Contents. 1. Overview

Transcription

1 Schools Handbook

2 Contents 1. Overview a. Careers Lab Background b. Careers Lab Pilot - Findings c. Overview of the modules and resources provided d. Structure and approach: the partnership model i. Planning ii. Delivery iii. Review and Evaluation 2. The role of the school: Teacher a. Overview of the Teacher role b. Expectations and commitment i. Prior the day ii. During the day iii. After c. Curriculum information and supporting notes d. Additional ideas to help develop school-business relationships 3. Teacher Appendix Appendix A - Employability Skills Appendix B - Labour Market Trends Appendix C - Post-16 Options Appendix D - Career Development Institute Appendix E - Media Library 2

3 1. Overview a. Careers Lab Background There is a clear problem facing young people today: careers education in schools falls well short of what business, educators and parents require and what our children deserve. It is failing to inspire and raise the aspirations of secondary school students, resulting in too many young people struggling to secure employment at a time when employers cannot find the skills they need. The persistent problem of youth unemployment and skills shortages demonstrates that there is something fundamentally wrong with the transition from school to work. A key challenge is that teachers are not experts about business or how companies recruit, and nor should they be. As a result businesses need to get more involved in careers education and schools need a simpler means of contacting and engaging the right employers to augment their curriculum and help make improvements for students. Careers Lab was created to address these issues and to link schools with business partners in order to make a real difference to careers education in UK schools. Through the programme schools have invaluable access to Business Ambassadors who bring their knowledge and experience of the world of work to the classroom to help inspire and motivate students to start thinking about their own career journey. Through connecting schools and businesses, the programme not only aims to raise the aspirations of students but also provides an opportunity to help build meaningful and lasting partnerships which could give rise to a number of other future opportunities for collaboration. b. Careers Lab Pilot - Findings In 2014 the Careers Lab programme was piloted in five schools in the Midlands, carefully chosen to represent a broad range of demographic backgrounds as well as academic achievement. In total approximately 1,400 students across will have taken part in at least one Careers Lab module. Surveys were conducted of students, teachers and Business Ambassadors to help measure the impact of the pilot. Two roundtables, one with participants and one with industry and educational bodies were also conducted to gain qualitative feedback. From this research nearly four in five students (79%) agreed that Careers Lab module taught them a lot about jobs and opportunities available to them whilst 85% of Business Ambassadors agreed that the experience benefitted their organisation. c. Overview of the modules and resources provided There are four progressive modules designed for Key Stage 3 (11-14 year olds) and Key Stage 4 (14-16 year olds). Careers Lab have provided a suite of flexible resources which teachers and Business Ambassadors can adapt together in order to deliver an engaging and beneficial session. 3

4 Here is a summary of the four modules: Module Student objective Business Ambassador role Inspire Think about their interests and how they might relate to future careers Reflect on their skills/qualities and the types of occupations they might be suited to Communicate the skills/qualities needed in their role Explain how their role fits into the wider industry and economy Share role models Aspire Develop a sense of control of their own career pathway and the range of options available, including University Technical Colleges and apprenticeships Understand how school subjects are linked to future career pathways Motivate to explore favoured career options Discuss school subjects that help in everyday work life Explain their own career pathway and the reasons behind specific choices Explore Understand the day-to-day reality of working life and the types of roles that might suit them Be able to identify a network of encouragers and helpful resources available to them Explain their working day and typical activities Provide examples of own skills/qualities Talk about supporters and influencers through their career journey Action Understand how a candidate can promote strengths to an employer Recognise how employers select candidates based on skills and experience Give insight into skills/qualities employers look for in job interviews Share best practice for interviews Explain recruitment process for entry-level positions in their company Provide mock interviews 4

5 Each module includes the following resources: Core Module Materials: PowerPoint Presentation (PPt) setting the module context and introducing the session. Vocabulary Word Bank definitions for common terminology. Qualification Diagram illustrates possible pathways, qualifications and levels. Student Skills Log.- enables students to reflect and track their development. Activity Materials: Lesson plan for each activity (including extension ideas for teachers/students). Corresponding Student Activity Worksheets. d. Structure and approach: the partnership model Careers Lab involves a partnership model between businesses and schools which has three stages: Planning: Each business will have nominated a lead person to facilitate and coordinate activity and be the key point of contact between your school, Business Ambassador and the Careers Lab Project Manager. Once a Business Lead has been allocated a school (or vice versa), they contact the relevant teacher and Business Ambassador to arrange all of the details. They are also responsible for collating evaluation feedback through guidance provided by the overall Careers Lab partnership. As the teacher, you select the module which best suits the age and needs of your class and work with the Business Ambassador to plan the module. The Business Ambassador will ideally have a planning visit/prior contact to agree approach and materials and familiarise themselves with the school. Delivery: Teacher will co-deliver the module with the Business Ambassador Review and evaluation: Business Ambassador and teacher evaluate the impact of the module including the learning outcomes through their agreed process. This can vary depending on which route the session is set up e.g. direct with business or through a delivery partnership such as Business in the Community (BITC). 5

