KEY STAGE 3 CAREERS EDUCATION & GUIDANCE CONFERENCE

1. KEY STAGE 3 CAREERS EDUCATION & GUIDANCE CONFERENCE 5TH NOVEMBER 2009 Carole Devine Stephen Smith Connexions Staffordshire

2. Recently published research has concluded that CE/IAG is… “… critical to young people’s educational career at three key points: • in choosing KS4 options; • during KS4 where underachievement or disengagement begins; • in choosing post-16 destinations.” It also has an important role to play in preventing disengagement during Key Stage 3, and in supporting transition to work or further learning at 16 and is an important gateway to personalised learning

3. Information, advice and guidance (IAG) Covers a range of interventions to help young people progress and make successful transitions through learning and work.IAG enhances and complements careers education by providing young people with personalised, high quality, impartial and comprehensive information, advice and guidance on learning and work pathways and on other key issues that affect on their ability to develop and progress, such as health, housing and financial issues.

4. Careers Education Helps all young people to develop the knowledge, confidence and skills that they need to make well-informed, thought-through choices and plans that enable them to progress smoothly into further learning and work, now and in the future. It has three curriculum aims: Self development: understanding themselves and the influences on them Career exploration: investigating opportunities in learning and work Career management: setting personal goals and planning for future career destinations

5. Careers Education • Careers work covers four processes: • Careers education • Careers information, • Careers advice • Careers guidance • Some schools merge the two terms to call their programmes - CEIAG programmes

6. Changes which will impact on CEIAG • Raising of the Participation Age (RPA) - from 2013, all 17 year olds, and from 2015, all 18 year olds, will remain in full time education or accredited training • Local partnerships will be responsible for coordinating activity to ensure all 14–19 pathways are offered by 2013 • The extension of the September Guarantee to 17 year olds • From 2008, local authorities took over the commissioning and management of IAG • The Ofsted “Evaluation Schedule” and the school “self-evaluation form (SEF) have both been revised and CE/IAG now influence a range of issues on which inspectors are required to form judgements

7. Changes which will impact on CEIAG (continued) • From April 2010 The Learning and Skills Council will be abolished, and 16 to 19 funding will be delivered through LAs. LAs will be responsible for all education services up to age 19 including responsibility for commissioning • Young People’s Quality Standards for Information, Advice and Guidance (2008) • Post Sixteen Progression measure • The new IAG Strategy- Quality, Choice and Aspiration • The new Statutory Guidance: Impartial Careers Education

8. ‘Quality, Choice and Aspiration’ • IAG Guarantee • Each institution to appoint a senior leader with responsibility for IAG • Statutory guidance for careers education • From September 2010, every secondary school student will receive personal tutoring from a single, named member of staff • Exploring the development of new qualifications to meet the needs of careers co-ordinators

9. ‘Quality, Choice and Aspiration’ • The ambition is to give every young person careers education up to the age of 18 in line with raising the participation age • providing every young person with access to a mentor - two new national mentoring champions will help increase mentoring opportunities between schools, businesses and higher education • ensuring better online access to careers advice through Facebook, YouTube, blogs and forums and a new dedicated online mentoring scheme from 2010 to enable young people to contact professionals online • offering more help for disadvantaged and disabled young people in accessing work experience • establishing a £10 million fund to support innovative ways of delivering careers education.

10. Statutory Guidance: Impartial Careers Education • “Principles” of impartial careers educationthat describe the objectives of careers education • ‘’Key Information’’ - questions on post-Key Stage 3 and post-16 learning pathways to which young people require answers • Checklist of 12 key points for head teachers to consider • Will be accompanied by a resource pack

11. Statutory Requirements Learning providers including middle schools, PRUs and Special Schools and academies are required to provide: • Careers education from Year 7 through to Year 11 • Work-related learning (including enterprise education) at key stage 4; • Careers information and advice in an impartial way (Education and Skills Bill, 2007) - except academies • Students with access to up to date careers information materials • Students with a full range of options in respect of 16-18 education or training

12. Maintained secondary schools and academies also have statutory duties: • To give “careers advisers” (i.e. Connexions Personal Advisers with careers guidance training) relevant information on pupils • To give “careers advisers” access to pupils and staff for the purpose of providing careers advice and guidance • To make available a wide range of guidance and reference materials relating to careers education and career opportunities.

13. Complying with these statutory requirements and having regard to the Careers Education Guidance is the duty of the governing body of each school and the head teacher or principal. In the case of a PRU it is the duty of the local authority and the teacher in charge In addition all teachers are charged with: "providing guidance and advice to pupils on educational andsocial matters and on their further education and future careers, including information about sources of more expert advice on specific questions"

14. What does good CEG look like? • Takes account of curriculum requirements and guidance • Contains a clear and shared vision of what careers education and IAG should achieve • A shared understanding of what comprises good quality • Involves parents/carers, other learning providers, employers, external IAG providers and other agencies • Includes student voice

15. Activity

16. Check you are meeting national requirements: By using key documents such as: • National CEG Framework • Career, work-related learning and Enterprise Framework • Non-Statutory Programmes of Study for economic wellbeing and financial capability at Key Stage 3 and 4 • Supporting Choices 11-19+

