Careers education in the new curriculum Gary Forrest

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Careers education in the new curriculumGary
Forrest

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Education only flourishes if it successfully
adapts to the demands and needs of the time. The
curriculum cannot remain static. It must be
responsive to changes in society and the economy,
and changes in the nature of schooling itself.
National Curriculum 1999
from the national curriculum to our curriculum
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Curriculum aims

• To ensure that all young people become
• successful learners
• confident individuals
• responsible citizens
• These aims can be used as the focus for
  refreshing and developing the curriculum and plan
  coherently across the entire planned learning
  experience

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Key messages about the new curriculum

• focus on whole curriculum design with aims
  underpinning the entire curriculum
• less prescription of content - increased focus on
  key concepts and processes in subjects
• room for personalisation and locally determined
  curriculum
• more emphasis on skills and on personal
  development
• more opportunities for coherence and relevance
• a real opportunity for renewal and reinvigoration

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Three questions to drive curriculum re-design and
innovation

• What are we trying to achieve?
• How do we organise learning?
• How well are we achieving our aims?

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Disciplined curriculum innovation

• Has clear aims and purposes
• Reflects learners needs and local priorities
• Organised to achieve
• Uses time, staffing, space, approaches to TL and
  assessment in new ways
• Responds to changing needs
• Is evaluated, self-evolving and improving

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The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes Components
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The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes Learning approaches
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Assessment fit for purpose To make learning and
teaching more effective so that learners
understand quality and how to improve
Builds a more open relationship between teacher
and learner
Has clear learning intentions shared with pupils
Gives advice on what and how to improve
Celebrates success against agreed criteria
Includes peer- and self- evaluation
Has understood, shared and negotiated success
criteria
Includes individual target setting
Includes testing
Includes peer- and self-assessment
Uses error positively
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Dimensions

• Cultural diversity and identity
• Healthy lifestyles
• Community participation
• Enterprise
• Sustainable futures and the global dimension
• Technology and the media
• Creativity and critical thinking

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Three key questions
The curriculum aims to enable all young people to
become
1 WHAT are we trying to achieve?
Successful learners who enjoy learning, make
progress and achieve
Responsible citizens who make a positive
contribution to society
Confident individuals who are able to lead safe
and healthy lives
Curriculum aims
Every child matters outcomes
Enjoying and achieving Safety
Health Contributing positively
Achieving economic wellbeing
Knowledge and understanding eg, big ideas that
shape the world
Skills eg, literacy, numeracy, ICT, personal,
learning and thinking skills
Attitudes and attributes eg, determined,
adaptable, confident, risk-taking, enterprising
Focus for learning
The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes
Lessons
Out of school
Extended hours
Routines
Events
Locations
Environment
Components
2 HOW do we organise learning?
Learning approaches
Including all learners
Opportunities for learner choice and
personalisation
Using a range of audiences and purposes
Taking risks
Matching time to learning need, eg, deep,
immersive and regular frequent learning
Community and business links
Building on learning beyond the school
In tune with human development
A range of approaches, including enquiry, active
learning, practical and constructive
spiritual moral social cultural personal
development, health and well-being active
citizenship and community action enterprise
and entrepreneurship cultural diversity,
identity and belonging technology and the
media global dimension and sustainability
Dimensions
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge and understanding of the world
Physical development
Creative development
3-5
National curriculum
A D
Ma
Ci
D T
En
Ge
Hi
ICT
Sc
PSHE
PE
Mu
MFL
RE
CEG
5-16
Assessment fit for purpose To make learning and
teaching more effective so that learners
understand quality and how to improve
3 HOW WELL are we achieving our aims?
Uses error positively
Includes individual target setting
Includes testing
Includes peer- and self- evaluation
Includes peer- and self-assessment
Gives advice on what and how to improve
Has understood, shared and negotiated success
criteria
Builds a more open relationship between teacher
and learner
Celebrates success against agreed criteria
Assessment
Has clear learning intentions shared with pupils
Securing
Further involvement in education, employment or
training
Attainment and improved standards
Behaviour and attendance
Civic participation
Healthy lifestyle choices
Accountability measures
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Building personal development into the curriculum

• support young people in achieving the aims of the
  curriculum
• value themselves as unique human beings capable
  of spiritual, moral, intellectual and physical
  growth and development
• value others including their families and other
  relationships and the wider groups to which they
  belong
• value society and the diversity within it
  together with the promotion of truth, freedom,
  justice, human rights, the rule of law and
  collective effort for the common good
• value the environment, both natural and shaped by
  humanity, as the basis of life and a source of
  wonder and inspiration

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Building personal development into the curriculum

• develop self awareness and self management
• develop as a member of communities
• develop the ability to make informed and
  responsible choices
• develop moral, cultural and spiritual
  understanding
• develop a voice in learning and in the life and
  work of the school

