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Q & A of CASSU Advisory Services

Q & A of CASSU Advisory Services Initial Consultation - Needs Assessment

An initial educational consultation for students is a meeting between our educational specialist and the child’s family or caregivers, where we discuss the child’s strengths, needs, and goals in relation to their education and development. The information and discussion that an initial educational consultation for children should contain are:

• The family’s or caregivers’ specific concerns and expectations for the child’s education and development. This may include academic, social, emotional, behavioural, or physical aspects of the child’s functioning.

• The student’s strengths, interests, preferences, and learning styles. This may include information from the child themselves, if they are able to participate in the consultation, or from the family or caregivers who know the child best.

• The student’s needs and challenges that may affect their education and development. This may include information on any difficulties, barriers, or gaps that the child faces in their learning environment, such as curriculum, instruction, assessment, or support.

• The possible strategies and interventions that can help the child achieve their potential and overcome their challenges. This may include information on evidence-based practices, resources, or programs that can address the child’s specific needs and goals.

• The plan of action that outlines the next steps and responsibilities for the child’s education and development.

This may include information on the roles and expectations of the educational specialist, the family or caregivers, the school or other professionals, and the students themselves.

It may also include information on the timeline, frequency, duration, and evaluation of the strategies and interventions that will be implemented.

The initial educational consultation for student is an important opportunity for the educational specialist and the family or caregivers to collaborate and communicate effectively about the child’s education and development.

It is also a chance for stakeholders to build trust and rapport with each other. By sharing relevant information and discussing possible solutions, we can create a comprehensive and individualized plan that meets the child’s unique needs and goals.

Needs & Schools Evaluation

Student’s needs and school evaluations are important factors to consider when making school choice decisions. School choice refers to the process of selecting a school that best suits the preferences and needs of a child and their family.

School choice can involve different options, such as government schools, private schools, or homeschooling.

Student’s needs include their academic, social, emotional, physical, and developmental needs. These needs may vary depending on the student’s age, abilities, interests, goals, and challenges. Student’s needs can be assessed by various methods, such as tests, surveys, interviews, observations, or records. Some of the information that student’s needs assessments should contain are:

• The student’s current level of performance and progress in various domains of their development, such as cognitive, language, motor, social-emotional, and adaptive skills.

  • The student’s strengths, interests, preferences, and learning styles.

  • The student’s needs and challenges that may affect their education and development.

  • The student’s goals and aspirations for their education and future.

    School evaluations include the quality and effectiveness of education and learning in schools. School evaluations can provide information and feedback on various aspects of the school system, such as curriculum, instruction, assessment, support, environment, culture, or outcomes.

    School evaluations can be conducted by various sources and methods, such as data analysis, reviews, ratings, reports, or inspections. Some of the information that school evaluations should contain are:

  • The school’s mission, vision, values, and goals.

  • The school’s performance and progress in various domains of education and learning, such as academic achievement, skills development, student engagement, student well-being, or student diversity.

  • The school’s strengths, weaknesses, opportunities, and threats.

  • The school’s resources and facilities.

  • The school’s policies and practices.

    The discussion that children’s needs and school evaluations should contain during school choice decisions are:

• The comparison and contrast of different school options based on the information from children’s needs assessments and school evaluations.

  • The identification of the best fit between the child’s needs and the school’s offerings.

  • The consideration of the advantages and disadvantages of each school option for the child and their family.

  • The exploration of the availability and accessibility of each school option for the child and their family.

  • The clarification of any questions or concerns that the child or their family may have about each school option.

    By having a comprehensive and informative discussion based on children’s needs assessments and school evaluations during school choice decisions, the child and their family can make an informed and confident choice that will benefit the child’s education and development.

    University Or Alternate Path Evaluation

    University and alternate path are two options that senior high school students can consider for their future education and career. University is a higher education institution that offers academic degrees and courses in various fields of study. Alternate path is a term that refers to any other option that does not involve university, such as vocational education and training, apprenticeship, employment, or entrepreneurship.

    The information and discussion for senior high school students should contain the following:

    The benefits and challenges of each option. For example, university can provide students with advanced knowledge, skills, and qualifications that can enhance their employability, income, and career prospects.

However, university can also be costly, competitive, and demanding, and may not guarantee a job after graduation. Alternate path can provide students with practical skills, experience, and opportunities that can suit their interests, abilities, and goals.

However, alternate path can also be risky, uncertain, and limited, and may not offer the same recognition or advancement as university.