6 e. Integrating with other initiatives Careers Lab is designed to provide a framework for integrating activities in a way that delivers a richer experience for the student. The matrix below is an illustrative example of how Careers Lab could coordinate with other major current initiatives to bring the programme to life. It should be noted that some initiatives span age groups, so this has been provided as an example rather than an endorsement to any particular initiative. Age Group School Curriculum Careers Lab Module Example additional activities Potential supporting organisations Pre-Secondary Year 7 Inspiration Introduction to careerpathways Career talks Primary Futures Inspiring the Future Founders 4 Schools Year 8 Aspiration Focused careers talks Working life skills seminar Industry Open Days Barclays Life Skills STEMNET Tomorrow s Engineers Year 9 Greater linkage between curriculum activities and career destinations Exploration Introduction to career web sites Education about the local labour market School visits to science fairs Workplace visits Big Bang Science Fair The Skills Show Inspiring Futures Foundation Plotr U-Explore Careers Academies Year 10 Year 11 Action Work experience Mock interviews CV practice Mentoring Professional careers guidance Business Class Ahead Partnership Make the Grade programme National Careers Service Company & sector outreach programmes, eg. Believe in Young People Post GCSE Career fairs Contact with FE/HE institutions University fairs Milkround 6

7 2. The role of the school: Teacher a. Overview of the teacher role The success of the partnership will depend on how the teacher and Business Ambassador support each other before, during and after the delivery of the module. Below are some simple steps for the teacher to follow in order to help keep the process simple and effective: Prior to the day: Set any pre-work for students prior to the module a list of extension activities for each module is included in the lesson plans Meet the Business Ambassador to agree which module, activity and delivery model and familiarise them with the school and classroom / venue where the sessions will take place. Prepare for the module. During the day: Introduce the context of the session (see PPt). Work with the Business Ambassador to help facilitate the session and deliver the chosen activities. Set extension exercises / independent learning. Stay in the classroom at all times and assist with behaviour management. After the module: Review how the module went and record and report back outcomes. 7

8 b. Expectations and commitment Teachers will be co-delivering the module rather than hosting a guest speaker, ensuring that sessions are tailored to best support student needs and making best use of the Business Ambassador s skills and knowledge. All of the resources include suggested roles and responsibilities between the teacher and Business Ambassador, however this should be finalised directly with the allocated Business Ambassador to ensure the smooth running of the module. c. Curriculum information and supporting notes We have provided a host of supporting materials to help navigate the maze of information available and help ensure that the sessions are as rich, informative and dynamic as possible. The tools have been designed with teachers in mind and will help save time. The supporting information can be applied to all four modules and includes: Overview of employability skills (Appendix A). Labour market trends (Appendix B). Overview of Post-16 options (Appendix C). Learning outcomes mapped to the Career Development Institute (Appendix D). Links to a wide range of inspirational videos to support delivery (these are also embedded in the PPts provided) (Appendix E). d. Additional ideas to help develop school-business relationships There is an opportunity to continue the relationship with the business beyond the day. Below are a few suggestions of ways in which the school and business could partner in future: After-school drop-in session for interested students to speak to the Business Ambassador one-on-one. CV surgery session. Work experience opportunities (liaise with HR Manager). School event with Business Ambassadors from different departments to inspire other students. Office tour or Taste of Work experience at the business. Repeat the module with a different class / year group. Speak to the Business Lead about further opportunities. If you have any further questions or concerns please contact your Business Lead or the Careers Lab Programme Manager. Alternatively, you can contact grace.mehanna@bitc.org.uk at Business in the Community. We hope you enjoy your Careers Lab experience! 8

