Passions and Pathways Project
The Passions and Pathways Career Education Grade Six Pilot Project is a unique partnership between the
Goldfields Local Learning and Employment Network (GLLEN), Lightning Reef and Eaglehawk Primary
Schools, the Economic Development Unit from the City of Greater Bendigo, the Bendigo Manufacturing
Group, and a number of manufacturing industries and other business sectors.
Aim of the Project
The Project supports young people from low socio economic areas to connect the dots between school and
real life; to open students’ eyes to the endless job and career possibilities that exist.
Background to the Project
2010
It began with a simple comment at a breakfast meeting that the Goldfields LLEN hosted for educators and
business & industry leaders. The meeting focussed on improving partnerships between schools and the
employment world to link authentic work place experiences for students through a web data base: the
Goldfields Horizons Project (www.careerhorizons.com.au). The GLLEN Executive Officer had invited the
Primary School Principal from Lightning Reef Primary School to join in the discussions. She spoke about
how community issues, such as generational poverty and unemployment can impact on schools and on
students aspirations and the desire to learn. She indicated that her school’s School Family Occupation Index
(SFO) meant that over 90% of her families received Educational Maintenance Allowance (EMA) support.
A local CEO from a Bendigo Manufacturing Business, Keech Australia, was ‘gobsmacked’ that local
students were impacted on by generational poverty. He likened their environment to ‘third world’ conditions.
‘ I couldn’t believe that here in Bendigo we had students who held such little hope for the future and I knew
that it was our responsibility as a community to do something about that’.
2011
Business and Industries responses
The CEO of Keech Australia raised the issue at a Bendigo Manufacturers Group meeting – a think tank of
key business and industry representatives, an advisory body to the Economic Development Unit of the City
of Greater Bendigo – and the group discussed an agenda for change.
Primary schools responses
Further concerns arose from preliminary findings early in 2011. For example when questioned by teachers
grade six students’ comments suggested their aspirations, or in many cases lack of, for post school career
participation were limited. They believed, or held, little hope for their future workplace participation. It was
apparent that many of the students believed successful career people were ‘lucky’ which seemed to
automatically exclude them. There was no way that they were ‘lucky’!
The formation of a representative steering committee
Under the leadership of the Goldfields LLEN Executive Officer a representative steering committee was
formed late in 2011 to develop a strategy plan. Members included:
 Senior personnel from the Economic Development Unit from the City of Greater Bendigo
 Coordinator of the Bendigo Schools Trade Training Centre
 Principals and staff from Lightning Reef and Eaglehawk Primary schools
 Management personnel from the Bendigo Pottery – member of and representing the Bendigo
Manufacturing Group
 Executive Officer of the Goldfields LLEN (Chair of the committee).
The GLLEN included the Project as part of its 2012 7 2013 Strategic Plan.
The steering committee met each month and will continue to meet in 2013 to support the Project into its
second year.
2012
Passions and Pathways Project
Key Understandings underpinning the Project included:
 Exploring what a career was and the associated skills, knowledge and attitudes required to sustain a
career
 In both daily life and work environments, realising that there were issues and regulations relating to
occupational health and safety
 Developing an appreciation that there are intrinsic and extrinsic rewards gained from following a
career path
 Learning that links can be made with different communities, locally and globally, to create
opportunities to support or source career pathways.
Elements of the Project included:
 Orientation to work related skills including OHS
 Industry and business tours
 Applied learning projects with mentoring support from industry and businesses
 Classroom activities linked to the tours and the applied learning projects
 Engagement with Young Industry Ambassadors from a number of industries and businesses
 An Expo with community invitations to share the students learning and reflections.
 Cross sectoral partnerships
 Student, teacher and business and industry surveys to monitor the impact of the Project
 A Report written by a senior research consultant.
Contributions from these partnerships included:
 Financial, material resources and equipment
 Young Industry Ambassadors as guest speakers and mentor support
 In kind support from business, industry, the City of Greater Bendigo, schools, the Bendigo Schools
Trade Training Centre, the Eaglehawk Schools DEEWR Extended Schools Hub, the Goldfields
LLEN and the Careers Education Association of Victoria.
The Project
Forty eight students from the two schools embarked on workplace visits and six-week applied learning
projects at a chosen industry or business.
Projects included:
 Hair and beauty
 Food and hospitality
 Pottery
 Pedal vehicles (engineering)
 T-Shirt Design
 Building and construction
 Agricultural Science
During workplace and classroom visits, guest presenters and Young Industry Ambassadors shared their
stories and their knowledge about how to present ‘yourself in the real world’; OHS considerations and the
many different jobs and pathways available in their industry or employment field.