The requirements and expectations of each option. For example, university usually requires students to have a high school diploma, a certain grade point average, and an entrance exam score.

University also expects students to have academic skills, such as critical thinking, research, writing, and presentation. Alternate path usually requires students to have a high school certificate or equivalent, a certain level of competence or aptitude, and an application or interview.

Alternate path also expects students to have personal skills, such as initiative, creativity, communication, and collaboration.

The resources and support available for each option. For example, university provides students with various resources and support, such as scholarships, loans, grants, counseling, tutoring, mentoring, clubs, or societies.

University also provides students with access to facilities, equipment, materials, or networks that can enhance their learning and development.

Alternate path provides students with various resources and support, such as subsidies, allowances, guidance, coaching, feedback, or recognition. Alternate path also provides students with access to workplaces, employers, customers, or partners that can enhance their skills and opportunities.

The information and discussion for senior high school students should aim to help them make informed choices about their future

education and career. They should also encourage them to explore their options, evaluate their strengths and weaknesses, identify their interests and goals, and seek advice and guidance from reliable sources.

Application Preparation

Application for higher education is the process of applying to a college, university, or other institution that offers postsecondary education. The information and discussion that application for higher education should contain are:

  • The personal information and academic background of the applicant, such as their name, address, contact details, high school transcript, standardized test scores, and extracurricular activities.

  • The reasons and goals for pursuing higher education, such as their interests, passions, aspirations, and career plans.

  • The choice and preference of the institution and program that the applicant wants to apply to, such as their research, ranking, reputation, location, cost, admission requirements, and curriculum.

  • The evidence and demonstration of the applicant’s suitability and potential for the institution and program, such as their achievements, awards, skills, talents, essays, recommendations, interviews, or portfolios.

    Some of the things to consider when applying for higher education are:

• The deadlines and procedures for each institution and program that the applicant wants to apply to. Different institutions and programs may have different application timelines, formats,

fees, or documents. The applicant should check the official websites or contact the admission offices of each institution and program for the specific information and instructions.

  • The eligibility and competitiveness of the applicant for each institution and program that they want to apply to. Different institutions and programs may have different admission criteria, standards, or expectations. The applicant should assess their own strengths and weaknesses, compare their qualifications with the average or minimum requirements of each institution and program, and seek feedback or advice from counselors, teachers, mentors, or peers.

  • The availability and accessibility of financial aid or scholarships for each institution and program that the applicant wants to apply to. Higher education can be expensive and may require a significant investment from the applicant or their family.

    The applicant should explore the various sources and types of financial aid or scholarships that are offered by each institution and program, such as grants, loans, work-study, or merit-based or need- based awards.

    The applicant should also check the eligibility requirements, application procedures, deadlines, and amounts of each financial aid or scholarship option.

• The fit and match between the applicant’s needs and goals and the institution’s and program’s offerings and culture. Higher education can be a life-changing experience that can shape the applicant’s personal and professional development.

The applicant should consider not only the academic aspects but also the social and emotional aspects of each institution and program that they want to apply to. The applicant should also research the campus life, facilities, services, opportunities,

and values of each institution and program, and visit them if possible.

Document & Application Checking

We will ensure that the application form is correctly completed, taking into consideration all requirements and inclusion of all relevant documents for successful application.

Interview Preparation

Here are some considerations when preparing for an interview for a higher education application, a job application, or a senior high school application:

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For a higher education application, you should consider:

Your reasons and goals for pursuing higher education and the specific program you applied for.
Your academic background, achievements, skills, and interests that are relevant to the program and the institution.

Your knowledge and research about the program and the institution, such as their mission, vision, values, curriculum, faculty, facilities, and opportunities.
Your questions and expectations about the program and the institution, such as their admission criteria, requirements, process, and timeline.

Your preparation and practice for common interview questions, such as “Tell me about yourself”, “Why do you want to attend our institution?”, “What are your strengths and weaknesses?”,

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“How do you handle stress and challenges?”, “What are your short-term and long-term goals?” etc.
Your appearance and demeanour during the interview, such as your attire, body language, eye contact, tone of voice, confidence, and enthusiasm.

For a job application, you should consider:

Your reasons and goals for applying for the job and working for the employer.
Your professional background, achievements, skills, and interests that are relevant to the job and the employer.

