Task 2: Close Video Analysis

At 1:00 and in more detail at 5:35 - Emily describes her work in the Government Risk and Compliance area. This is a customer facing, face to face, customer focussed role. Students can research some of the skills they would need to be successful in this role. These are sometimes referred to as 'soft skills' and are highly sought after in the workplace. After some research, students can make a list and rate their current competency level (high, medium, low) next to the skills. This webpage at Deakin University might prove helpful. It is important to stress that as for intellectual growth, student competency in soft skills will grow as they mature and broaden in their own experiences.

At 3:00 - The Graduate Program Emily is participating in is discussed. Students may not know that many professions provide on the job training after initial qualifications have been gained. Students may like to explore these opportunities at the Queensland Government site as an example. This e-magazine from Careers with STEM has good information on traineeships and apprenticeships.

At 4:00 - Emily responds to the question of what she loves about her job. She mentions, a high level of stimulation and interest in her field, being able to help others, her remuneration, the ability to travel the world with work, the flexibility to work where ever she needs, working with clever people from around the world amongst others. Students could rank the factors on this list or come up with other elements they would rate highly as important in a future career.

At 7:30 - The topic of burnout, work-life-balance and Mental Health in a stressful workplace environment is raised. Although Emily does not discuss this in detail and certainly does not relate personal information, teacher discretion is advised.

At 8:20 - The subject choices she made at secondary school and the initial career direction Emily takes in nursing is discussed. A worthwhile focus here could be to engage students in a discussion of what factors influence them in their subject selection at VCE. Will they be influenced by the selections their peer group make? Who else or what else influences subject choices? Do they feel encouraged by Emily's 'false start'? Next to each of their own subject selections for their VCE years students could list the factors that influenced that particular choice. What factors students consider and who they consult when considering subjects and courses is an important event in a student's life. Students could consider (with the assistance of teachers) looking into 'My Career Insights' at the Career Education Association of Victoria CAEV website https://ceav.vic.edu.au/my-career-insights/ to help with subject selection and career choice

At 11:05 - Emily mentions two websites that created an interest in Cybersecurity students could explore these websites

• Hackthebox.eu

• Tryhackme.com

• Although not mentioned by Emily an excellent Australian based competition aimed at secondary school students has been developed by CSIRO digital careers. Further information on their CyberTaipan competition can be found at https://digitalcareers.csiro.au/en/CTaipan/About-CyberTaipan

At 12:41 - Gender balance in her field is raised. Emily was not deterred from her career but seeks to increase female participation in Cybersecurity. This could be a worthwhile research or discussion topic for students to participate in.

At 16:00 - Emily discusses her work in cybersecurity and in particular her work in the Security Operations Centre SOC . Students could discuss, "What is one of the key pieces of work Emily does in this rotation?"