9 Teacher Appendix

10 Appendix A - Employability Skills Careers Lab aims to deliver high quality careers education by emphasising core employability skills essential for student development. This programme has been designed in recognition of the Career Development Institute s ACEG framework for careers and work-related education. 1. Developing yourself through careers and work-related education Self-awareness: realistic appraisal of their qualities and skills, roles and responsibilities, values and attitudes, needs and interests, aptitudes and achievements enables individuals to make informed choices, assess their suitability for opportunities and identify priorities for their own development. It provides the foundation for building self-esteem, personal identity and career wellbeing. Self-determination: self-regulation and taking greater responsibility for the things that they do and that happen to them enables individuals to develop their sense of career agency, adaptability and resilience. Self-awareness enables individuals to make sense of their own story. Self-determination empowers individuals to improve their own story and to imagine possible futures for themselves. Self-improvement as a learner: understanding what they have learned, what they need to learn next and how they learn best prepares individuals for lifelong learning in careers and work. It fosters positive attitudes to learning and the skills of planning, review and reflection. 2. Learning about careers and the world of work Exploring careers and career development: career exploration promotes curiosity, opportunity awareness and a more positive attitude to the challenges, risks and rewards of careers and working life. A better understanding of career processes and structures enables individuals to make sense of their own careers as well as the career experiences of others. Investigating work and working life: helps individuals to understand the benefits and drawbacks of working life. It complements career exploration. Understanding business and industry: enables individuals to find out how businesses operate and to appreciate their role and impact on social and economic life. Investigating jobs and labour market information (LMI): individuals need to know how to access and analyse relevant and appropriate job and labour market information when they are ready for it. Valuing equality, diversity and inclusion: individuals need to learn that society s commitment to equality, diversity and inclusion benefits them and others by opposing the damage caused by stereotyping, discrimination and prejudice. It also enables organisations to make the best use of the full range of talent available. Learning about safe working practices and environments: learning how to keep themselves and others safe in whatever working environment they are in helps individuals to maintain health and safety standards at all times. 10

11 3. Developing your career management and employability skills Making the most of careers information, advice and guidance (CIAG): individuals need to learn how to recognise trusted sources of information, advice and guidance and how to make effective use of all the sources of help and support available to them. Preparing for employability: a priority for children and young people is to gain the skills and experience that will enable them to get jobs and sustain themselves in employment. Showing initiative and enterprise: this area of learning encompasses everything from becoming a top entrepreneur to showing initiative and enterprise in everyday life. It helps individuals to learn about risk, effort and making the most of opportunities. Developing personal financial capability: the increasing cost of training and further and higher education makes it essential for individuals to know about managing their money. They need to know how to make decisions about spending, saving and investing to ensure their economic wellbeing now and in the future. Identifying choices and opportunities: using networking, negotiation, information and evaluation skills enables individuals to maximise their choices and opportunities, including those that are unforeseen or unplanned. Individuals need to be able to recognise suitable progression pathways and qualifications. Planning and deciding: decision-making involves getting information, clarifying values and preferences, identifying options, weighing up influences and advice, solving problems, anticipating future decisions and having a back-up plan. It also involves being able to cope with chance events and unforeseen consequences. Handling applications and interviews: promoting themselves in a way that attracts the attention of selectors and recruiters as well as managing the application process involves developing a range of self-presentation and marketing skills that individuals will need throughout their lives. Managing changes and transitions: plans and decisions can break down if individuals fail to prepare for the career moves they need to make. Awareness of how to cope with life changes and transitions, partly gained from reflecting on previous moves, can support lifelong career development and employability. 11

12 Appendix B - Labour Market Trends Local Enterprise Partnerships are locally-owned partnerships between local authorities and businesses. They play a central role in determining local economic priorities and undertaking activities to drive economic growth and the creation of local jobs. The LEP Network is a gateway to news and information that enables Local Enterprise Partnerships to come together to discuss issues of shared importance, engage with Government, and share knowledge and good practice. National Careers Service has factsheets detailing key job market information for different sectors of the economy. You ll get an overview of the types of jobs in your chosen industry, find out about the skills employers want and learn about the employment trends in your region. These factsheets are provided by the Sector Skills Councils (SSC), which is a national employer-led organisation, responsible for the development of skills and qualifications in the workforce. nationalcareersservice.direct.gov.uk/advice/planning/lmi/pages/default Appendix C - Post-16 Options All young people are now required to continue in education or training until the end of the academic year in which they turn 17. From summer 2015 this will be until their 18th birthday. Therefore, the three primary routes for young people at 16 are: 1. Full-time education, such as school or a Further Education college. 2. Work-based learning, such as an Apprenticeship. 3. Full-time employment, self-employment, and volunteering (over 20 hours a week) combined with part-time education or training. Government advice on raising the participation age and what it means for young people: Here you will find answers to all the questions you may have about the rise in participation age and what it means to you. You will find information about all of the different options you have. media.education.gov.uk/assets/files/pdf/r/130729%20mythbuster.pdf Here you will find information for students who are currently in Year 9 and 10 who are the first people that the rise in participation age will apply to. media.education.gov.uk/assets/files/pdf/f/facts%20for%20young%20people.pdf 12