Your knowledge and research about the job and the employer, such as their products, services, customers, competitors, culture, values, and vision.
Your questions and expectations about the job and the employer, such as their responsibilities, expectations, benefits, challenges, and opportunities.

Your preparation and practice for common interview questions, such as “Tell me about yourself”, “Why do you want to work for us?”, “What are your strengths and weaknesses?”, “How do you deal with conflict and feedback?”, “How do you work in a team or independently?” etc.

Your appearance and demeanour during the interview, such as your attire, body language, eye contact, tone of voice, confidence, and enthusiasm.

For a senior high school application, you should consider:

Your reasons and goals for applying to the school and studying the subjects you chose.
Your academic background, achievements, skills, and interests that are relevant to the school and the subjects.

  • ➢  Your knowledge and research about the school and the subjects, such as their reputation, curriculum, teachers, facilities, and activities.

  • ➢  Your questions and expectations about the school and the subjects, such as their admission criteria, requirements, process, and timeline.

  • ➢  Your preparation and practice for common interview questions, such as “Tell me about yourself”, “Why do you want to attend our school?”, “What are your strengths and weaknesses?”, “How do you cope with pressure and homework?”, “What are your hobbies and passions?” etc.

  • ➢  Your appearance and demeanour during the interview, such as your attire, body language, eye contact, tone of voice, confidence, and enthusiasm.

    Application Tracking

    Communicating with the school regularly the chosen school to ascertain the progress of your application, answering and providing any info by liaising with you too. The aim of this is to ensure all requirements are met, and the process is seamless and quickly.

    Personal Statement Writing

    Some of the most important things to put when writing a personal statement for higher education and job application are:

    For higher education application, you should put:

  • ➢  Your reasons and goals for pursuing higher education and the specific program you applied for.

  • ➢  Your academic background, achievements, skills, and interests that are relevant to the program and the institution.

  • ➢  Your knowledge and research about the program and the institution, such as their mission, vision, values, curriculum, faculty, facilities, and opportunities.

  • ➢  Your evidence and demonstration of your suitability and potential for the program and the institution, such as your achievements, awards, skills, talents, essays, recommendations, interviews, or portfolios.

  • ➢  Your questions and expectations about the program and the institution, such as their admission criteria, requirements, process, and timeline.

    For job application, you should put:

  • ➢  Your reasons and goals for applying for the job and working for the employer.

  • ➢  Your professional background, achievements, skills, and interests that are relevant to the job and the employer.

  • ➢  Your knowledge and research about the job and the employer, such as their products, services, customers, competitors, culture, values, and vision.

  • ➢  Your evidence and demonstration of your suitability and potential for the job and the employer, such as your achievements, awards, skills, talents, resumes, cover letters, interviews, or portfolios.

  • ➢  Your questions and expectations about the job and the employer, such as their responsibilities, expectations, benefits, challenges, and opportunities.

How Can You Help With Assistance With Choice Of School

Matching children’s needs to schools is an important decision that can affect their education and development. Children have different needs and preferences in various domains of their learning, such as their academic skills, interests, goals, learning styles, motivation, behavior, and well-being.

Schools also have different offerings and characteristics that can suit some children better than others, such as their curriculum, instruction, assessment, support, environment, culture, and outcomes.

To match children’s needs to schools, parents or caregivers should consider the following steps:

  • ➢  Assess the child’s strengths, weaknesses, interests, and goals in relation to their education and development. This can be done by using various methods, such as tests, surveys, interviews, observations, or records.

  • ➢  Research the school’s performance and progress in various domains of education and learning, such as academic achievement, skills development, student engagement, student well-being, or student diversity. This can be done by using various sources, such as data analysis, reviews, ratings, reports, or inspections.

  • ➢  Compare and contrast different school options based on the information from the child’s needs assessment and the school’s evaluation. This can be done by using various tools, such as matrices, charts, or checklists.

  • ➢  Identify the best fit between the child’s needs and the school’s offerings. This can be done by using various criteria, such as compatibility, availability, accessibility, or affordability.

  • ➢  Visit the school and talk to the staff, students, and parents to get a firsthand impression of the school’s culture and climate. This can also be an opportunity to ask questions or address concerns about the school.

  • ➢  Make an informed and confident choice that will benefit the child’s education and development. This can also be done by involving the child in the decision-making process and respecting their opinions and preferences.

