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 don’t need to be completed in a linear way; however, if you’re working through this with a class, it’s best to complete each section together, using the discussion points to trigger conversation and deeper consideration of the topics.

The Sensory Preferences section helps students understand what sort of work environment they prefer and what environmental conditions they need in order to concentrate. The Sensory Preferences quiz will raise questions about the workplace environment, lighting, group or 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 listening to loud music? If you couldn’t control the environment, what could you do to meet your sensory needs?
• Would you prefer to meet new people at work every dayor have the same group of people around you? What might be the pros and cons of each situation in a workplace?
•  Would you prefer working in the same place every day or in different places? What might be the pros and cons of each?
• Brainstorm different jobs requiring shift work.
• Would you mind wearing safety equipment every day to work? What types of safety equipment would you be comfortable wearing?
   

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

The Career Exploration section helps students establish the types of career areas they’d most enjoy. The Career Exploration quiz offers various activities on a sliding scale for students to rank how much they like or dislike activities. These activities are from categories based on the Holland codes (also known as RIASEC personality types) 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, like when you’re disagreeing with a friend.
• If a student doesn’t have 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 isn’t a universal experience, but some students may understand the organisation and forward thinking the take requires.
• If no one has experience with a particular activity, brainstorm what would be required, with your input. For example, what would be involved in leading a campaign to reduce homelessness? Think about collaborating with others to come up with ideas, fundraising to fund the project, approaching homelessness organisation to ask what people need, etc.
• Students can access the Read more sections underneath each category to learn more on what each category entails.
   

The My Strengths section helps students understand what their work-related strengths are by ranking themselves Not like me, A bit like me, or A lot like me. The My Strengths quiz offers various statements and the students can 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 some statements may require further explanation from you as to what the activity requires. For example, the student may not have experience with a particular activity, but can imagine they’d enjoy it based on your explanation.
• Brainstorm any non-work-related strengths students have that could still be useful in the workplace. For example, being good at video games could mean a student has a faster hand-eye response rate, are able to multi-task or organise, can keep track of lots of different missions/ projects, etc.
• Ask students: Do you have any strengths you’re surprised about? Any that you’re proud of? Share these with the class.
• Students can access the Read more sections underneath each category to learn more on what each category entails.
   

The Post-school Pathways section helps students clarify their post-school life intentions and their learning preferences. 

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 straight after school? Of taking a gap year straight after school? Discuss what these options might look like or the reasons for taking them.
• 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 these skills on a daily basis, such as journalism or research. 
• Students can access the Read more sections underneath each category to learn more on what each 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 betweenthem e.g.,  the Career Interests and Exploring Strengths sections on the dashboard. 
• you encourage discussion 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.