In this article
01
Why in 4º ESO
At the end of ESO, students choose between different routes for the first time: Bachillerato and its modalidad, an intermediate vocational course (Formación Profesional de grado medio) or other options. Many reach that decision having thought about it for only a few days.
Tutoring time is the best place to change that, because it reaches the whole class, not only those who ask to see the counselor. These five sessions are designed for the second term, when there is still time to explore before applications.
02
Session 1. What I already know about myself
Aim: each student puts in writing their interests, what they are good at and what matters to them. Time: 50 minutes.
Warm-up (10 minutes)
Each student writes three things they do in their free time and one thing that went well for them this year, in or out of school.
In pairs (15 minutes)
They tell each other what they wrote. The partner notes the strengths they hear: organising, explaining, creating, caring or fixing.
My map (20 minutes)
Each student makes a sheet with three columns: I enjoy, I am good at, matters to me. Using what they wrote and what their partner told them.
Close (5 minutes)
They keep the sheet. It will be used in the next sessions and in the interview with the counselor.
03
Session 2. The doors after ESO
Aim: know all the options, not only the one that seems obvious. Time: 50 minutes.
Brainstorm (10 minutes)
What can you do after 4º? The class says it and the tutor writes it on the board, without correcting yet.
The map of options (20 minutes)
The tutor completes the map: the Bachillerato modalidades, intermediate vocational courses, arts and sports education, and the option of working. For each one, what it leads to next.
Myths (15 minutes)
In groups, each discusses one statement and decides whether it is true: “Vocational education is for people who are not good at studying”, “If you choose Science you cannot change”, “An intermediate vocational course does not lead to university”. All three are false, and knowing why opens options.
Close (5 minutes)
Each student marks on their sheet two doors they did not know or had not considered.
04
Session 3. Research a profession
Aim: move from a vague idea to knowing what a job is like from the inside. Time: 50 minutes, ideally with a computer per group.
Choose (5 minutes)
Each group picks a profession that interests one of its members.
Research (25 minutes)
They find out what a normal day in that job looks like, what you need to study to get there and by which routes, and which part seems most and least appealing.
Tell the class (15 minutes)
Each group presents it to the class in two minutes.
Close (5 minutes)
Each student notes one profession they did not know and that caught their attention.
05
Session 4. Ask someone who does it
Aim: hear from real people who work or study in what interests the class. Time: 50 minutes.
Prepare (15 minutes)
In advance, the tutor invites two or three people: former students, families or people from the community. In class, groups prepare their questions.
Talk (30 minutes)
Each guest explains how they got where they are and answers questions. It works better in small groups than as one talk for everyone. If guests cannot come, a video call also works.
Close (5 minutes)
Each student writes down the answer that surprised them most.
06
Session 5. Deciding with judgement
Aim: practise a way of deciding and take a first step. Time: 50 minutes.
My two options (10 minutes)
Each student writes the two options that appeal to them most right now, using what they learned in the earlier sessions.
For and against (20 minutes)
For each option: what brings them closer to what they enjoy and care about, and what worries them. With their sheet from session 1 in front of them.
What I still need to know (10 minutes)
Which fact or experience would help them decide: a visit, a talk or a specific question.
My next step (10 minutes)
Each student writes a small step with a date. The tutor collects the sheets so the guidance department knows who needs a conversation.
07
Making them work
Prepare them with the guidance department. They know the options in your area and can join you for session 2 or session 4.
Keep each student’s sheets. They are the best starting point for the individual guidance interview and for the consejo orientador at the end of the year.
And do not expect everyone to decide in five sessions. The aim is that no one reaches applications without having thought it through.
Common questions
How many tutoring sessions should go to career guidance in 4º ESO?
Five well-prepared sessions in the second term give a good base. What matters is that they come before applications and are followed by individual interviews for those who need them.
What options are there after 4º ESO?
With the ESO certificate: Bachillerato in any of its modalidades (Science and Technology, Humanities and Social Sciences, Arts or General), intermediate vocational courses, intermediate arts and sports education, or starting work.
Do these activities need a computer?
Only session 3, and one per group is enough. The rest works with paper and the board.
Do they work for 3º ESO?
Yes, with small changes. In the third year, focus session 2 on the subjects chosen for 4º and how they connect to what comes after.
Let what comes up in tutoring reach the conversation
With UTalento, each student keeps what they discover in their profile and the guidance team sees who needs a conversation, with no sheets getting lost. We will show you with your own school.
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