    Accompaniment To School Visits And Interview Days

    Some of the things to look out for when parents visit school during their school choice decisions and during shadow days in schools are:

  • ➢  The school’s mission, vision, values, and goals. Parents should look for a school that has a clear and coherent educational philosophy or mission that aligns with their own values and expectations. They should also look for a school that has a vision and goals that are ambitious, realistic, and measurable.

  • ➢  The school’s performance and progress in various domains of education and learning. Parents should look for a school that has high academic standards and outcomes, as well as a balanced and rigorous curriculum that covers various subjects and skills. They should also look for a school that has evidence of student growth and improvement in various domains, such as cognitive, language, social-emotional, and physical development.

  • ➢  The school’s resources and facilities. Parents should look for a school that has adequate and quality resources and facilities that support teaching and learning, such as classrooms, libraries, laboratories, computers, books, materials, or equipment. They should also look for a school that has a safe,

clean, and comfortable environment that fosters a positive

climate and culture.

  • ➢  The school’s policies and practices. Parents should look for a

    school that has clear and consistent policies and practices that promote student discipline, safety, attendance, homework, assessment, communication, and feedback. They should also look for a school that has flexible and diverse practices that cater to the different needs, interests, abilities, and backgrounds of students.

  • ➢  The school’s staff and students. Parents should look for a school that has qualified, experienced, and dedicated staff who are passionate about teaching and learning. They should also look for a school that has engaged, motivated, and respectful students who are active participants in their own learning. They should observe the interactions and relationships between the staff and students, as well as among the students themselves.

  • ➢  The school’s community and culture. Parents should look for a school that has a strong sense of community and culture that values diversity, inclusion, collaboration, and innovation. They should also look for a school that has a variety of extracurricular opportunities and activities that enrich the students’ learning experiences, such as clubs, sports, arts, or service projects. They should also look for a school that has a good reputation and relationship with the parents, families, and external partners.

    Personalised Study Plan Throughout The Academic Year

    A personalized study plan for senior high school students is a formalized process that involves setting learning goals based on personal, academic and career interests with the close support of

school personnel or other individuals1. It also identifies the types of skills students need to pursue their interests and the steps required to build those skills.

Some of the topics that should be discussed during a personalized study plan are:

  • ➢  The student’s strengths, weaknesses, interests, and aspirations

  • ➢  The student’s current academic performance and progress

  • ➢  The student’s short-term and long-term goals for learning and

    career

  • ➢  The student’s preferred learning style and study habits

  • ➢  The student’s available resources and support systems

  • ➢  The student’s challenges and barriers to learning and success

  • ➢  The student’s action plan for achieving their goals, including

    specific tasks, deadlines, and milestones

  • ➢  The student’s criteria for evaluating their progress and

    outcomes

  • ➢  The student’s strategies for coping with stress, distractions, and

    setbacks

    A personalized study plan should be monitored regularly by the student and their mentors or advisors. Some of the ways to monitor a personalized study plan are:

  • ➢  Reviewing the plan periodically and making adjustments as needed

  • ➢  Tracking the completion of tasks and assignments

  • ➢  Measuring the achievement of learning outcomes and goals

  • ➢  Seeking feedback from teachers, peers, and other sources

  • ➢  Celebrating successes and rewarding efforts

  • ➢  Reflecting on challenges and learning from failures

  • ➢  Seeking help when needed and accessing available resources

    A personalized study plan can help senior high school students improve their academic performance, motivation, self-regulation,

and career readiness. It can also help them develop a sense of ownership, responsibility, and direction for their learning.

Academic Performance Monitoring

Teachers communicate regularly with parents and mentors about the students’ progress and challenges. Teachers should also use the data from academic monitoring to inform their instructional decisions and interventions.

Mentors: Mentors are individuals who provide academic, social, and emotional support to students. They can be school personnel, such as counselors, librarians, or coaches, or external partners, such as tutors, volunteers, or community members.

Mentors help students set realistic and attainable goals, monitor their progress, motivate them to persevere, and celebrate their achievements. Mentors should also collaborate with teachers and parents to address any issues or concerns that may affect the students’ learning.

Parents: Parents are the primary caregivers and advocates for their children. They should be involved in the development and implementation of the personalized study plan for their children. They should also monitor their children’s homework, attendance, and behavior. Parents should communicate regularly with teachers and mentors about their children’s academic performance and well- being. Parents should also provide a conducive learning environment at home and encourage their children to pursue their interests and passions.

