Selected slides from the

Introductory Course

15th December 2010

Your Trainers today:Linda ReasonLinda ReasonCEIAG Development Manager

Tricia RedmanResearch & Information Advisor (Prospects)01709 821184Tricia.redman@prospects.co.uk

Jenny LawlessCEIAG Development Advisor (RMBC)01709 255227Jenny.lawless@prospects.co.uk Jenny.lawless@rotherham.gov.uk

Aims of course

• To give teachers with limited experience of careers work a thorough briefing on the issues and the context of CEIAG.

• To examine the aims and learning outcomes of CEIAG.

• To consider how they can be addressed in an institution.

• To provide an introduction to Connexions library resources and careers education support materials.

Who said this – and when?

“ The greater part of what is taught in schools and universities does not seem to be the most proper preparation for that which is to employ them (for) the rest of their days.”

Purpose of the curriculum

To enable all young people to become:

• Successful learners• Confident individuals• Responsible citizens

Which is careers education?Which is careers guidance?

• Careers guidance – usually 1-to-1 or small group – enables yp to make informed decisions

• Careers education – curriculum subject – usually class groups – PSHE education/ careers lessons, etc.

• NEED BOTH!!

CEG - components

• Planned programme of careers education

• Information about opportunities in learning and work

• Advice and guidance, linked to:• Recording achievement, reviewing

progress and learning planning• Experience of work

Careers Education and Guidance - aims

[CEG = Skills focused]• Self Development [understand themselves/

influences on them]

• Career Exploration [investigate opportunities in learning and work]

• Career Management [make and adjust plans to manage change and transition]

CEIAG

• This term is being used more and more

• Careers education + information, advice and guidance [for learning and progression]

• Work much better when linked up!

The Wider Curriculum

From 2008

• PSHE, work-related learning, careers, enterprise, and financial capability brought together [under PSHE education]

• Two non-statutory programmes of study at key stages 3 and 4: personal well-being and economic well-being and financial capability.

Personal well-being

• Covers sexual relationships, drugs and alcohol, as well as aspects like personal qualities, attitudes and skills.

• Relates particularly [but not only] to the first four outcomes of Every Child Matters.

Economic well-being and financial capability

• Supports the statutory requirements for careers education and work-related learning as well as enterprise.

• Relates particularly [but not only] to the fifth outcome of Every Child Matters.

Personal wellbeing/Economic wellbeing and financial capability

Personal wellbeing Economic wellbeing and financial capability

PSHE Careers education

Sex and relationships education

Work-related learning, including Enterprise

Drug and alcohol education Personal finance education

Be healthyStay safeEnjoy and achieve

Enjoy and achieveMake a positive contributionAchieve economic well-being

Work related learning

• Statutory at Key Stage 4• Learning through/for/about work• Enterprise education – 5 days but

not bolt-on• Strong links with CEIAG

Citizenship• Statutory KS3/4 National Curriculum

subject• Knowledge, skills and understanding to

play effective role in public life. • Rights, responsibilities, duties and

freedoms, laws, justice and democracy. • Decision-making and different forms of

action. • Play an active role in the life of their

schools, neighbourhoods, communities and wider society

Why is CEIAG important?

• Gives relevance to learning• Raises aspirations and motivation• Can impact on academic attainment• Supports participation in learning and

successful progression through key transitions 11-19 and beyond

• Research – e.g. ‘Evidence and Impact’, 2009

What am I supposed to do?

•Current legal requirements•Standards and non-statutory

guidance [more later]•Careers co-ordinator’s role

Legal requirements - all publicly funded schools must:

• Provide a programme of CEG to all pupils in years 7 -11

• Provide access and information for Careers/ Connexions Service [schools and colleges]

• Ensure that students have access to materials providing Careers Guidance and a wide range of up to date reference materials [schools and colleges]

All publicly funded schools must:

• Provide work-related learning for all key stage 4 students

• Provide enterprise education at key stage 4

• Provide Citizenship at key stages 3 and 4

• Provide impartial information, advice and careers education

Careers co-ordinator’s role

• Providing vision and direction• Planning programmes• Delivering CEIAG• Managing CEIAG• Assuring quality and continuously

improving CEIAG

What do all students need?• Development of skills to cover 3 main aims• Entitlement

• Ask young people what they think they need!

