Orientation

Introduction and explanation of the role of the Ressource person responsable for career guidance counselling and information.

The role of the career guidance counsellor is to accompany, inform, advise and support students in the establishment of their further training and professional plans throug hout the duration of their schooling. I provide students with the tools to help them make informed decisions, adapted to their specific plan and interests and skills. It is a personal development plan which progressively matures over time (this is why it is important to start individualised support at an early stage) and needs monitoring.

Thus, the students in junior high and high school attend meetings which g ive them information on training courses and careers. They also have one- to -one sessions and activities are organised to build up knowledge of different careers and training paths, the economy and career possibilities.

A career forum is organised each year with round tables, focusing on different sectors, bringing together professionals who discuss with students and parents the specific profile requirements, advantages and drawbacks of various careers. An interactive theatre session concludes the forum on the theme "What is your dream?". Students act out on stage the different questions young people ask themselves when t rying to make a career choice. A dialogue is opened up with the student actors who play the parts of representatives from different sectors. The parent network, along with the f ormer students' network and local businesses are invited to participate in this event and help with the preparation ( communication support, logistical preparation etc.).

All of these proposed actions, and in particular, individual support of each student (a number of one- to -one meetings are held during the year) enable studen ts partaking in career guidance and orientation classes from the 9th gra de onwards to:

  • Make career orientation decisions that are coherent wi th their training plan
  • Consolidate knowledge of the various types of baccalaureate through PowerPoint presentations such as "After grade 9, what baccalaureate choices do I have?", which shows the characteristics, pedagogical content of each branch and the possible third-level openings after graduation.
  • Consolidate knowledge of various third-level paths
  • Choose a training path which is coherent with each individual student's profile, interests and professional project

Putting in place personalised "future learning paths", providing access to information, orientation choices and discovering the economic and professional world: so as to prioritise a path which has been chosen constructively, following a period of reflection. Students are supported throughout their second-level schooling to establish their own academic and professional project. This personalised project is truly centred around access to information, orientation choices and discovery of the economic and professional world. It is defined, under the responsibility of the school principal, in collaboration with students, parents and educational staff involved in career guidance.

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