Informed and Confident Choices: Futures Beyond School

How does Woodleigh empower students to make informed, confident choices about their futures - choices that reflect their values, strengths and personal definitions of success?

Students formally begin exploring the world of work in Year 9, but the journey starts long before then. Woodleigh kids have the distinct advantage of broader experiences across a wide range of areas: camps, leadership opportunities, performance, volunteering, exhibitions and community projects – to name a few. These experiences and relationships challenge them, expand their skill sets and perspectives and help them to imagine their future.

As the world of work evolves, automation and AI are transforming industries. AI tools now assist with everything from publishing, graphic design and legal research to wellbeing apps, while robotics reshape manufacturing, logistics and healthcare. It’s easy to assume that career options for young people are narrowing. In reality, students have more choice than ever, but with that comes complexity. While further education opens doors, it’s the human skills that will set students apart. Woodleigh’s ethos is one that nurtures intrinsic motivation over competition for lifelong learning – with purpose. 

From the early years, students engage in inquiry-based projects that explore identity, belonging and community. Confidence continues to build through leadership roles, exhibitions and presentations. As they progress, programs like Homestead are part of their transition to Senior Campus, with cross-age mentorship to strengthen ownership of their learning. In Year 9, Outward Bound, City Bound and MYP Community Projects challenge students to solve real-world problems in partnership with local organisations. 

We know that students have strengths not always visible in traditional classroom settings. These are not overlooked at Woodleigh. Creative and strategic thinking, collaboration, problem-solving and emotional intelligence are reinforced through real-world scenarios and academic rigour. These human skills can’t be replaced by AI. Instead, they complement and safeguard it through empathy and compassion. These are the qualities that give purpose and help people and the planet thrive.

Tertiary institutions across Australia, and globally, now recognise the value of these human skills and look for a broader snapshot of the person beyond the ATAR. The World Economic Forum’s Future of Jobs Report confirms what we see every day: the most valued skills  - empathy, adaptability and curiosity - are recognised as essential 21st-century competencies, particularly in diverse and fast-changing environments. Whatever the dream, these are the superpowers our kids need. 

Each year, our students are encouraged to reflect on their subject choices, but with a formal focus in Year 9. They consider what they’ve enjoyed, where they feel they have thrived and what has challenged them. Sometimes the outcomes are unexpected, shaped by the breadth of experiences they’ve had. These check-in points help students select pathways that balance future goals with personal joy and strengths.

By the time they reach Year 10, the Regenerative Futures Programme curriculum deepens their self-awareness as they select and embark on formal work experience that aligns with their strengths and values. With Hattah in the mix, a memorable rite of passage, these layered experiences open their minds to greater possibility. 

One student, previously unsure of his future direction, found a passion for marine biology after participating in a coastal restoration project early in the RFP curriculum. The direct hands-on experience, combined with mentorship, helped him choose a VCE pathway aligned with his interests, values and strengths towards marine and coastal land care.

Supported by a foundation of self-awareness and practical learning experiences in the real world, Woodleigh students typically feel a great sense of satisfaction regarding their VCE choices. At Woodleigh, students define success on their own terms. Through mentoring, practical skills, and student voice across academic subjects and co-curriculars, they take ownership of their own learning, making choices that are informed, personal and properly future-focused.