How do we prepare students for the future workplace?
Work is rapidly transforming from being predictable, linear and siloed, to being networked, collaborative, cross-functional and continuously changing. In the new work paradigm, the career ladder is no longer the norm and there will be greater demand for more flexible and gig1 work. The continued learning cycle within the workplace will have the important role of creating value through the development of new knowledge and innovation.
Multiple career changes2, globalisation and increasing collaboration, demand for innovation and automation will mean that students today will need to identify their strengths and passions, manage lifelong ‘on the job’ learning, and make good study and career choices.
1 Gig work consists of income-earning activities outside of traditional, long-term employer-employee relationships
2 The Foundation for Young Australian’s New Work Order Series has demonstrated that career pathways for young people look very different from those of their their parents. It is estimated that a young person today will have approximately 18 different jobs over six different careers in their lifetime.
3 Creativity is becoming the most valuable measure of human work.
2021 National Survey Peak Human Workplace, Swinburne University
“The pace of change has never been this fast, and it will never be this slow again.”
– Justin Trudeau, World Economic Forum
“Young people will not only need to acquire foundation and technical skills but be able to use these in increasingly enterprising and creative3 ways.”
Focus on human skills
At Lauriston, we aim to keep pace with the changing landscape of work, keeping up with new and emerging technologies and industries and teaching the digital savvy required in a world increasingly impacted by digital technologies. As well as teaching key technical competencies, we also have a keen focus on developing the increasingly important ‘character’ or uniquely human skills as the foundation which technical skills are layered.
MENTAL MODEL OF AN ICEBERG
Explicit skills for which we are hired
‘Enablers’ or uniquely human skills
Agile learning mindset. The ability to learn and adapt with agility and awareness
Resilient and adaptive identity
SOURCE: The Adaptation Advantage by Chris Shipley and Heather McGowan
Value creators of the future
The 2021 National Survey Report: Peak Human Workplace undertaken by Swinburne University’s Centre for the New Workforce, notes that students are no longer future productive workers but value creators. Those who are value creators will be able to identify patterns and craft compelling narratives (idea generation) and follow this up with analysis (idea incubation). They will have the open mindset which listens to others’ views and the capability to collaborate with a diverse range of people who each think differently. Medical technology company, Stryker, identified the top 20 skills for individuals to succeed when working side-by-side with technology. Automation and robotics reduce repetitive tasks, therefore, human-centric roles can offer more personalised experiences and provide meaningful work for people. This is why developing character qualities will be a focus on the new world of work.
Twenty skills needed for the future of work
check-circle Impactful communicator
check-circle Active listener
check-circle Team player and collaborative
check-circle Emotionally connected
check-circle Result oriented
check-circle Life-long learner
check-circle Human-centric
check-circle Influencer and negotiator
check-circle Value-drive and ethical
check-circle Purpose-driven
SOURCE: Stryker, 2019
check-circle Entrepreneurial spirit
check-circle Problem solver and critical thinker, design thinking
check-circle Data interpreter
check-circle Agility and adaptability
check-circle Digitally literate
check-circle Good under pressure
check-circle Opportunistic
check-circle Authentic
check-circle Strong judgment
check-circle Creative
“Writing on work futures is generally in agreement about the major drivers of change, including technological change — artificial intelligence, robots and big data, as well as innovation in materials, propulsion and energy strategies, climate change, globalization, population pressures and changed demographic profiles.”
– Deakin University
The new work smarts
By 2030 it is predicted that we will spend on average 30% more time per week learning skills on the job, double the time solving problems, 41% more time on critical thinking and judgement and 77% more time using science and mathematical skills with skills requiring an entrepreneurial mindset increasing.
Workers will spend...
Workers will spend...
Workers will use...
Workers will need to develop an entrepreneurial mindset due to
arrow-up 30% more time learning on the job
arrow-up Almost 100% more time at work solving problems
arrow-down 26% less management
arrow-up 41% more time on critical thinking and judgement
arrow-up 77% more time using science and mathematics skills
arrow-up 17% more time per week using verbal communication and interpersonal skills
arrow-down 14% less organisational coordination
arrow-down 10% less teaching
SOURCE: The Foundation for Young Australian’s New Work Order Series
Skills for the new workplace
“Those who will thrive in the future will be those with the ability to learn, unlearn and adapt.”
– Susan Just, Principal Lauriston Girls’ School
Whichever stage a student is at, our curriculum and co-curricular agenda is embedded with opportunities to build the skills that students will need in their future careers as value creators. Not only do we nurture a student’s academic endeavours, we build and reinforce the skills which ensure girls learn how to think, weather challenging situations, develop a positive mindset and to work with others.
As an all-girls school, we continuously affirm that our students’ career options and potential is limitless. We aim to motivate our girls to be courageous, resilient, lifelong learners with the ability to put themselves forward and to develop the skills and adaptive capacities which will enable them to be future prepared. We believe that by combining academic achievement and cognitive, social and emotional skills, we will develop this holistic set of skills for success both at school and beyond.