Students: Students are the main agents of their own learning. They should be actively involved in the creation and revision of their personalized study plan. They should also self-monitor their progress and outcomes using various tools and strategies. Students should

seek feedback from teachers, mentors, and peers on their work and performance. Students should also reflect on their learning experiences and identify areas for improvement. Students should also take responsibility for their actions and choices and strive to achieve their goals.

Developing Soft Skills

Soft skills mentoring in schools is a process of pairing students with older peers or adult volunteers who can act as positive role models and provide guidance and support for their personal and academic development.

Soft skills are personal attributes or behaviors that enable us to interact effectively with others, such as communication, leadership, teamwork, problem-solving, and emotional intelligence.

The frequency and duration of soft skills mentoring sessions may vary depending on the needs and preferences of the students and mentors, as well as the availability of resources and time. However, some general recommendations are:

  • ➢  Mentoring sessions should be regular and consistent, preferably at least once a week for about an hour.

  • ➢  Mentoring sessions should be flexible and adaptable to the changing goals and interests of the students and mentors.

  • ➢  Mentoring sessions should be structured and planned, with clear objectives, activities, and feedback mechanisms.

  • ➢  Mentoring sessions should be respectful and supportive, fostering a trusting and positive relationship between the students and mentors.

    The progress of soft skills mentoring can be measured using various tools and strategies, such as:

  • ➢  Self-assessment questionnaires or surveys that ask the students and mentors to rate their own skills, attitudes, behaviors, and outcomes before, during, and after the mentoring program.

  • ➢  Observation checklists or rubrics that allow the teachers or coordinators to observe and evaluate the students’ and mentors’ performance and interactions during the mentoring sessions.

  • ➢  Feedback forms or interviews that collect the opinions and suggestions of the students, mentors, teachers, parents, and other stakeholders about the strengths and weaknesses of the mentoring program.

    Portfolio or journal entries that document the students’ and mentors’ reflections, achievements, challenges, and learning experiences throughout the mentoring program.

    Learning & Exam Techniques

    There are various learning and exam techniques that are suitable for senior high school students. Some of them are based on research evidence and some of them are based on personal preferences and experiences. Here are some examples of effective learning and exam techniques:

  • ➢  Spaced practice: This technique involves spreading out your study sessions over time, rather than cramming them all in one night or week. This allows your brain to consolidate and retain the information better. You can use a calendar or a planner to schedule your study sessions in advance and stick to them. Spaced practice can improve your long-term memory and recall.

  • ➢  Retrieval practice: This technique involves testing yourself on the material you have learned, rather than just reading or reviewing it. This can be done by using flashcards, quizzes,

questions, or summaries. Retrieval practice can enhance your

understanding and application of the concepts and facts.
➢ Elaboration: This technique involves explaining the material

you have learned in your own words, using examples, analogies, or connections. This can be done by writing notes, essays, or outlines, or by teaching someone else. Elaboration can deepen your comprehension and analysis of the topics.

➢ Interleaving: This technique involves mixing up different topics or types of problems within a study session, rather than focusing on one topic or type at a time. This can help you to compare and contrast the similarities and differences between them, and to transfer your skills across domains. Interleaving can boost your problem-solving and critical thinking abilities.

➢ Self-explanation: This technique involves asking yourself questions about the material you have learned, such as why, how, or what if. This can help you to monitor your own understanding and identify any gaps or misconceptions. Self- explanation can foster your metacognition and reflection skills.

These are some of the learning and exam techniques that have been proven to be effective by research. However, you may also find other techniques that work better for you based on your personal preferences and experiences.

For example, some students may prefer to study with music, others may prefer to study in silence. Some students may benefit from using mnemonics, others may benefit from using visuals. Some students may like to study in groups, others may like to study alone.

The key is to find out what works best for you and use it consistently. You can also try different techniques and see which ones improve your performance and satisfaction. You can use feedback from your teachers, mentors, peers, or parents to evaluate your progress and outcomes.

Leadership And Entrepreneurship Mentoring

Entrepreneurial and leadership mentoring for senior high school students is a process of providing guidance, support, and inspiration to students who are interested in developing their entrepreneurial mindset and skills. It is important because it can help students to:

  • ➢  Discover and pursue their passions and interests

  • ➢  Develop their creativity, innovation, and problem-solving

    abilities

  • ➢  Learn from the experiences and insights of successful

    entrepreneurs and leaders

  • ➢  Build their confidence, resilience, and self-efficacy

  • ➢  Expand their network and connections with peers, mentors,

    and experts

  • ➢  Explore various opportunities and challenges in the real world

  • ➢  Create value and impact for themselves and others

  • ➢  Entrepreneurial and leadership mentoring for senior high

    school students can entail various activities and components,

    such as:

  • ➢  Online or in-person workshops, seminars, or courses that teach

    the fundamentals of entrepreneurship, leadership, and related

    topics.