13 National Careers Service website: Here you will find information about options at 16 as part of the raised participation age. Staying at school is not the only option but the positives and negatives of this option can be seen here. nationalcareersservice.direct.gov.uk/youngpeople/pages/article-whencanileaveschool.aspx Here you will find answers to any questions about college, apprenticeships, qualifications, after college and gap years. nationalcareersservice.direct.gov.uk/youngpeople/pages/afterschool-yourfaqs.aspx 13

14 Appendix D - Career Development Institute We have developed the above activities based on learning outcomes from the ACEG framework for careers and work-related education. Learning Outcomes for KS3 Describe yourself, your strengths and preferences. Tell your own story and be positive about what you are doing to make progress, raise your achievement and improve your wellbeing. Explain how you have benefited as a learner from career and work-related learning activities and experiences. Describe different ways of looking at people s careers and how they develop Identify different kinds of work and why people s satisfaction with their working lives varies. Describe the organisation and structure of different types of businesses. Be aware of what job and labour market information (LMI) is and what it can do for you. Identify and make the most of your personal networks of support including how to access the impartial careers information, advice and guidance that you need. Recognise the qualities and skills needed for employability and provide evidence for those you have demonstrated both in and out of school. Look systematically at the choices and opportunities open to you when you reach a decision point. Know how to negotiate and make plans and decisions carefully to help you get the qualifications, skills and experience you need. Know how to prepare and present yourself well when going through a selection process. Show that you can be positive, flexible and well-prepared at transition points in your life. Learning Outcomes for KS4 Recognise how you are changing, what you have to offer and what s important to you. Explain key ideas about career and career development. Explain how work is changing and how this impacts on people s satisfaction with their working lives. Explain different types of businesses, how they operate and how they measure success. Find relevant job and labour market information (LMI) and know how to use it in your career planning. Build and make the most of your personal networks of support including making effective use of impartial careers information, advice and guidance. Show that you have acquired and developed qualities and skills to improve your employability. Research your education, training, apprenticeship, employment and volunteering options including information about the best progression pathways through to specific goals. Know how to make important plans and decisions carefully including how to solve problems and deal appropriately with influences on you. Know your rights and responsibilities in a selection process and the strategies to use to improve your chances of being chosen. Review and reflect on previous transitions to help you improve your preparation for future moves in education, training and employment. 14

15 Appendix E - Media Library Here are some links to informative career websites which promote best practice: Careersbox is a free online library of careers-related film, news and information. As the preferred digital new media partner to the Institute of Career Guidance, the largest careers body in the UK, Careersbox aim is to deliver the right information at the right time to careers advisers and job seekers. The case study films show real people doing real jobs, giving viewers insight into careers across all sectors and helping them to find the right career. Plotr is the revolutionary new careers platform for year olds. With the leadership of industry and the support of government, they have created a website that gives young people the help they need to build the careers they want. The site is completely free for young people, parents and teachers to use. U-explore works with schools and academies, colleges, universities, local authorities, businesses and organisations all over the country, they have put careers education into context. Their inventive technology covers a broad range of needs in the market and creates intuitive, stunning user interfaces for the educational, economic or training development needs of their customers. Below are links to different STEM workers talking about different aspects of their careers: Science: Technicians from a range of industries explain what their jobs involve icould.com/videos/discovering-technicians/ Dr Aderin Pocock is a Space Scientist and a Science Communicator icould.com/videos/maggie-aderin-pocock-mbe/ Maths: Angela Baxter - Syndicate actuary icould.com/videos/angela-baxter/ Norman Dalgleish - Financial planner icould.com/videos/norman-dalgleish/ Technology: Eddie Cowmeadow- Head of device and sim technology icould.com/videos/eddie-cowmeadow/ Peter Simpson- Food technologist icould.com/videos/peter-simpson/ Engineering: Harry Lancaster - Principle manufacturing engineer icould.com/videos/harry-lancaster/ Stuart Wilkinson - Software engineer icould.com/videos/stuart-wilkinson/ 15