The Project not only enabled students’ learning through relevant, interesting and fun activities but also
allowed them to develop and increase meaningful partnerships with their school and local communities.
They also discovered more about their preferred learning styles, interests and attributes.
‘After every visit to local business there was an immediate reaffirmation that the Project must continue well
beyond the pilot period.’ Brian Gould, Manager, Economic Development Unit, City of Greater Bendigo.
Conclusions
Students – Eaglehawk Primary School & Lightning Reef Primary School
‘I was thinking about being a hairdresser. Now I know for sure it’s for me.’
‘The things that captured me the most were when I had to learn about different things and had to meet new
people in the workplace. To be honest they were really inspiring; they got me out of my comfort zone.’
‘I liked that I was going to be having activities that are hands on and I would get to see what it was like
working in a workplace.’
‘You have to be friendly and show respect when other people are around. You need to be organised,
outgoing and show persistence with tasks.’
‘The skills I need for a job are confidence and being a good team player with good eye-hand coordination. I
need to be trustworthy, respectful and responsible.’
Young Industry Ambassador – McCullochs Manufacturing
‘When I spoke to the students they were interested and they asked a lot of questions. They wanted to know
about my trade and what I did – the work I did; the tools I used; the hours I worked. I think that I was able
to give the students a better understanding about why they need to go to school every day.’
Campus leader – Lightning Reef Primary School
‘Students saw a relevance to their learning and were just so keen to learn more about different jobs and
aspects of their industries.’
Principal – Lightning Reef Primary School
‘This was not about asking students to make lifelong career decisions, it was about giving them a context for
their learning and the skills, knowledge and attitudes they need to make future career decisions.’
CEO of Keech Australia - Bendigo Manufacturing Group member
‘We hatched a plan to address a community need and I’m amazed at the impact it has had.’
Manager Economic Development Unit - City of Greater Bendigo
‘This was about being inspirational. It was about students having positive exposure to local industry and
coming to understand that employment and career opportunities relate directly to effort and achievement
rather than luck.’
Regional Career Development Officer
‘Career education is not about expecting students to make lifelong career decisions at a very young age. It
is providing them with a context for their school learning and the skills, knowledge and attitudes to make
future career decisions. The Passions and Pathways Project has been valuable in the development of
knowledge, skills, values and attitudes in career education through a program of learning experiences that
align with the curriculum delivered in a school setting. The Project will assist students to understand the key
messages – that change is a constant; learning is ongoing; focus on the journey; follow your heart; and
access your allies. Understanding these key messages will assist them in making informed decisions about
their future pathways as they transition into secondary school and beyond.’
Executive Officer - Goldfields LLEN
‘The partnerships developed with this project have signalled to the community that the underpinnings of
career education can be successfully embedded within the primary school environment. The Victorian
Careers Curriculum Framework that is focussed on years 7 – 12 has relevance for upper primary school
students. Two of the three stages of the Career Development model - Self Development & Career
Exploration - have featured throughout the project. Local government leaders and business and industry
leaders would now advocate for engagement with upper primary school students as transition pathway into
secondary schooling.’
Careers Curriculum Framework
Self Development & Career Exploration
These stages are reflected through six steps in a young person's acquisition of skills for career development,
and form the structure of the Framework. Young people complete all six steps at each year level. Through
planned career development learning, young people discover their strengths and talents, explore the world of
work and their place in it, focus on their values and interests, use decision-making skills to plan their
learning and career programs, decide on their best options and opportunities, and apply their skills and
knowledge to their learning and career planning. These steps provide the skills and knowledge for lifelong
career self-management.
Student comments above can be linked to some of the six steps.
Educational, business and industry partnerships, with financial, materials, equipment and mentor
support
 Keech Australia
 Major`s Eaglehawk Sports Centre
 Hofmann Engineering
 All Seasons
 McCullochs Manufacturing
 Waugh’s Industrial Supplies
 Bendigo Bank
 Dave Young - Builder
 Motherson Elastomers
 MSD Animal Health
 Jools for Jim
 Young Industry Ambassadors from a
number of industries
 Coliban Water

Bendigo Schools Trade Training Centre
 Victoria Police
facilities
 Bendigo Pottery
 Eaglehawk Schools Extended Hubs  The Meadow
DEEWR
 Universal Fencing
 National Partnerships – DEECD
 Bendigo Airport
 City of Greater Bendigo
 ESE Consulting
 Goldfields LLEN
 Safety Systems Victoria
The Bendigo Manufacturing Group Board has again agreed to support, promote and participate in 2013 (and
into the future) at its first meeting for 2013.
