Identity and Careers

Overview

In this lesson, students explore how personal identity (interests, values, skills, experiences) influences career pathways. They will practise connecting evidence about themselves to realistic next steps and explain their reasoning using appropriate business and financial planning language where relevant (e.g., planning choices and budgeting time/resources).

Learning intentions

• WALT identify how identity elements (interests, strengths, values, traits, cultural/community influences) shape career pathway decisions.
• WALT create a simple “career pathway snapshot” that links identity evidence to a chosen pathway and realistic next steps.
• WALT use key questions to justify choices and reflect on how pathways may change over time.

Success criteria

• I can describe at least 3 identity factors and give a specific example for each.
• I can match my identity factors to a career pathway and explain why they fit.
• I can list at least 3 realistic steps I would take next, including one plan for time or resources (e.g., course/training dates or costs).
• I can reflect on how my plan could change if my goals, strengths, or circumstances shift.

Curriculum links

• Economic Activity: Financial Education — create and monitor a budget or simple financial plan (linking next steps to time/resources and costs).
• Economic Activity: Purpose of financial planning (practices) — consider “what I need, when, and how I will pay for it” when planning career steps.
• Business capability: Students develop the ability to make informed decisions by understanding their options and planning actions.

Key questions

• What parts of my identity matter most when choosing a career pathway?
• Which skills, experiences, and values should guide my decisions?
• What evidence do I have to support my choices (school work, hobbies, achievements, feedback)?
• What steps could I take next, and what would they cost in time and money?
• How might my career pathway change as I learn more about myself?

Lesson structure (60 minutes)

1. 0–5 min · Hook: “Career Mirrors”. Teacher displays 4 career-card prompts (e.g., trades, health, digital/tech, arts) and asks students to write one reason why each might suit or not suit them. Students do a quick silent write, then share 1 sentence with a partner.

2. 5–15 min · Direct teach: identity → decisions. Teacher explains identity shapes choices using a simple model: Interests, Values, Strengths, Experiences, Influences (family/community/culture). Students add the model to their books and complete a quick “I notice…” example for one identity factor.

3. 15–25 min · Guided activity: identity evidence sorting. Teacher hands out an Identity Evidence Sort sheet with statements (e.g., “I enjoy helping people”, “I’m organised under deadlines”, “I value fairness”). Students sort statements into 3–4 categories (their choice), then circle the top 5 that feel most “true” and justify each with a brief example.

4. 25–40 min · Career pathway snapshot drafting. Teacher models one pathway snapshot using a fictitious student (shows how to link identity factors to pathway steps and a simple cost/time plan). Students choose 1 career pathway idea (broad field is fine) and complete their Snapshot template:

• Identity factors (3–5) with evidence
• Why this pathway fits (2–3 sentences)
• Next steps (3 steps): one study/training step, one experience step, one “planning” step
• Planning box: estimate one cost and/or time commitment and how they would track it (simple budget-style thinking)

5. 40–52 min · Partner conferencing: question–answer feedback. Teacher sets sentence starters for feedback: “Your evidence shows…”, “A next step could be…”, “A question I have is…”. Students swap snapshots and use the class question list to ask at least two questions and record one improvement suggestion.

6. 52–57 min · Whole-class debrief: flexibility matters. Teacher asks: “What might cause your pathway to change? What should you monitor?” and links back to planning and reviewing. Students share one “If…then…” reflection (e.g., “If I learn I prefer X, I might choose Y modules/courses.”).

7. 57–60 min · Exit ticket. Teacher collects quick responses (see below).

Resources

• Identity Evidence Sort sheet (statements plus blank categories)
• Career Pathway Snapshot template (printed or digital)
• Career-card prompt set (broad categories)
• Highlighters/coloured pens
• Timers and sentence starters for peer conferencing
• Exit ticket slips or form

Assessment

• Formative check: teacher circulates during Identity Evidence Sorting and asks probing questions (“What evidence supports that?”).
• Formative check: review Snapshot templates for clear links between identity factors and pathway justification plus at least one planning/time/resource element.
• Exit ticket: assesses individual understanding and ability to connect identity to pathway next steps.

Differentiation

• Support: provide a partially completed Snapshot model and sentence starters (“I think this pathway fits because…” “My next step is…”).
• Support: allow students to choose a broad pathway (industry/field) rather than a single exact job title.
• Extension: challenge students to include 2 alternative pathways and explain one trade-off (e.g., skills vs. lifestyle vs. costs/time).
• EAL/SEN: offer the option to complete templates with bullet points only; include visual icons for interests/values/skills.

Exit ticket

• In 4–6 sentences, answer: “How does my identity shape my career pathway, and what is my first realistic next step?”
• Include: 2 identity factors with evidence and 1 planning step that considers time or resources.