Students will be introduced to the website and create a login (refer to the practice: Introduction to myWAY Employability for login assistance)

Whole class activity

• Watch the introduction video 
• Navigate to the myWAY Employability homepage 
• Explain that all students will be using the website over the coming term/year 

Remember, the quizzes do not need to be completed in a linear way; however, if you are working through this with a class, it is best to complete each section together and use the discussion points to trigger conversation and deeper consideration of the topics.

The Sensory Preferences section help students understand what sort of work environment they prefer, or what environmental conditions they need in order to concentrate. The Sensory Preferences quiz will raise questions about environments, lighting, group/solo work, physical activity, and more.

Screenshots

These are examples of the questions page and the results page that you will see in the Sensory Preferences section.

Discussion starters:

• If you have work that requires a lot of concentration, do you prefer silence, or listen to loud music? If you couldn’t control the environment, what could you do to meet those needs?
• Would you prefer to meet new people everyday, or have the same group of people? What might be the pros and cons of each type of workplace?
• Would you prefer working in the same place everyday, or work in different places? What might be the pros and cons of each?
• Brainstorm different jobs that require shift work.
• Would you mind wearing safety equipment everyday to work? What are some types of safety equipment you might need to wear?

The Life Skills section helps students consider the various ‘soft’ skills required in the workplace and flag which skills someone may need to work on before beginning their work life. The Life Skills quiz will raise questions about transport, preparing meals, managing their money, self-regulation skills, and more.

Screenshots

These are examples of the questions page and the results page that you will see in the Life Skills section.

Discussion starters:

• How could you learn more about managing your money once you start earning money?
• What are some things you could do to manage your time better once you’re working? (e.g. apps, preparing meals ahead of time, scheduling in things on a calendar)
• What are your favourite ways to calm down when you get worried, angry or upset?
• Roleplay some ways to ask for help when you need it.
• Students can access the Read more sections underneath each category to learn more on what that category entails.

The Career Exploration section helps students to establish the types of career areas they would most enjoy. The Career Exploration quiz will offer different activities on a sliding scale for students to rank how much they would like or dislike the activities. These activities are from categories based on the Holland occupational personality types (also known as RIASEC) of organised, helping, enterprising, investigative, artistic, and practical.

Screenshots

These are examples of the questions page and the results page that you will see in the Career Exploration section.

Discussion starters:

• Note that each activity may require further explanation from you as to what the activity requires. For example, participating in a debate could be a formal debate, like what we see in Parliament, or an informal debate, when you are disagreeing with a friend about a topic.
• If a student does not have an experience of a particular activity, open the discussion to the class and seek answers from others based on their experience of the activity. For example, packing for a holiday is not necessarily a universal experience, but some students may have experienced the organisation and forward thinking required.
• If no one has experience with a particular activity, brainstorm what they think would be required, with your own input. For example, what would be involved in leading a campaign to reduce homelessness – collaborating with others to come up with ideas, fundraising to fund the project, approaching homeless people to ask what they need, etc.
• Students can access the Read more sections underneath each category to learn more on what that category entails.

The My Strengths section helps students to understand what their work-related strengths are by ranking themselves as Not like me, A bit like me, or A lot like me. The My Strengths quiz will offer various statements, and the students will rank themselves on the scale according to how much they align with the statement.

Screenshots

These are examples of the questions page and the results page that you will see in the My Strengths section.

Discussion starters:

• Note that some statements may require further explanation from you as to what the stated activity requires. For example, the student may not have experience with a particular activity, but may imagine that they would enjoy it based on your explanation.
• Brainstorm any non-work related strengths that you have that could still be useful in the workplace. For example, being good at video games could mean you have a faster hand-eye response rate, are able to multi-task or organise, can keep track of lots of different missions/ projects, etc.
• Ask: Are there any strengths that you’re surprised about? Any that you are proud of? Share with the class.
• Students can access the Read more sections underneath each category to learn more on what that category entails.

The Post-school Pathways section will help students clarify their post-school life intentions and their learning preferences. The Post-school Pathways quiz is a short section of two questions.

Screenshots

These are examples of the questions page and the results page that you will see in the Post-school Pathways section.

Discussion starters:

• What might be the pros and cons of studying straight after school? Of working? Of taking a gap year? Discuss what they might look like or the reasons behind these options.
• Brainstorm careers or jobs that would be more suited to certain learning preferences. For example, those who prefer reading or writing might choose a role that requires reading and writing every day, such as journalism or research. Brainstorm for listening/talking, doing/practicing, and looking.
• Students can access the Read more sections underneath each category to learn more on what that category entails.

• you explain how you will be using the MyWay Employability website in class activities in the coming term/year.
• you demonstrate the various sections of the website and how to navigate between sections e.g.,  the Career Interests and Exploring Strengths sections on the dashboard. 
• you encourage discussion responses from everyone in the class to have a diversity of perspectives.

• students don't have access to a computer to individually log onto the myWAY Employability website.