starter task list 5 jobs that you associate with each
TRANSCRIPT
GBM 4 Linking Curriculum Learning to Careers
STARTER TASK – List 5 jobs that you associate with each picture. Compare
your list with your partner. If you have a job that they don’t you get a point,
if you both have the same job neither of you get a point!
Joint Dialogue: How are Schools
Developing Real Employability Skills
By Dr Elnaz Kashefpakdel (Education and Employers), Olly
Newton (Edge Foundation), Janet Clark (National
Education Union)
Core contributors: Jordan Rehill, Max Haskins (Education
and Employers), Dr Andrea Laczik, Katherine Emms (Edge
Foundation) and Jon Taylor (National Education Union).
The report was launched in Central London on the 22nd
November 2018. The event was chaired by Caroline
Roberts (City and Guilds), with the lead researchers joined
by Dr Mary Bousted (NEU) and John Cope (CBI) to discuss
the key findings.
You can download the slides here.
GBM 4 Linking Curriculum Learning to Careers
Figures from the Careers and Enterprise Company’s
recent 2018 State of the Nation report
(https://www.careersandenterprise.co.uk/stateofthenation) show that
GB4 is proving the fourth-hardest benchmark for schools
to hit (with 25.9% of schools currently reporting they are
meeting the required standard).
However, feedback on the ground from careers
practitioners can often paint a different picture,
particularly in regard to getting the necessary buy-in
from teaching and support staff in regard to effectively
embedding careers in the curriculum.
Careers in the Curriculum can often feel like a tough
sell in schools or colleges on top of the numerous
existing commitments for staff
Careers in the Curriculum Embedding employability across
the curriculum
GBM 4 Linking Curriculum Learning to Careers
GBM4
Planning Matrix: Create a matrix that identifies where employer
engagements take place across the curriculum areas and year
groups, in order to ensure that all students are afforded
multiple employer engagements during their time at the school
(see benchmark 5).
A careers leaders for each curriculum area: Each
curriculum area appoint a team member to take
responsibility for careers and employability
within that curriculum area.
• record any visits,
• employer engagements,
• experience of the world of work
• contact for the careers team to forward any
relevant careers or employability
opportunities within the subject area
• attend any meetings with the careers team
Career Displays: All subject
areas to dedicate one display
board to promoting careers
and employability skills
relating to that subject area.
Careers Content Across the Curriculum: Introduce careers content
across the curriculum either be explicitly identifying the skills they are
learning that are transferable to the work place (communication,
problem solving etc…) or linking to the world of work through visits,
talks and engaging with employers.
Careers Week: Develop careers week as
a recognised event within the school
calendar and publish a programme of
activities in advance and evaluate.
All subject areas to find ways of engaging
their students with the world of work.
GBM 4 Linking Curriculum Learning to Careers
There is a growing need for young people to hold a broader set of characteristics
when entering the labour market. Rather than the qualities of diligence and
submissiveness employers are increasingly looking for people who can engage and
respond to less predictable work situations (Mann and Huddleston, 2016).
Recent work by the Sutton Trust and the World Economic Forum (WEF) have also
argued that technological trends in the UK labour market mean that the value of
interpersonal skills are likely to grow exponentially as automation further takes
hold (Sutton Trust, 2017; WEF, 2018).
GBM 4 Linking Curriculum Learning to Careers
‘Considered collectively, no prior generation has ever entered
the world of work with more years of schooling, higher levels
of qualification or greater human capital to their names, and
yet mounting evidence shows them struggling to compete for
economic opportunities.’ (Education and Employers, 2017: 12)
GBM 4 Linking Curriculum Learning to Careers
Recent figures from both the Confederation of British Industry (CBI) and
Department for Education have shown that, in the eyes of employers, the
value of academic qualifications are decreasing, with businesses placing
increased attention on the skills and competencies a young person
possesses when looking to recruit.
Survey by the Department for Education notes that employers felt that a
young person’s ‘attitude to work’ was most important when making the
decision to hire. Attitudes such as resilience, enthusiasm and creativity
were considered as having central importance to employers (DfE, 2018).
32% of teachers said that changes to the Key Stage 3 curriculum have
been detrimental to developing the skills and attitudes needed for
work.