  • ➢  Individual or group projects, initiatives, or ventures that allow

    students to apply their learning and skills to address a social,

    economic, or environmental problem

  • ➢  Mentorship sessions or meetings that enable students to

    receive feedback, advice, and encouragement from experienced

    entrepreneurs and leaders

  • ➢  Networking events or platforms that facilitate students to

    interact with other students, mentors, and professionals who share their interests and goals

➢ Competitions or showcases that give students the opportunity to present their ideas, products, or services to a wider audience and receive recognition and rewards

Entrepreneurial and leadership mentoring for senior high school students can be offered by various organizations or institutions, such as schools, colleges, nonprofits, businesses, or communities. Some examples of existing programs are:

  • ➢  Entrepreneur: A platform that provides resources, articles, podcasts, videos, and events for aspiring and established entrepreneurs1

  • ➢  Edutopia: A website that shares best practices and strategies for setting up a mentoring program to encourage students

  • ➢  Entrepreneurial and leadership mentoring for senior high school students can be a rewarding and beneficial experience for both the students and the mentors. It can help students to prepare for their future careers and lives, while mentors can share their knowledge and wisdom, as well as learn from the students’ perspectives and ideas.

    Career Path Exploration

    Career exploration mentoring in senior high schools is a process of providing guidance, support, and inspiration to students who are interested in developing their career interests and goals. It entails various activities and components, such as:

  • ➢  Helping students to assess their strengths, weaknesses, preferences, and values related to their career choices

  • ➢  Providing students with information and resources about different college majors, occupations, and industries

  • ➢  Exposing students to role models and mentors who can share their experiences and insights about their career paths

  • ➢  Engaging students in hands-on learning opportunities, such as job shadowing, internships, or projects, that allow them to explore and apply their skills and knowledge in real-world settings

  • ➢  Assisting students with planning and preparing for their college admission and transition, such as choosing courses, taking tests, writing essays, or applying for scholarships

  • ➢  Supporting students with developing their career readiness skills, such as communication, teamwork, problem-solving, and self-management

    Career exploration mentoring in senior high schools can benefit students in various ways, such as:

  • ➢  Enhancing their self-awareness and self-confidence about their career potential

  • ➢  Broadening their perspectives and options about their future possibilities

  • ➢  Increasing their motivation and engagement in learning and career development

  • ➢  Improving their academic performance and outcomes

  • ➢  Facilitating their decision-making and goal setting for their

    career paths

  • ➢  Preparing them for the challenges and opportunities in the

    college and workforce environments

    Special Talent & Skills Identification

    A mentor can identify students’ special talents and skills at senior high schools by using various methods and strategies, such as:

    ➢ Asking students to send emails to five trusted adults, such as family members, teachers, or friends, who can provide

feedback on their strengths, talents, unique contributions, and

goals.

  • ➢  Observing students’ performance and behavior in different

    academic and non-academic settings, such as classrooms, clubs,

    sports, or community service.

  • ➢  Providing students with opportunities to showcase their talents

    and skills in various competitions, exhibitions, or presentations.

  • ➢  Administering assessments or surveys that measure students’

    aptitudes, interests, values, and personality traits.

  • ➢  Having conversations with students about their passions,

    dreams, challenges, and aspirations.

    Extra-curricular activities can help to identify students’ special talents and skills by allowing them to:

  • ➢  Explore and experiment with different domains and disciplines that may not be covered in the regular curriculum.

  • ➢  Express and develop their creativity, innovation, and problem- solving abilities in a fun and engaging way.

  • ➢  Interact and collaborate with peers and mentors who share their interests and goals.

  • ➢  Receive recognition and rewards for their achievements and efforts.

  • ➢  Discover the social and personal value of their talents and skillsCompetencies For Career-Ready Workforce

    To help senior high school students to identify their career ready competencies, you can use various methods and strategies, such as:

    ➢ Asking students to complete self-assessment questionnaires or surveys that measure their skills, interests, values, and personality traits related to different careers.

  • ➢  Providing students with information and resources about different college majors, occupations, and industries that match their profiles.

