Transition Plan for Post School Pathways


Transition Plan for Post School Pathways


Knowing what your skills and interests are can help you decide what future pathways might be the best fit for you.  Knowing what you don't like is also important.  For example, subject choices that involve a lot of hands-on work might not be suitable if you don't like getting your hands dirty.

(eg. Sports, music, reading, community groups, fixing things, craft, music, outdoor activities)

(eg. Be with friends, movies, internet, gaming, sports, outdoor activities)

(eg. Working outside, spending lots of time on my own)

A record of what activities you have been involved in will help you build a portfolio for when you are talking to employers.  Try to think about the skills you have learned through these activities that you could apply to work.  For example, if you have been a member of a sport team, you have experienced working in a team.

(eg. Volunteering in Library, sport, camps, sports day, community art project)

(eg, Church group, sports, Scouts, mentoring, volunteering, community events)

This is useful information to help understand the ways that you learn best so that you can negotiate your learning to best meet your needs. It can also help you work with your school to plan your learning in a way that will help you reach your goals after school. 

Use this information to help with subject choices and thinking about the kind of study that is required for particular occupations.

(eg. Doing, watching, discussing, thinking, memorising, practicing, teaching others)

(eg. In a quiet room, practising new things, watch and discuss with others first, read about it)

(eg. Noisy room, can’t practise new things, can’t discuss things through, can’t see a demonstration)

(eg. Fixing things, explaining to others, working in a team, maths, creating, imagining, sports)

(eg. concentration, finishing things, reading, being on time, organisation, communicating with others)

Support networks are very important in helping you reach your goals.  These are people who can give you information or help with introductions to service providers or even people who can help with transport.

(eg. Teachers, Aboriginal Community Education Officer(ACEO), Education Support Officer(ESO), Student Services Officer(SSO), Counsellor, others)


(eg. Parents/caregivers, friends, relatives, brothers/sisters, others)


(eg. Employers, work placement contacts, sport teams, youth group, community elder, hobby groups, religious leader)


(eg. Job Network, Group Training Company, Centrelink, Disability agencies, TAFE, Church)


Your life after school will not just be about work.  You need to balance your work life, personal life and social activities.  At the same time, you need to make sure you have the resources to pay for this lifestyle.

Knowing what is important to you is useful for planning your subject choices at school and for making sure you go through all the steps you need to reach your life and career goals. 

Don't just think about what these things are, think and plan for how you will achieve them.  For example, what do you need to do to live in your own place)

(eg. Social life, recreation, friends, family)

(eg. My own place, transport, money, employment)

(eg. A TAFE or University course, a qualification, a community short course)

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National Disability Coordination Officer
Programme (NDCO). South Australia:
Regions: 23-24-25

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