Last Friday, a group of primary school students in Newcastle delivered a poignant lesson on career exploration during a school assembly. The gathering featured a careers-themed play, where children showcased their aspirations through an engaging and imaginative performance. What began as a lighthearted event quickly transformed into a powerful reminder of the importance of nurturing career conversations from a young age.
The play unfolded in a classroom setting, with a student portraying a teacher who invited classmates to share their career dreams. Responses ranged from aspiring rock stars to doctors and businesspeople, each accompanied by whimsical bell chimes that signaled a dream sequence. This delightful presentation not only entertained but also served to emphasize the importance of curiosity in career development.
One moment stood out during the performance, capturing the essence of the discussion surrounding career paths. A young girl candidly stated, “I don’t know what I want to be.” The teacher’s reassuring response—”That’s OK! Lots of adults don’t know what they want to be when they grow up either. And our career can change as we change and grow”—resonated deeply with both parents and educators in attendance. This sentiment highlights the need for a shift in how we approach career education.
Traditionally, career discussions are often reserved for older students facing decisions about university pathways. In reality, children begin forming ideas about work and identity much earlier, frequently influenced by societal stereotypes regarding gender, background, and perceived ability. By the age of seven, many children have already internalized beliefs about what jobs are suitable for them, which can limit their views on future possibilities.
Primary school is an ideal time to introduce a more flexible understanding of careers, presenting them not as rigid paths but as a playground of opportunities. Encouraging children to explore their interests and potential allows them to develop a sense of agency. They learn that their aspirations matter and that their future is not set in stone.
The play emphasized that career development is not merely an individual journey. It is also shaped by community involvement. During the assembly, a “community merit award” was presented to Jarrod Lyons, the teacher behind the play, for his efforts in engaging families in the creative process. This gesture highlighted the collective role parents, grandparents, teachers, and mentors play in enriching career education.
When children see careers as collaborative efforts that contribute to the greater good, they begin to understand that success is not solely about personal achievement. Imagine a world where every child receives the message that it is acceptable not to have all the answers. Redefining the question from “What do you want to be?” to “What do you want to explore?” can significantly reshape the narrative around career education.
The transformative nature of the assembly serves as a call to rethink how we discuss career paths with young people. Instead of framing career education around decision-making and goal-setting—concepts that can feel overwhelming—we should focus on storytelling and self-discovery. Questions such as “What do you love doing?” or “What problems do you want to solve?” encourage children to engage with their interests without pressure.
In this way, career development can become a journey of exploration rather than a daunting destination. Jarrod Lyons deserves recognition for creating a moment that was not only entertaining but also deeply impactful. The play reminded the audience that career discussions can be joyful and imaginative, reflecting the inherent humanity in all career journeys.
As we consider the lessons learned from this primary school assembly, it becomes clear that fostering an open dialogue about careers from an early age can empower children to envision a future filled with possibilities.