  • ➢  Exposing students to role models and mentors who can share their experiences and insights about their career paths and the competencies they need.

  • ➢  Engaging students in hands-on learning opportunities, such as job shadowing, internships, or projects, that allow them to explore and apply their skills and knowledge in real-world settings.

  • ➢  Assisting students with planning and preparing for their college admission and transition, such as choosing courses, taking tests, writing essays, or applying for scholarships.

    To help senior high school students to develop their career ready competencies, you can use various activities and components, such as:

  • ➢  Online or in-person workshops, seminars, or courses that teach the fundamentals of career readiness, such as communication, teamwork, problem-solving, leadership, initiative, flexibility, adaptability, and interpersonal skills.

  • ➢  Individual or group projects, initiatives, or ventures that allow students to apply their learning and skills to address a social, economic, or environmental problem.

  • ➢  Mentorship sessions or meetings that enable students to receive feedback, advice, and encouragement from experienced professionals.

  • ➢  Networking events or platforms that facilitate students to interact with other students, mentors, and professionals who share their interests and goals.

  • ➢  Competitions or showcases that give students the opportunity to present their ideas, products, or services to a wider audience and receive recognition and rewards.

Commercial Awareness

Commercial awareness is the ability to understand the business environment and the factors that affect its performance, such as customers, competitors, trends, and regulations1. It is also the ability to apply this knowledge to make informed decisions and actions that benefit the organization and its stakeholders.

Commercial awareness is an important skill for senior high school students to develop, as it can help them to:

  • ➢  Choose a suitable career path that matches their interests, values, and goals

  • ➢  Prepare for college admission and transition, such as choosing courses, taking tests, writing essays, or applying for scholarships

  • ➢  Gain an edge in the job market, as employers value candidates who can demonstrate their understanding of the industry and the organization

  • ➢  Perform well in their jobs, as they can identify opportunities and challenges, communicate effectively, and solve problems creatively

  • ➢  There are various ways to help senior high school students to understand and develop their commercial awareness, such as:

  • ➢  Providing them with information and resources about different college majors, occupations, and industries that match their profiles

  • ➢  Exposing them to role models and mentors who can share their experiences and insights about their career paths and the competencies they need

  • ➢  Engaging them in hands-on learning opportunities, such as job shadowing, internships, or projects, that allow them to explore and apply their skills and knowledge in real-world settings

  • ➢  Encouraging them to read, watch, or listen to news and media that cover current affairs and business issues

  • ➢  Challenging them to analyze and evaluate the impact of commercial events on different industries and organizations

  • ➢  Asking them to participate in quizzes, competitions, or presentations that test their commercial awareness and give them feedback and recognition

    Informational Interviews & Job Shadowing

    Informational interviews and job shadowing are two ways of learning about different careers and industries from professionals who work in them. They are important for senior high school students because they can help them to:

    ➢ Explore their interests, passions, and goals
    ➢ Discover new opportunities and options
    ➢ Gain insights and advice from experienced mentors
    ➢ Develop skills and knowledge relevant to their chosen fields ➢ Build their network and connections
    ➢ Prepare for their college and career transition

    To teach senior high school students about informational interviews and job shadowing, you can use various methods and strategies, such as:

  • ➢  Providing them with information and resources about the benefits and best practices of informational interviews and job shadowing

  • ➢  Encouraging them to identify and research potential careers, organizations, and professionals that match their profiles

  • ➢  Assisting them with crafting and sending outreach messages to request for informational interviews or job shadowing opportunities

  • ➢  Coaching them on how to prepare for and conduct informational interviews or job shadowing sessions, such as

what questions to ask, what etiquette to follow, and what

feedback to seek

  • ➢  Supporting them with following up and maintaining

    relationships with their contacts, such as sending thank-you

    notes, asking for referrals, or requesting further guidance

  • ➢  Helping them to reflect on and apply their learning and

    experiences from informational interviews or job shadowing, such as updating their resume, portfolio, or career plan

    Personal Branding

    Mentors can teach graduates, undergraduates and high school students about personal branding by using the following steps:

  • ➢  Explain what personal branding is and why it is important for their academic and professional success. Personal branding is the process of creating and maintaining a unique and positive image of oneself in the online and offline world. It can help students to stand out from their peers, attract potential employers or clients, and achieve their career goals.

  • ➢  Help them to identify their niche and design brand attributes that reflect their personality, values, and goals. You can use self- assessment questionnaires or surveys that measure their skills, interests, values, and personality traits. You can also ask them to send emails to five trusted adults who can provide feedback on their strengths, talents, unique contributions, and goals.

