What is BECOME?

 

This short video will introduce you to the globally recognised, evidence-based approach that is inspiring students to imagine a future that they are excited about - with the skills to make it happen.

 

Reimagining career education

BECOME boosts student engagement and agency by ensuring that every person has the time, tools and support to create career aspirations, focusing on the skills they need to actively make their vision for the future happen

 

Why we need a new approach

Plenty of career guidance programs simplify the experience with the aim of getting each student as quickly as possible to one decision, one career. 

BECOME is exactly the opposite of that. We make it simple for teachers, true, but for students the BECOME experience is open and fun, designed to support them to explore with curiosity, developing transferable skills and self-awareness long before they are asked to make any commitments.

Why do we do it this way? Because the evidence overwhelmingly shows that over-simplification has huge social and economic costs. High tertiary drop-out rates are just one indicator that young people are following pathways without truly examining whether they're a great fit or not. Large numbers of young people not in education, employment or training are at greater risk of isolation and wellbeing issues.

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Linked to wellbeing. After BECOME we ask students about the experience. They typically report a significant boost in confidence and optimism about the future.
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Engaging tools. Students enjoy exploring over 50,000 careers in the BECOME app. The lessons help them shape real questions about careers in a personal log of ideas.
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Authentic: Students drive the end event, a celebration of their career exploration. They are the active agents presenting a future that excites them, not a passive audience.
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Deep dive: So much deeper than asking what this job earns! Students learn to think critically about the job, work environment and personal motivations.

Early, often and integrated across learning areas

 

BECOME starts early, stays wide open, and focuses on several skill areas to equip young people to take charge of their future when the time comes to choose a direction.

 

BECOME supports students to:

  • Explore the world of work in its widest form - broadening their awareness of opportunities open to them
  • Understand their unique and ever-changing motivations and interests - not just what but why people work
  • Articulate career ideas and aspirations in a way that builds a personal definition of success - not simply following the pack or external pressures
  • Acknowledge and examine assumptions about who does what in the world - challenging traditional cultural/social, gender and demographic limits
  • Learn to take agency, practising being ready for opportunities and able to assess them when they arise - taking active responsibility for designing a future for themselves.

With programs for students from year 5 and up, BECOME meets every student where they are at, helping them develop life-long skills and a vision for the future that inspires them today.

 

What could BECOME do for your students?

Talk to us about your specific learning goals and student needs, any existing career programs and wellbeing initiatives (BECOME dovetails nicely with many such programs).

We will devise an approach that draws on the power of BECOME to inspire your students across one or many year levels, to take agency for the future and engage in learning today.

Talk to us
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Learn more about BECOME for your context

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Primary schools

Learning to explore the world of careers openly and with curiosity, younger students develop the capacity to imagine and make active steps towards a future that excites them.

This approach has the effect of inspiring and engaging students in what they are learning today.

>>BECOME for Primary schools

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Secondary schools

Older students gain crucial skills to explore and assess career opportunities through experiment and action. They examine emerging motivations, and 'Who do I want to be in the world?'

Taking charge of their direction typically leads to increased confidence and optimism about the future, and higher perception of the relevance of what they are learning at school.

>> Secondary schools

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