Industry tour at Motherson Elastomers
Industry tour at Hofmann Engineering
Applied learning project at the Bendigo Pottery
Applied learning project at The Meadow
Industry tour at McCullochs Manufacturing
Industry tour at Coliban water
Applied learning bird box project with builder Dave Young
Industry tour at Bendigo Airport
Applied learning science project with MSD Animal Health at Trotting Terrace laboratory, Junortoun,
Bendigo Schools Trade Training Centre Catholic College
Applied learning project at Jools for Jim
Industry tour at All Seasons
Applied learning bike project at Bendigo Schools Trade Training Centre Bendigo Senior Secondary
College
Major`s Eaglehawk Sports Centre supplied parts, equipment and advice
Industry tour at Keech Australia
Student safety equipment supplied by Waugh`s Industrial Supplies
Student OH&S orientation supplied by Safety Systems Victoria
Applied learning scooter shed project with Universal Fencing
Industry tour at Bendigo Bank
Passions and Pathways Expo in September 2012 for students to showcase their journey
Attendees included business leaders, the mayor, politicians, local dignitaries, parents, educators, GLLEN
staff and the students. Students work was displayed and engaging conversations were had with students
enthusiastic about what they had done and what they had learnt. They were bubbling with possibilities and
ideas about which careers they might want to pursue which could be paramount in keeping them fully
engaged in their secondary schooling.ESE Consulting engaged with the students early in the Project
discussing interview and presentation skills.
Goldfields LLEN Committee meeting in December 2012 with students’ presenting their journey
including business and industry members and personnel from the City of Greater Bendigo sharing
their perspectives on the Passions and Pathways Project
GLLEN Strategic Plan
2012 & 2013
Goal 3: Improve students’ pathways to meet Regional skill shortage areas
Major Partnership Strategy 3.4
Develop a partnership with the Bendigo Manufacturing Group, the Economic Development Unit from the
City of Greater Bendigo, the Bendigo Schools’ Trade Training Centre, Lightning Reef Primary School and
Eaglehawk Primary School to:
 Pilot a Grade six program for students that links workplace visitation, workplace buddies and
project based, applied learning with an evidence based research evaluative component
Goal 4: Increase real retention in Years 6/7
Major Partnership Strategy 4.1
Develop a partnership with the Eaglehawk Community National Partnerships Extended Schools Hub
including Eaglehawk Primary School (2011 SFO 0.80) and Lightning Reef Primary School (2011 SFO 0.84)
to:
 Engage parents in a pilot project , with their grade six children, where local community champions,
trained Young Industry Ambassadors, contribute to project-based, applied learning that links
workplace visitation and work place project buddies to develop student’s career competencies with
a focus on:
1. Self awareness and personal management
2. Career knowledge through workplace visitations
3. Career knowledge through engagement with project buddies from industry (trained Young
Industry Ambassadors)
Goal 5: Increase real retention in Years 6/7
Major Partnership Strategy 5.1
Develop a partnership with the Eaglehawk Community National Partnerships Extended Schools Hub
including Eaglehawk Primary School and Lightning Reef Primary School to:
 Engage local community champions, trained Young Industry Ambassadors, in a pilot project with
grade six students’ with project-based, applied learning linking workplace visitation and work place
project buddies to develop students’ career competencies with a focus on:
1. Self awareness and personal management
2. Career knowledge through workplace visitation
3. Career knowledge through engagement with project buddies from industry
Profiling of and publicity for the Project
 3556 magazine Issue Six, April 2012
 3556 magazine Issue Nine, December 2012
(3556 is a local Eaglehawk community magazine, funded by the federal extended Schools Hub
Program)
 Inspire DEECD magazine, August 2012
 Inspire DEECD magazine, December 2012
 Bendigo Advertiser, October 29, 2012
 City Of Greater Bendigo Annual Report, 2012
 Two local businesses have included their project contribution as part of their Corporate Social
Responsibility (CSR)
 Goldfields LLEN Strategic Plan, goals 3/4/5
 Goldfields LLEN 2012 Case Study
 Passions and Pathways Report by Dr Barbara Tadich
Author: Anne Brosnan - Goldfields LLEN Executive Officer