Nearly half (47%) of teachers believe that there are fewer opportunities
to develop employability skills and competencies since the introduction
of the reformed GCSEs and A levels. Of these a third stated that
changes to the syllabus had, for example, necessitated a new focus on
rote learning to the detriment of developing the skills and attitudes
needed for work.
Joint Dialogue: How are Schools Developing Real Employability Skills? - A COLLABORATIVE WORK BY EDUCATION AND EMPLOYERS, THE EDGE FOUNDATION AND NATIONAL EDUCATION UNION
Organising career learning through co-
curriculum activities (e.g. enrichment
activities strongly connected to the formal
curriculum:
In this approach careers content is delivered
through informal and voluntary learning
activities which have a strong connection to
the curriculum e.g. STEM clubs to build on
student’s interest in science, technology,
engineering and maths.
Incorporating career learning within other
subjects:
In this approach careers content is delivered
through subjects, e.g. personal financial
planning skills taught in maths, self-
presentation skills taught in English. Ideally
this approach both provides career learning and
enhances the subject learning e.g. by showing
how a mathematical technique is used in the
real world and bring employers into the
classroom.
Providing career learning as a subject in its own
right: in this approach careers content is
delivered as a discrete curriculum, e.g. careers
education or as part of PSHE.
GBM 4 Linking Curriculum Learning to Careers Meeting GBM4
Gradually embedding careers-related content across the whole school or college can be a far
more effective tactic than simply putting the onus on staff to make sweeping changes straight
away, as the latter approach can lead to resentment and a lack of understanding from staff
about why they are being asked to do this.
Getting staff buy-in
GBM 4 Linking Curriculum Learning to Careers
Attaching the careers progression framework (planned
careers activities for each year group) to students’ school
reports and planner pages each year – this will also pique
the interest of parents and carers!
GBM 4 Linking Curriculum Learning to Careers
http://www.herschel.slough.sch.uk/For-Students/Careers
Providing a crib sheet to each
department with a list of useful careers
information for teaching staff related
to their subject area (particularly valued
by teachers in advance of GCSE Options
Evening!)
GBM 4 Linking Curriculum Learning to Careers
Asking staff to complete a careers door sign, with
information about their previous job roles and skills
that they gained from this experience – a great
talking point for students!
GBM 4 Linking Curriculum Learning to Careers
Providing careers posters for each department
and asking teachers to create a careers display
with students for their subject area – this is a
great lesson for the start of a new academic year
and very low maintenance for staff to facilitate!(PDF attached to emails)
GBM 4 Linking Curriculum Learning to Careers
Deliver a briefing on your role
as a careers practitioner and
the support that you can offer
to students and staff, so that
everyone has a better idea of
your position within the
school or college.
GBM 4 Linking Curriculum Learning to Careers
Don’t forget to also take
advantage of whole-school
opportunities to promote careers :
• National Careers Week
• National Apprenticeship Week
• British Science Week
• Earth Day
• International Women’s Day
• Tomorrow’s Engineers Week
• National Volunteering Week
https://interactive.barclayslifeskills.com/module/play-the-boss-student
https://www.inspiringthefuture.org/schools-and-colleges/
• STEM currently being a key focus area for the government, there is a huge degree of support available through organisations such as WISE (Women into Science and Engineering) and the STEM Ambassadors programme, which has over 37,000 volunteers from industry nationwide who can help to support with careers-related lessons, extra-curricular clubs, drop-down days and assemblies.
• Even in subjects such as History and Geography, which students traditionally struggle to link to the world of work, there is help at hand, as programmes like the University of Leeds’ ‘Students into Schools’ initiative connects academics and student volunteers with subject teachers to help deliver parts of the curriculum in that subject and show students that an interest in this area doesn’t have to end at school.
Getting help….You are not alone!
GBM 4 Linking Curriculum Learning to Careers
Next Steps…So, as a careers practitioner you are starting to see staff take more of an interest in careers and want to
build on this great work to ensure that it doesn’t just disappear – what’s the next step? Now is the time to
put more onus on staff!
