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As career counsellors, our primary goal is to equip students with the tools and knowledge they need to navigate their career paths successfully. To achieve this, we propose a structured self-discovery programme for students aged 16 to 18. This programme aims to assist students in understanding their abilities, interests and academic capabilities, laying a solid foundation for informed career and future option decision-making.

Programme structure: The self-discovery programme will consist of interactive workshops, individual assessments, guided activities and utilisation of career exploration platforms such as Unifrog. These sessions will be integrated into the school curriculum and can be adapted ensuring accessibility for all students.

Workshop sessions: Workshops will incorporate the use of career exploration platforms, where students can access a database of careers, universities and apprenticeships. Through interactive exercises students can explore their interests, skills and potential career pathways, while gaining valuable insights into 中国A片 options.

Individual assessments: Students will undergo one-on-one sessions with career counsellors to delve deeper into their personal attributes and aspirations. These assessments may include personality tests, strengths assessments and career interest inventories, all of which can be supplemented with data from online platforms to provide comprehensive insights.

Guided activities: To reinforce self-reflection and goal-setting, students can use online tools for building CVs, personal statements and action plans for their future careers. Through guided activities students will develop tangible goals and action steps to pursue their chosen career pathways.

Integration into career programmes: Unifrog and similar platforms can be seamlessly integrated into existing career guidance initiatives within the school. Career counsellors will provide training for students on how to effectively use these platforms, and teachers can incorporate these platforms into cross-curricular classroom activities, to support academic and career development goals.

Measuring success: Evaluation of the programme will use feedback from students regarding their experiences with the platforms and the programme. Counsellors can track students’ progress in terms of career exploration, goal-setting and post-secondary planning to assess the programme’s impact.

Conclusion: By integrating online tools, career counsellors can enhance students’ exploration of career pathways and post-secondary options. Through a combination of workshops, individual assessments and guided activities, students will gain valuable insights into their interests, skills and aspirations, empowering them to make informed decisions about their future. This programme takes a holistic approach to career development, leveraging technology to support students’ self-discovery journeys.

This lesson plan was created collaboratively as part of the Level 2 CAP Assessment by:

Kam Stylianou: The Grammar School Nicosia, Cyprus
Rachel Doell: ICS Inter-Community School Zurich, Switzerland
Jose Olavo de Amorim: Colégio Bandeirantes, Brazil
Michelle Ray: School of the Nations, Brazil
Tessa Miglio: St Nicholas School, Brazil
David Turner: Dwight School, Dubai
Maggie Reiff: Windhoek International School, Namibia
Jacqueline Nottingham: Academic Bridge Program - Qatar Foundation, Qatar
Amanda Jewell: GEMS Wellington Academy Al Khail, Dubai
Zoe Atkinson-Goffe: British School Muscat, Oman
Michelle Barini: NIST International School, Thailand
Trisha Johnson: Dubai American Academy, Dubai
Shikha Singh: The Cathedral & John Connon School, India
Arjumand Rafiq: GEMS Wellington International School, Dubai
Ruba Kurdi: American Community School-Amman, Jordan
My Ngyuen: Vietnam Australia International School, Vietnam
Shelly Jain: Enko Riviera, C?te d’Ivoire
Anibel Bogliaccini: American International School of Zagreb, Croatia
Paola Caicedo: Colegio Anglo Colombiano, Colombia