See the following pages for examples of how we unlock students’ potential creating self-propelled lifelong learners.
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Engagement in life
We believe that Howqua is instrumental in supporting each girl to better understand herself as an individual and to develop those skills which will be used in future employment. For example, being emotionally connected and problem solving are two skills enhanced throughout the Howqua program. Participating in group activities, is central to learning to collaborate with individuals who may not share the same opinions or have the same values. Howqua girls are open to accepting opportunities that may arise because they have understood the benefits of trying things which they may not have done before.
Self-reflection
There is intrinsic value in selfreflection and gathering the insights of family and friends on an individual’s traits, interests, values and ethics. A clear understanding of self in the early years, provides a firm foundation for conversations later about career planning. At Lauriston, when students meet with their Tutors to discuss their goals for each semester, there is also an opportunity for reflection on personal traits as a learner and as an individual to discover their personal brand.
Lifelong learning
Learning - not just new things but new ways of working - is a life-long endeavour. In the new workplace, learning will be integrated into the workplace, both for new explicit knowledge and developing relevant expertise. At Lauriston, we provide experiential learning opportunities, such as during the immersive Howqua Programs and via our STEM lab where students across all year levels engage in design thinking projects, actively practicing new skills and knowledge. Opportunities for self-directed learning based on a student’s own curiosity and motivation are provided via micro-credentialling as well as cross-functional learning projects and advanced social capabilities are provided again notably via Howqua but more broadly via our leadership opportunities, clubs and other co-curricular groups.
Creativity
The capacity to contribute to the creative processes will become more valued in the coming decade if Artificial Intelligence and robotics lead to the automation of tasks currently performed by workers. The important skill of creativity or idea generation can be developed and refined throughout the curriculum, in cocurricular activities which include Sport, Music, Drama and Clubs, and also through contribution to the many community service activities we have at Lauriston.
Intellectual curiosity
A Senior School curriculum that allows for choice and offers diversity of critical and creative thinking such as Music, Drama, Art, Visual Communication and Design, Psychology, Systems Engineering, International Relations, Philosophy, will enable students to develop their muscle for intellectual curiosity. At Lauriston the choice of VCE subjects is wide ranging with 22 to choose from in Year 11 and 28 in Year 12; with new subjects introduced regularly to ensure we’re evolving in line with societal trends. The core unit structure of the IB also enables students to develop a deep sense of curiosity.
Wellbeing
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A key part of our goals as a School is to instil a core sense of selfworth, encourage self-reflection, connections, empathy and build confidence. This is why an integrated wellbeing program is vital to complement the academic and co-curricular programs. Our wellbeing program offers every student a toolkit of strategies to enable them to feel connected, authentic, and engaged, nurturing passions and teaching resilience. Tutors are core to this process and provide the time and space to enable regular, purposeful and one-on-one conversations with a significant adult about their wellbeing, learning, goals and aspirations.
The unique Howqua year, by its nature creates the basis of independence, resilience, teamwork and communication, and simply getting along with people. These form the basis of all important transferable skills which are inherently valued by employers. Our research tells us that students believe they are also better able to establish their goals in Year 11 and 12. In addition, they learn to be inclusive which is an important attribute when in the future they will be working with people from around the world.
“Let’s wire our kids for resilience not panic.”
BrainPower Neurodevelopment Centre LLC
Developing a careers mindset
– The Foundation for Young Australian’s New Work Order Series
There are 7 new job clusters in Australia
There are mare than 1.000 different occupations in Australia. This might seem like bewildering choice for young person serting their career, but actually many of these jabs are related in the sense that they involve similar skills, day-to-day tasks end work environments (some of which are surprising).
By using a first-time methodology far analysing millions of job advertisements, these occupations can acually be grouped into just 7 ‘clusters of work’:
The Artisans cluster comprises jobs that require skill in manual tasks related to construction, production, maintenance or technical customer service
The Designers cluster comprises jobs that involve deploying skills and knowledge of science, mathematics and design to construct or engineer products or buildings.
The Informers cluster comprises jobs that involve professionals providing information, education or business services.
SOURCE: The Foundation for Young Australian’s New Work Order Series
The Generators cluster comprises jobs that require a high level of interpersonal interaction in retail, sales, hospitality and entertainment.
The Technologists cluster comprises jobs that require skilled understanding and manipulation of digital technology.
The Coordinators cluster comprises jobs that involve repetitive administrative and behindthe-scenes process or service tasks.
The Carers cluster comprises jobs that seek to improve the mental or physical health or well-being of others, including medical, care and personal support services,
“Instead of thinking about a ‘dream job’ we could be preparing for a ‘dream cluster’ based on skills and interests.”
laptop-code hand-heart tools handshake clipboard-list-check ruler-triangle book
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Preparing for future pathways
Year 10 Careers’ Readiness Program
This includes a workshop on building time management skills, interview workshops, guest speakers from universities and a careers testing program, Morrisby Online, which assesses students’ aptitudes and skills and recommends career paths.
