them a sticker each to put on the appropriate page as they completed it.

45. Futures Festival Trying to get people who have a futures perspective in their work. Life skills – Based on Program Achieve “You can do it!” Keys to Success

46. Some of the presentations that were particularly “Futures” focused included Future energy sources Graphic designer Computer viruses Inventor Marine biology Sustainable environment TV editing and producing Personal Development Natural Medicine Counsellor Graphic Design Merchandising Ecology and biohabitats

47. Futures Festival Tried to get people who have a futures perspective in their work. Life skills – Based on Program Achieve “You can do it!” Education.

48. Keys to Success Opening Ceremony started with a play that demonstrated that the life skills the children are learning at school will be the skills that they will need in their careers. Presenters mentioned the keys to success that they felt they had most needed in their career.

49. Futures Festival Each child wore their Keys to Success Badge

50. Motsic -Year 5 students “Can we show the little kids that we are already working on our future career?”

51. teACHERS Parents planning Time HOW?

52. Policy Creation - A Team Process Staff meeting Career Education concepts Definitions Got teachers to work out at grade level what they were already doing that met ABCD competencies. Mapping of what was already happening.

53. Purpose of Meeting Bringing together many aspects of the education we offer at Mary MacKillop Different programs e.g. program Achieve, buddies, leadership, sport, drama A lot going on - Can seem extraneous to our core business of teaching CHALLENGE today To look at what we are doing Feel affirmed Bring all these seemingly unrelated programs together to form something quite unique and valuable.

54. Getting the staff involved Sheets handed out with headings Personal development Life skills Thinking skills Learning strategies Real World experiences – Excursions and visitors Real world experiences – Curriculum based in classroom Write what you do quickly and pass on Get around so we get a whole school overview

55. What is the purpose? Developing life-long learners able to lead productive and fulfilling lives What does this really mean to their lives? Spiritually and emotionally stable Able to sustain relationships Able to find fulfillment in their work Overarching concept – Career related learning, career development, career education

56. Meeting outcomes Whole school mapping Majority of staff supportive and interested Acceptance of policy being written I realised the importance of definitions and introducing change slowly with all stakeholders understanding the purpose.

57. Play Real + Make it Real Games Integrated Opens their eyes Experiential Fun Involves parents Encourages conversations about careers Excellent development of communication and teamwork skills.

58. ACS and Lighthouse School Awards Benefits People realised what we were doing was important and worthwhile. In writing the submission I had to think everything through really clearly.

59. How to build a career education program Step 1: Federal Government Use the documents that are appropriate to your needs ABCD Curriculum documents

60. Step 2: State Government Curriculum documents Web site Other papers/documents

61. Step 3: Your organisation The learning framework of your organisation Organisational guidelines Any documents they may have about career education

62. Step 4: Your school School vision School mission statement Existing programs Key personnel

63. Step 5: Action Audit to recognise and affirm what is already happening – ABCD, CEQF Gaps – What can be implemented? Integration – Curriculum support Essential – A keen creative energetic team

64. Career Discovery in Primary School Jenni Proctor | Career Clarity http://careerclarity.com.au