  • ➢  Encourage them to be consistent, transparent, and helpful across their personal brand channels and grow awareness through networking. You can remind them to update their website and social media profiles regularly and maintain a consistent tone and style. You can also urge them to engage with their audience by providing value, answering questions, or offering solutions. You can also suggest them to network with

other students, mentors, and professionals who share their

interests and goals.
➢ Support them with evaluating and improving their personal

brand over time. You can provide them with feedback, advice, and encouragement on their personal brand efforts. You can also help them to measure their progress and outcomes using tools like Google Analytics or Hootsuite1. You can also assist them with making adjustments or changes as needed based on their feedback or results.

By following these steps, you can teach students how to develop a powerful personal brand that sets them apart from the crowd and helps them achieve their dreams.

Where Do I Go From Here? Where Can Your Degree Take You?

Graduates can explore their paths after university by using various methods and strategies, such as:

  • ➢  Seeking advice and guidance from career counselors, mentors, or coaches who can help them identify their strengths, goals, and opportunities.

  • ➢  Networking with alumni, peers, and professionals who work in their desired fields or organizations.. They can also attend events or workshops that facilitate interactions and collaborations with potential employers or partners.

  • ➢  Gaining hands-on experience and skills through internships, volunteer work, or projects that allow them to explore and apply their knowledge in real-world settings. They can look for opportunities both within their local communities or internationally. They can also use online platforms like to find suitable volunteer positions.

➢ Pursuing further education or training that can enhance their qualifications or credentials for their chosen careers. They can enroll in courses, programs, or degrees offered by colleges, universities, or online platforms. They can also take exams or certifications that can demonstrate their competencies or skills.

These are some of the options that are open to graduates who want to explore their paths after university. There is no one right answer for what to do after college, as each graduate has different preferences and circumstances. The important thing is to be proactive, curious, and flexible in finding and pursuing their passions and goals.

Working For Someone Is Not For Me

There are many entrepreneurial avenues that a high school or graduate student can pursue if working for someone is not for them. Some of the possible options are:

➢ Starting an online business: An online business can be a convenient and profitable way to sell products or services to a global market.
Some examples of online businesses are e-commerce, blogging, podcasting, video production, web design, digital marketing, online tutoring, or freelance writing.

To start an online business, one needs to have a clear idea of their target audience, value proposition, and revenue model. They also need to create a website and establish a web presence on social media platforms that showcase their skills, achievements, and interests. For more information and tips on how to start an online business, you can check out this resource.

  • ➢  Launching a social enterprise: A social enterprise is a business that aims to create positive social or environmental impact while generating income. Some examples of social enterprises are fair trade, microfinance, renewable energy, organic farming, or ethical fashion.

    To launch a social enterprise, one needs to identify a social or environmental problem that they are passionate about solving and develop a viable solution that meets the needs and preferences of their customers and beneficiaries.

    They also need to measure and communicate their impact and value proposition to their stakeholders. For more information and tips on how to launch a social enterprise, you can check out this resource.

  • ➢  Participating in an entrepreneurship program: An entrepreneurship program is a structured and supportive learning opportunity that teaches the fundamentals of entrepreneurship and helps students develop their entrepreneurial mindset and skills.

  • ➢  These programs offer various benefits such as exposure to role models and mentors, hands-on learning experiences, networking opportunities, feedback and recognition, and access to resources and funding. For more information and tips on how to participate in an entrepreneurship program, you can check out this resource.

    These are some of the entrepreneurial avenues that a high school or graduate student can pursue if working for someone is not for them.

    However, there are many other possibilities that one can explore based on their interests, passions, and goals. The key is to be

proactive, curious, and flexible in finding and pursuing their entrepreneurial potential.

At CASSU Advisory Services we believe that success is the result of hard work, education and persistence.

As a career advisory services, our vision is to empower students and parents with knowledge, guidance, and support they need to make informed decisions about education and career paths.

We serve the Talent Development Needs of both Individuals and Industry.

Our commitment to educational enrichment extends beyond individual families, as we actively engage with schools through our immersive programs.

With a dedicated focus on fostering a positive impact, our team passionately offers invaluable advice and mentorship to students, paving the way for their personal growth and development.

www.cassuadvisory.com info@cassuadvisory.com WhatsApp: +233 533 870 905

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