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When I first joined my school, I was tasked with building the higher education department from scratch and establishing a stronger connection with students in Years 10-13 (grades 9-12).

To build relationships with my students, I decided to focus on getting to know them as individuals. I wanted them to associate my name with a face and know that I was there to support them.

I therefore arranged a 20-minute private meeting with each student. Sitting in a comfortable corner, we spent about 10 minutes doing the “Me in 10 Years’ Time” activity.

What is the ‘Me in 10 Years’ Time’ activity?

The “Me in 10 Years’ Time” approach allows students to reflect on their goals and aspirations by imagining themselves a decade in the future.

The activity involves closing their eyes and describing a typical day in the life of Mr/Ms X (themselves). They answer questions about what they wear, what building they enter to go to work and whether they interact with others or work alone.

I then ask further questions. I might ask, for example, if they work with numbers, if they work doing things with their hands, what tools or equipment they need for their work and what kinds of relationships they have with colleagues (if there are any). Additionally, I ask them to think about what motivates them at work, what challenges they might face and how they plan to overcome these challenges.

I take detailed notes of their descriptions and use these to guide our next conversations, providing guidance and support as needed.

Where imagination meets the real workplace

I repeat this activity in Year 12 (grade 11), after students have completed their internship experiences. While not all students participate in internships, I strongly encourage them to do so, because it provides valuable work experience and helps them to develop essential skills. We also invite industry professionals to share their experiences and insights with the students, providing a unique perspective on the world of work.

The “Me in 10 Years’ Time” activity is closely linked to various online platforms that allow students to explore multiple professions through videos, articles and podcasts. By listening to or watching experts in their desired fields, students gain insights into daily routines, challenges faced and solutions implemented. They take note of things they liked or disliked about each profession, allowing them to refine their initial fields of interest.

Throughout the year, I schedule regular meetings to discuss student progress and academic performance. After receiving internal and external exam results, we review whether their performance aligns with their initial goals, taking into account their strengths and interests.

In some cases, we identify areas where students might need to adjust their subject choices or career paths to ensure a better fit for their abilities. For instance, if a student underperforms in physics and their chosen field of study is engineering, we might discuss alternative options that better suit their strengths and aptitudes. For example, we might explore related fields, such as computer science.

Refining and adjusting

In addition to private meetings, I also visit classes during PSHE sessions twice a term. During these sessions, we use the description they provided during the “Me in 10 Years’ Time” activity – as well as interest, personality, work-environment and skills profiles – to analyse how well each student’s goals align with their subject choices. This also allows us to identify any potential issues or concerns that could affect their future plans.

When Year 11 students choose their A-level subjects in January for the following September, we have a clear plan in place, which we evaluate after students receive their IGCSE results. Using our “Me in 10 Years’ Time” activity, we aim to prevent students from making uninformed choices that might be difficult to correct later in their two-year A-level programmes.

The “Me in 10 Years’ Time” activity remains at the core of our meetings throughout the school years and our discussions with students and families until they apply to university. As we revisit their goals and aspirations over time, we refine our understanding of what they want to achieve and make adjustments accordingly.

By incorporating the “Me in 10 Years’ Time” activity alongside other planned actions throughout the final years of our students’ time at school, I believe that I am helping students develop a stronger sense of direction, purpose and confidence in their future.