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Building personal development into the whole
curriculum
Enjoy achieve Stay safe Be healthy
Positive contribution Economic well being
Personal Development
Key stage 4
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The whole curriculum

• Promoting attainment and preparing for life
• Education for personal and social development is
  most usefully established as integral to the
  whole curriculum not as a series of separate
  supplements to an academic main event. Indeed,
  learning for personal and social development
  itself draws upon knowledge gained from
  academic subjects.
• Bill Law 2006

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Work-related experiences what Y11 students told
us

• 2007 (2004)
• Discussed what job they wanted to do 77 (69)
• Listened to/spoken with business person 58 (46)
• Taken part in exercises about world of work 55
  (42)
• Taught how to write a CV 70 (67)
• Learnt interview techniques 60 (58)
• Visited a workplace 59 (54)
• Mini-enterprise or other enterprise project 48
  (17)
• Work placement 87 (80)
• Learnt how to look for a job 38 (43)

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Work-related experiences what Y11 students told
us

• Enjoy learning about jobs and working life 71
• Dont enjoy learning about jobs and working
  life 16
• Agee that all young people should learn
• about jobs and working life at school 80
• Activities they feel are helpful
• write a CV 93
• interview techniques 92
• how to look for a job 91
• work placement 91

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What key stage 4 teachers said is a statutory
requirement at key stage 4

• CEG available to all students 93
• Work exp of a week or more for all 75
• WRL included curriculum for all students 69
• Five days of enterprise activity 53

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Programmes of study
Rethinkingsubjects
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Economic wellbeing importance statement

• equip students with the knowledge, skills and
  attributes to make the most of changing
  opportunities in learning and work
• understand the nature of the world of work, the
  diversity and function of business, and its
  contribution to national prosperity
• questioning and informed consumers, effectively
  manage their money and finances
• improves motivation and progression by helping
  them see the relevance of their learning in
  school to their future lives

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Economic wellbeing importance statement

• expands students horizons for action by
  challenging stereotyping, discrimination and
  other cultural and social barriers to choice
• helps students to aim high
• builds a positive and realistic view of their
  needs and capabilities so that they can make
  effective learning plans, decisions and
  transitions
• aware of changing career opportunities and
  develop the knowledge and skills to make informed
  decisions about learning programmes

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Economic wellbeing importance statement

• learn to be enterprising
• handle uncertainty and respond positively to
  change, to create and implement new ideas and
  ways of doing things
• how to make reasonable risk/reward assessments
  and act upon them
• can-do attitude the drive to make ideas
  happen

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Economic wellbeing key concepts

• Career
• Understanding that everyone has a career
• Developing a sense of personal identity for
  career progression
• Understanding qualities, attitudes and skills
  needed for employability

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Economic wellbeing key concepts

• Capability
• Exploring what it means to be enterprising
• Learning how to manage money and personal
  finances
• Understanding how to make creative and realistic
  plans for transition
• Becoming critical consumers of goods and services

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Economic wellbeing key concepts

• Risk
• Understanding risk in both positive and negative
  terms
• Understanding the need to manage risk in the
  context of financial and career choices
• Taking risks and learning from mistakes

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Economic wellbeing key concepts

• Economic understanding
• Understanding the economic and business
  environment
• Understanding the functions and uses of money

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Economic wellbeing key processes

• Self development
• Exploration
• Enterprise
• Financial capability

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Economic wellbeing range content

• types of work, organisation and structure of
  different businesses
• rights and responsibilities, attitudes and values
• opportunities in learning and work
• personal review and planning process
• skills and qualities for work
• economic and business
• personal budgeting, wages, taxes, money
  management, credit, debt, financial products and
  services
• risk and reward, savings, investment and trade
• business and finance
• social and moral dilemmas about use of money

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Economic wellbeing curriculum opportunities

• Case studies, simulations, role play, discussions
• Contact with people from business
• Use experience of work to extend understanding
• Recognise, develop and apply skills for
  enterprise and employability
• Research options and progression routes
• Contact with guidance specialists
• Make a personal statement and learning plan
• Make links across the curriculum

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Personal wellbeing

• Embrace change, feel positive about who they are
• Enjoy healthy, safe, responsible and fulfilled
  lives
• Recognise and manage risk, take responsibility
  for themselves, their choices and behaviours
• Learn to deal with challenges and accommodate
  diversity
• Reflect on their own values and attitudes
• Articulate feelings and emotions, manage new or
  difficult situations positively
• Form and maintain effective relationships

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Personal wellbeing key concepts

• Personal identities
• Healthy lifestyles
• Risk
• Relationships
• Diversity

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Personal wellbeing key processes

• Critical reflection
• Decision making and managing risk
• Developing relationships and working with others

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14-19 Developments

• GCSE and GCE
• Key stage 4 engagement programme
• Extended project
• Functional Skills
• Foundation Learning Tier (FLT)
• Diplomas
• Qualifications and Credit Framework