• This could be by asking for one member of staff from each
department (possibly a trainee teacher or staff member looking
for additional responsibility) to act as a Careers Champion,
providing a regular link between yourself and the relevant
department and taking on the responsibility of maintaining
employer/provider contacts and organising careers-related
activities and events
• Arranging CPD sessions for department heads with local employers
and providers, so that opportunities for partnership work can be
found within curriculum maps for each academic year.
GBM 4 Linking Curriculum Learning to Careers
Ideally, you will still not be asking for a huge commitment from staff but rather will be gradually delegating
responsibility for careers throughout the school year on year, so that in time the culture of the school or
college is one where CEIAG is the new normal and a vital part of everything that they do!
Marie Jobson, Career Leader, Churchill Community College
"Ensure all staff are aware and agree on the time needed to design and
deliver a careers programme before it starts. Encourage training and
professional development so that staff feel invested in and supported.
We have seen teachers confidence in incorporating careers information
into the curriculum increase notably. This confidence was also seen in
the way teachers built new relationships with local employers."
Sarah Flanagan, Berwick Academy
"Encourage curriculum areas to map their overview schemes of work to
specific careers – at Berwick Academy, we invested in CEIAG boards for
each faculty to showcase curriculum learning with a link to specific
sectors."
Ryan Gibson, National Facilitator for the
Career Benchmarks Pilot at North East
LEP
"There are lots of services you can buy in
to support a career education programme,
and it is worth talking to colleagues in
other schools for recommendations but
also carrying out your own research. There
may be discounts or free services in your
area. You can also minimise cost by sharing
resources with other schools, working with
employers and applying for bursaries
(see: potential support). Some of the most
creative ideas cost very little, for example
ensuring you have employer representation
on the governing body, directing young
people to the National Careers Service or
by making use of the labour market plugin
available on the LMI for All website. The
key is understanding what support you
need, based on an audit of practice "
Emma McDermott, Careers Leader at Castle View Enterprise Academy
“Try to collect departmental schemes of work and have a discussion with
curriculum staff to share with employers. It will give accurate
information to give employers about how they can support your
curriculum and ensure limited time is maximised.”
GBM 4 Linking Curriculum Learning to Careers Learn from others
Careers in the Curriculum Embedding employability across the curriculum
GBM 4 Linking Curriculum Learning to Careers
To optimise their ability to gain entry to the labour market and respond flexibly to its changing demands,
the literature and case study examples suggest that, in addition to basic skills (literacy, numeracy and ICT –
the foundation for learning and functioning in society), young adults increasingly need personal, people,
creative and problem-solving skills.
However, to be able to apply these skills in ways to suit a particular situation, task or problem, to
contextualise and re-contextualise skills for themselves in moving between different contexts, they also
need:
• meta-cognitive strategies which relate to higher-order thinking - thinking about thought processes - and
self-knowledge. Such strategies include, for example: goal-setting, selecting, planning, self-assessment,
monitoring and reflection on own learning and performance. They enable individuals to develop as self-
regulating learners, knowing when and why to use particular approaches
• personal qualities and attitudes, such as confidence, resilience, initiative, self-motivation, ambition.
(Fettes et al. 2018: 21)
GBM 4 Linking Curriculum Learning to Careers
“We have a lot of careers activities such as talks from
business people, scientists etc. to encourage students to
raise their ambitions and there are programmes to
encourage students whose parents did not attend
university to think about attending. On a personal level,
I tell my students to ignore their computer-generated
target and aim higher.” (Maths).
“Pupils are encouraged to engage positively with their peers and to
support each other to come up with solutions to problems. They
learn how to lead or participate in a team and they learn that
working with others is important. This is good preparation for the
world of work.” (Computer science).
“Following assessments, I give them
feedback and show them how to
communicate their answer in a
better way to achieve full marks in
a question, as specified by the
mark scheme from the exam board.
This is particularly true in angle
problems where the omission of
one word in giving reasons for their
calculation can adversely impact
their mark.” (Maths).
What can teachers do to link
their subject to careers and
employability skills?
“Linked to developing resilience -
with progress, no matter how
small, comes confidence. Feedback
and interaction both written and
spoken helps to develop this.”
(Geography).
“Meeting deadlines, sticking at things to completion, working through to fatigue &
performance breakdown, recovering and going again after defeat, perseverance when
learning & results aren’t happening as quickly as hoped for.” (PE).