• Ask PA …• Ask FE/HE …• Ask employers … - how well prepared your students are.

Education – new pathways

Foundation Learning

• Progression for learners below level 2

• Small, manageable chunks of learning and recognition for their achievements along the way

• Personalised learning programmes that all include personal and social development, functional skills and vocational knowledge and skills

Who are the Foundation Learners?

• Those who are mainly operating at entry level or level 1 – pre- and post-16

• Those at Key Stage 4 who are unsuited to GCSEs

• Could be at risk of disengagement• Could be in alternative provision• Could have learning difficulties/disabilitiesIf the learner can do bite-sized pieces of learning,

with achievement at the end of each piece, it is likely that his/her motivation will improve.

Changes to the world of work

• Up to 10% of our 16-18 year olds are not in education, employment or training (NEET)

• And the world is changing fast – new skills are needed for changing labour markets and jobs that didn’t exist a few years ago, and young people need to be qualified to higher levels

Quality, Choiceand Aspiration

A strategy for young people’s information, advice and guidance

Help schools ensure that all young people receive the support they need to progress and achieve

to the best of their abilities

Help schools ensure that all young people receive the support they need to progress and achieve

to the best of their abilities

Statutory Guidance: Impartial Careers Education

October 2009

Statutory Guidance: Impartial Careers Education

October 2009

6 Principles of Impartial Careers Education – DCSF, 2009

Careers education should:• Empower young people to plan and

manage their own futures;• Respond to the needs of each learner; • Provide comprehensive information

and advice; • Raise aspirations; • Actively promote equality of

opportunity and challenge stereotypes; • Help young people to progress.

Statutory Guidance Resources Pack

• Learning outcomes framework• Briefing notes• Audit tools• Fact cards• DVD• Lesson plans• Model Partnership Agreement

How do I know if I’m doing it right?

• Monitoring, reviewing – and evaluation of impact

• Inspection• Self evaluation/assessment by external people

• Ask young people!• Ask PA!• Ask FE/HE• Ask employers - how well prepared your students are.

Assuring quality

• Learning outcomes for CEG(Careers Framework 7-19)

• Local quality awards

• Quality Standards for Young People’s IAG(DCSF, October 2007)

Inspection

• Extent to which develop workplace skills

• Effectiveness of care, guidance and support

• Effectiveness of partnerships• Effectiveness with which school

promotes equal opportunity and tackles discrimination

Evaluating impact – “Is it working?”

• Collect, analyse and use evidence• Make judgements – and changes!• Ask all stakeholders – and give

feedback• Evaluate against intended outcomes• Questionnaires, interviews, focus

groups, before and after, observations, assessments, destinations, [lack of] course changing, etc.

Professional Association

• www.aceg.org.uk• Professional subject association for

CEG in schools and colleges• Membership £60 a year• Support for professional

development; information; website; lobbying;

conference, etc.

Who should I be working with?

Don’t worry, you are not alone

Use the expertise of colleagues both in and outside of school

Within School

• PSHE/Citizenship Co-ordinator• Subject Specialists/Project Based Learning

Teachers• Tutors• Mentors• ICT staff• Connexions Personal Adviser (PA)• SEN/EAL Co-ordinators• Re engagement Co-ordinators• Work Experience Co-ordinators

Outside School

• 14 to 19 Team• Education Business Partnership (EBP)• Training Providers• Employers• Colleges• Connexions PA• CEIAG Development Team

Your Connexions Personal Adviser

• Will be qualified in Careers Guidance to NVQ Level 4 as a minimum

• Works to set standards (based on Ofsted requirements)

• All PAs are observed and assessed • Will have undertaken mandatory training in:• Equal Opportunities, Health & Safety, Data

Protection, Child Protection, in addition to other training on specific issues such as 14-19 Developments, Learning Provision, Involving Young People.