We begin the careers conversation from an early age, emphasising career explorations rather than concrete decisions, because having narrow occupational preferences can influence academic effort. We focus on a healthy sense of self that will enable our students to meet their full potential and identifying ‘identity’ capital to articulate personality traits or strengths. Our careers program intensifies from Year 7.
Career development helps students to link ideas about preparation, exploration, selfawareness and decision making to different situations. As they develop their capability to self-manage their life and learning, students need opportunities and support to successfully transition from school to further learning and work. Our Student Futures and Pathways Program ensures teachers, parents, academic advisors and tutors work together to assist students to plan and make informed choices for the future. They provide a range of events, resources and advice to ensure students understand the options that are open to them, and to support them in creating their career pathway.
Lauriston is also proudly partnering with a range of employers to initiate a jobshadowing pilot program - which enables students to spend up to three days immersed in a business understanding their operations, with a view of determining an alignment to their own career goals.
Year 11 & 12 Careers Information Evenings
Held for Year 11s and 12s and their parents to understand entry requirements for university courses in Australia and overseas.
Student Futures and Pathway Expo
Each year Lauriston provides a week-long event featuring a keynote speaker and a number of panel sessions of alumnae from a range of different industries and experiences, to discuss their experiences of transitioning to a career path.
University Application Support
Year 12s are also supported with information regarding VTAC preferences, additional University course entry requirements such as folios, closing dates and the application process, including early applications. Post the VCE and IB results being released, the careers team supports them through the offer process.
Further Resources
In addition, a weekly careers newsletter is also issued for students and their parents and an online careers hub provides a huge wealth of information for Lauriston students to help them consider the right course and career for them.
“65% of children entering primary school today will end up working in completely new job types that don’t yet exist.”
– McCrindle
VCE and IB compared
VCE
check-circle Students experience a diverse range of subjects which expands their knowledge base.
check-circle Opportunity to discover and pursue areas students feel passionate about.
check-circle Enables the choice of specialisation in specific subject areas or breadth across subject areas.
IB
check-circle Unique international focus.
check-circle Opportunity for students to develop close working relationships within their cohort.
check-circle Cross-disciplinary learning that enables the development of research skills and critical thinking to help students in higher education.
Preparing for future pathways
Choosing subjects in Year 10 is a key time to ensure that students set the foundations required for success in Years 11 and 12 but it also serves to home in on areas of passions and explore new horizons. Being passionate about your subjects, rather than choosing subjects to get entry into a course is potentially more important. In addition, the increasing importance of ‘character’ or transferable skills such as initiative, arability and persistence versus technical skills is being increasingly recognised by students and employers alike.
Year 10
In addition to their core subjects, electives are chosen in consultation with the Year 10 Coordinator, Assistant Principal-Learning and Innovation and Careers Counsellor, from as many as 28 different subjects. These provide students with an opportunity to explore new subjects so as not to limit their options in Years 11 and 12.
For example, it’s important to have a plan moving through to the final two years of School as some subjects such as languages other than English, known as LOTE, are compulsory for any students wishing to study the International Baccalaureate Diploma (IB Diploma). While not compulsory in the Victorian Certificate of Education (VCE), language studies are highly regarded and attract a considerable scaling benefit in the calculation of the ATAR and greatly enhance a student’s academic program.
Year 11 and 12
Choosing VCE or IB will enable students to choose the learning path that will focus them on their strengths. Both pathways provide University entrance locally and overseas.
VCE is the certificate that the majority of students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training at University or TAFE and to employment. It is a two-year program offering semester length units across Year 11 and 12.
The IB Diploma prepares students for University by practicing the skills needed for critical thinking and academic research and writing. It helps students to work well together as a cohort, to be organised and to explore and analyse topics more deeply. The IB programs are committed to the development of internationally minded people who display the following attributes.
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective
Inspiring careers
Many of our alumnae have gone on to forge awe-inspiring careers, building on the grounding that they had at Lauriston. Read some of their stories.
Further reading
Future of Young Australians new work order research
Centre of the New Workforce Swinburne University
Understanding the Impact of COVID-19 on future generations McCrindle
100 Jobs of the Future, Deakin University
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Connect with us.
Find us on Facebook @LauristonArmadale
Follow us on Instagram @lauriston.gs
Lauriston Girls’ School
38 Huntingtower Road
Armadale VIC 3143 Australia
CRICOS number 00152F
ABN 15 004 264 402
t: +61 3 9864 7555
e: admissions@lauriston.vic.edu.au w. lauriston.vic.edu.au
We would like to Acknowledge the Traditional Custodians of the Land, the Wurundjeri Woi Wurrung, the Boonwurrung and the Taungurung peoples of the Kulin Nations, whose sovereignty was never ceded, and pay our respects to their Elders, past, present and future, for they hold the memories, traditions, culture and hopes of First Nations Peoples. We would also like to recognise their continuing connection to Country and culture.
We would like to acknowledge that our community is diverse; and Lauriston values an inclusive and accepting environment for all ages, genders, abilities, races, religions, sexualities and cultures.