“Pupils are encouraged to articulate the progress
they are making. They can understand marking
criteria and apply it to their own progress. They
can reflect on what has gone well and how they
can improve further.” (MFL)
GBM 4 Linking Curriculum Learning to Careers
“We actively involve students and challenge
them to develop their skills in oral and
written communication throughout the
curriculum. In my subject particularly, we
emphasis presenting and debating skills,
constructing clear, written arguments and
writing detailed explanations. Our A-level in
particular requires a high level of written
communication.” (Religious studies)
• External people in to support lessons or our subject enhancement days
• Using a video or film set in real-life working situation
• Using a newspaper or magazine article to spark discussion
• Had an expert in to speak about something or support subject enhancement days
• Promoting team working or communication skills or any other transferable skill
• Speaking to students about what they want to do when they leave school
• Asking students to think about what future careers in your subject area might look like
• Taken a trip out somewhere ' encouraging students to 'job spot' when out
• Having a ‘jobs using this subject’ display.
• Setting work in real life scenarios which expand students’ familiarity with different jobs
GBM 4 Linking Curriculum Learning to Careers
Bringing Careers into the classroom
Success is linked to the following factors;
a school vision for careers in the curriculum backed up by
committed leadership
a well-designed curriculum
a strong focus on the learning process
trained staff capable of delivering careers in the curriculum;
engagement of school partners
ensuring consistency and volume.
GBM 4 Linking Curriculum Learning to Careers
https://www.careers.govt.nz/plan-your-career/not-sure-what-to-do/skills-employers-are-looking-for/
https://www.skillsyouneed.com/general/employability-skills.html
https://www.youthcentral.vic.gov.au/jobs-and-careers/plan-your-career/8-job-skills-you-should-have
https://www.exeter.ac.uk/ambassadors/HESTEM/resources/General/STEMNET%20Employability%20skills%20guide.pdf
https://www.kent.ac.uk/ces/student/skills.html
https://www.aeseducation.com/career-readiness/employability-skills-lesson-plans/
https://www.tes.com/teaching-resource/discover-your-employability-skills-6279075
https://www.weareteachers.com/9-awesome-classroom-activities-that-teach-job-readiness-skills/
http://www.sec-ed.co.uk/best-practice/teaching-employability-skills/
https://www.pinterest.co.uk/pin/114771490481991824/
http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/learning_life_work/thematic_unit-
education_for_employability/Employ_ks3_1.pdf
https://www.tideway.london/tunnelworks/documents/skills-teachersnotes.pdf
https://ccrscenter.org/sites/default/files/SelfAssessment_Tool.pdf
GBM 4 Linking Curriculum Learning to Careers
Useful Websites
These are the resources I have used
since starting to focus on this GBM.
There are lesson plans, ideas and simple
things you can provide subject staff to
get them on-board. If you find
anymore as you begin to develop your
provision, please send them my way!
GBM 4 Linking Curriculum Learning to Careers
A copy can be found here.
GBM 4 Linking Curriculum Learning to Careers
GBM 4 Linking Curriculum Learning to Careers
Great for a
cover lesson!
GBM 4 Linking Curriculum Learning to Careers
GBM 4 Linking Curriculum Learning to Careers
GBM 4 Linking Curriculum Learning to Careers
Design skills are not confined just to
design sectors. At least 2.5m people
use design skills in their day-to-day
work. This is equivalent to one in 12
workers (8%)… demand for workers
with these skills has grown at twice
the rate of UK employment over the
same period (14% vs 7% since 2012).
(Design Council, 2017, quoted in
Fettes et al. 2018)
But I don’t need art!
On average, by 2020, more than
a third of the desired core skill
sets of most occupations will be
comprised of skills that are not
yet considered crucial to the job
today, according to our
respondents. (World Economic
Forum, 2018: 6)
GBM 4 Linking Curriculum Learning to Careers
GBM 4 Linking Curriculum Learning to Careers When will I need maths!?
Gatsby Benchmark 4 can often seem like a
mountain to climb but by generating a buzz
amongst staff with engaging careers-related
activities and focusing on the long game over
instant gratification, it is far from
insurmountable!
GBM 4 Linking Curriculum Learning to Careers