• All PAs observe confidentiality and impartiality

Who do PAs work with?

• Traditionally young people in Years 9-13, now extended to Years 7 and 8

These include:• In Years 11, 12 and 13, pupils making a transition

to the labour market, further and higher education, potential NEETS (yp Not in Education Training or Employment)

• All Year groups – statemented and school action plus pupils, poor attendees, under achievers, teenage parents, pupils in care, pupils choosing pathways (option choice)

Specialist Services for pupils with learning difficulties and/or

disabilities • Work with SENCO to identify young people with additional needs

• Attendance at Transition Reviews (Year 9) and where possible• subsequent years

• Identifying suitable provision - local or residential

• Production of a (139a) Learning difficulties Assessment which detaileducational, emotional and behavioural support necessary forsuccessful study for all pupils who have a statement and thosedesignated school action plus

How do we work and what do we offer?

For Young People we offer:• One to one interviews• Drop in Sessions• Group work- this could be on: occupational areas, using careers guidance

programmes, self-awareness, completing application forms, interview techniques, input to qualifications such as Certificate of personal effectiveness (COPE), Employability, Step Up, Work skills.

• Involving Young People in shaping our Service

How do we work and what do we offer?

• For Parents we offer discussion at Parents’ Evenings

• Can attend their child's interview at a negotiated time

• Can use our Centre

How do we work and what do we offer?

• For School Staff we can offer:• Support for the Careers Education

Programme• Contributions to in-school training• Awareness raising on local provision • Referrals for pupils they are concerned about• Help with the September Guarantee• Feedback on leaver destinations

How do we do all of this?

By negotiation

The Partnership Agreement

• Drawn up by negotiation with PA, Careers/Connexions Co-ordinator and SLT

• Focuses on: - Priorities for School and Connexions - What will be delivered, when and to whom - Responsibilities for co-ordination• Reviewed termly

How we can work together

• Your PA is part of your school team

• Keep PA informed of school activities, visits, visiting speakers, changes to calendar

• Devise an effective appointment system

What are Information Resources?

• Library books

• Free or low cost publications (leaflets, booklets etc)

• Posters and display materials

• Computer based resourcesSoftwareWebsites

• Other media – DVDs etc

Do you need to do anything about the

Information Resources right now?

Information Resources : A Priority?

No

I’ve got too much else to do!!!!!

Yes

This is one area in which I can make a significant difference in a relatively short time

3 practical steps

1. Look (critically) at what you’ve got

2. Clarify where the money is coming from and who is going to do the work

3. Use the free support on offer

Take a critical look

Look at the CRC as if you are a user or “customer”

Step 2 - money matters• School Budget

• Careers / Connexions Library Initiative or Connexions Resource fund

Who will be doing the work?Who is responsible - budget holder?Who is going to do the “admin?” Job description?

Step 2: continued ... don’t put your foot in it!

Step 3: Use the Free support

What materials can I use in a careers programme?

• What learning outcomes do your students need?

• Careers education resources – free

• Careers education resources – priced

• Support from Prospects

Careers Education Resources

Activity:

Access the Student Viewer on the Ways & Choices interactive CD rom

Review the following recommended lessons and activities:

• Lesson 1: KS4 Decisions and PathwaysOptions for next year quiz

• Lesson 2 Making Careers Research workHoliday in BarziniaI love my job

• Lesson 4 Challenging StereotypesMoney Mountain

• Lesson 5 Post 16 Decisions & PathwaysChoosing what to do nextPost 16 game

Feedback

useful websites

• www.u-explore.com – Aim to get all pupils registered by Feb 2011 contact sarah.hunt@u-explore.com

• www.ibrowserotherham.org.uk • www.cegnet.co.uk • www.applyrotherham.org.uk• www.connexions-direct.com • www.connexions-direct.com/jobs4u • www.icould.com

Summary/Conclusions

If you don’t remember anything else!!......• Top tips – see pg 58 in your pack• 3 main aims of Careers Ed• Cegnet website• We are here to help• Make sure you know who your PA is and

arrange to meet with them regularly