Road sign  - New job just ahead

Moving forward

teaching practice

For student year

Middle years
Senior years

Helps students to

  • build self-awareness
  • investigate careers
  • Helps teachers to

  • Use myWAY Employability
  • Summary

    Supporting students to move forward by identifying and setting goals requires a unique combination of sensitivity and structure. Students may know what they would like to be able to do, however, knowing how to achieve this can be challenging.

    The Post-school transition planning: Moving forward unit includes a unit plan and supporting resources such as glossaries, activities and videos which capture the lived experience of a successful autistic person. The content of the videos is sensitive to the needs of your diverse learners whilst also being relevant to all students in an inclusive classroom.

    The goal setting activity primes students to use myWay Employability to set their own personal goals. The myWay Employability platform has been designed for and with the autistic community. Using the platform, students can develop an individual profile matched to relevant career, further education and training information and pathways.

    The activities in this practice will help students to

    • develop their ability to set goals and break these down into achievable steps
    • reflect on their own ‘soft skills’ which are integral to employability
    • develop their awareness of self-advocacy skills.

    Watch this video to learn more about this practice.

    Duration 01:14

    Preparing to teach

    The unit plan for this practice is available as a PDF or in a Word version. Use the Word version if you wish to amend the plan or record any teaching adjustments. The plan includes three lessons:

    • Life skills and goal setting
    • Soft skills
    • Self-advocacy

    Some of the activities and quizzes in this unit will be completed on the myWAY Employability website. These activities are denoted with the following symbol:

    myWAY Employability website indicator

    Before you begin:

    Review your school's current work experience program. Consider how this practice can be used to complement the existing program.

    Have students complete the Post-school pathways section on myWAY Employability. There are two questions for students to respond to.  

    Review the following articles and print and prepare as necessary.

    Transition pathways
    Work experience 

    Pre-teach vocabulary

    Many of the terms used in this practice may be unfamiliar to students. The glossary will assist students to pre-learn the vocabulary used in this practice.

    Each glossary booklet contains word lists and activities at the three different levels of scaffolding. For practices with a number of unfamiliar terms we recommended you focus on 3-5 words that are most relevant to each lesson.

    If you are not sure how to pre-teach vocabulary, you may like to watch this video which provides a quick example of how to teach vocabulary. Note: this video is intended for viewing by teachers only.

    This pre-teaching vocabulary video is included in all of the MyWay Employability practices.

    Curriculum alignment

    These activities align with the following standards and capabilities.

    • Work Studies Standards ACWSCL005: Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing.
    • Work Studies Standards ACWSCL025: Explain the range of skills and attributes necessary to work effectively in the 21st century.
    • General Capabilities (Personal & Social Capability) - Self-management: develop self-discipline and set goals

    In the classroom

    Goal setting

    Introduction to goal setting: Video

    Students watch a video about goal setting. After the video students can review the steps taken to complete the goal and things they may have done differently.

    Teacher notes - Goal setting

    Goal setting practice - paired and small group work

    Using the case studies of fictional students Cameron and Sarah, students will explore examples of life skills required for working in adulthood.

    In pairs or small groups, students discuss the case studies and practice writing goals for each of the fictional students using the worksheets provided.

    Student worksheet - Goal setting

    myWAY Employability - Life skills quiz

    Students access the myWAY Employability Life skills quiz and identify one or more appropriate life skill goals to work towards.

    myWAY Employability website indicator

    Soft skills

    This lesson introduces students to the topic soft skills. This work is supported by the resource articles on the myWay Employability website.

    Refer to the glossary worksheets in lesson one if students need support with vocabulary.

    Role-playing activity and evaluation 

    Watch the two short clips of students starting their first day of work experience.

    Discuss as a whole class or in pairs.

    Note: The students in these videos will be more comprehensively evaluated in the Work discovery unit.

    Whole-class activity

    As a class, read the Understanding soft skills article.

    Work through the definitions of the first five soft skills and discuss them as a class.

    As a class, develop some simpler explanations for the terms.

    You may choose to have a student write these simple explanations on the board.

    In this clip, Rachel explains some of the strategies she has used to develop her own soft skills during her career.

    Developing soft-skills in the workplace 

    You might start off with natural strengths and weaknesses in different soft skill areas, but you’ll also develop these skills over time’

    *  Before watching the video, reinforce this statement with the class and discuss what it means.


    After students have watched the video ask students to think about their soft skills. They can choose to write, audio record, or video their reflections.

    *Source: Understanding soft skills - Section: Developing soft skills. Paragraph 3

    Self- advocacy

    This lesson is a whole-class activity where students will begin to learn about self-advocacy in the workplace.

    They will read an article on self-advocacy and then watch a video which features someone talking about their lived experience.

    Students read the Self Advocacy article in pairs of your choosing (stronger readers with less strong readers).

    • As a class discuss the key points.

    Ask students to provide examples of experiences when they have advocated for themselves or had someone advocate for them.

    Give examples to support them:

    • a parent may advocate for their child
    • an adult might advocate for their elderly parent
    • a social worker might advocate for a teenager.

    Lived experience of self advocacy

    Students listen to a video of an adult who reflects on their approach to self-advocacy in the workplace.

    This is followed by a whole-class brainstorm of potential occasions when they may need to self-advocate in the workplace.

    Practice toolkit

    Practice implementation planner template

    We know that in the busyness of teaching it is not always easy to keep track of what is working and what is not. So, we have created this template for you to record and reflect on what you are doing to help you create a more inclusive classroom. The implementation planner contains:

    • Guidance around goal setting
    • Reflection section (What worked, didn’t work and what to change and next steps.)
    • Prompting questions

    Implementation planner template

    Implementation planner with examples

    Set your professional learning goal for:

    Moving forward
    You can set and save your goal for inclusive practices using inclusionED. Saved goals will appear in your profile. Here you can access, refine and review your goal easily.

    Benefits of goal setting

    Setting, working towards, and reflecting on goals helps you grow professionally and improve your practice. You can access AITSL learning resources for teachers to learn more about:
    How to set goals
    The Australian Institute for Teaching and School Leadership recommends using the SMART matrix to frame your goal setting.

    SMART goals refers to goals that are:
    • Specific
    • Measurable
    • Achievable
    • Relevant
    • Time-phased
    Read more about Improving teaching practices.


    Moving forward - unit plan Word version

    Moving forward - unit plan PDF version

    Teacher notes: Teaching to diversity using myWAY Educator

    Glossary - Soft skills

    Related Practices

    This practice is from the core research project