17. And by: • Auditing against the National Standards • Signing up for the IAG Quality Mark • Looking at the new Ofsted framework/SEF • Using support websites • www.cegnet.co.uk • www.iagworkforce.co.uk • http://www.diploma-support.org/communities/iag • www.cxstaffs.co.uk

18. Key Stage 3 CEG • 14-19 reforms mean that programmes need to reflect the impact of these changes • E.g. move away from just preparation for Year 9 options • Preparation and development of skills in order to make the decisions and in particular self-help skills • Raising of the Participation Age • Higher Education progression

19. What should co-ordinators be doing? • Keep in touch with local and national developments – CEGNET/CEIAG News • Check that the careers education programme meets national requirements both statutory and guidance – there may be a need to strengthen careers education in years 7 and 8 • Ensure that careers information and advice are given in an impartial way • Check that the careers education programme supports progression and continuity in learning

20. What should co-ordinators be doing? • Check that the careers education programme promotes the development of self-help skills • Review careers information provision to ensure that it meets current and emerging needs • Review the links between careers education and related IAG activities

21. Support from us! • Web site www.cxstaffs.co.uk • IAG Team, based at Foregate House, Stafford • carole.devine@cxstaffs.co.uk 01785 355688 • stephen.smith@cxstaffs.co.uk 01785 355754

22. Aerial Contortionist Scuba Regulator Willow Worker Spanish Webs Artist Insect Interpreter Pinfold Manager Mud Logger Lighting Stand-in Coprolite Analyst Palaeopharmacologist Shark Keeper Angel Therapist Technical Author Iridologist Graphologist Cigar Buyer Equine Reflexologist Hair Seller Molasses Trader German Wheel Artist Yurt Maker Location Scout Look at this list of jobs. Can you spot the fakes?

23. A Challenge • Can you think of a fake job that sounds plausible? • Have a go!

24. Aerial Contortionist Scuba Regulator Willow Worker Spanish Webs Artist Insect Interpreter Pinfold Manager Mud Logger Lighting Stand-in Coprolite Analyst Palaeopharmacologist Shark Keeper Angel Therapist Technical Author Iridologist Graphologist Cigar Buyer Equine Reflexologist Hair Seller Molasses Trader German Wheel Artist Yurt Maker Location Scout Now, back to the list of jobs. Did you spot the fakes?

25. Aerial Contortionist Scuba Regulator Willow Worker Spanish Webs Artist Insect Interpreter Pinfold Manager Mud Logger Lighting Stand-in Coprolite Analyst Palaeopharmacologist Shark Keeper Angel Therapist Technical Author Iridologist Graphologist Cigar Buyer Equine Reflexologist Hair Seller Molasses Trader German Wheel Artist Yurt Maker Location Scout Let’s reveal the fake jobs

26. So, what do you think the real jobs involve?

27. Challenge • Has anyone come up with a fake job that sounds plausible?

28. And some other resources

29. ‘Have A Go!’ • Given the speed and nature of the reforms of the 14-19 curriculum and options pathways, learners face an increasingly complex and evolving range of choices. • The focus of ‘Have A Go!’ is on helping to develop underlying knowledge, understanding and skills rather than focusing on specific choices and options, though these are included. • ‘Have A Go!’ is not so much about teaching content. Learners are encouraged to provide much of the content themselves as part of the activities. • Encouraging participation – ‘Have A Go!’

30. ‘Have A Go!’ aims to: • Offer modules, activities and other ideas to deliver key elements of careers education and guidance to learners in Years 7 and 8. • Offer activities that include fun and interesting methods, which can be delivered through national curriculum subjects. • Develop skills in students that help to prepare them for making good decisions in Year 9 and beyond. • Create materials and associated resources that could be employed by the DCSF for further development and distribution.

31. Links with National Frameworks • Careers Education in England: A National Framework 11-19 (DFES 2003),which supports learning related to three main areas: • Self Development • Career Exploration • Career Management • Career, work-related learning and enterprise 11-19: A framework to support economic wellbeing (QCA 2008) • Personal Learning and Thinking Skills (PLTS)

32. Personal Learning and Thinking Skills • Independent enquirers • Creative thinkers • Reflective learners • Team workers • Self-managers • Effective participators

33. The main elements of ‘Have A Go!’ • Route One and Route Two: modular routes or courses, each made up of six units with a number of supporting activities. • ‘Stand Alone’ Activities: three larger activities that could form part of a longer session, such as an activity morning or day. • Generic Skills Activities: a separate group of activities aimed at developing generic skills and which could be used in support of other activities.

34. The main elements of ‘Have A Go!’ • Learners can use a variety of learning styles and activities, e.g. writing, discussion, artistic, role play. • Routes One and Two are suggested as complete courses. However: • Each unit and activity could be delivered as a ‘one-off’ and/or be integrated into an existing programme. • So, the pack can be used as a ‘pick and mix’ resource with schools deciding which units and activities may suit inclusion in their delivery of CEG to Years 7 and 8. • Some activities may be suitable for other year groups, e.g. Year 9 or even higher years.

35. The main elements of ‘Have A Go!’ • Adaptable to different methods of delivery: • Collapsed Timetable (Stand Alone) • Discrete CEG lessons • Cross-curricular • Schools are encouraged to take what they want from HAG and to adapt the materials to their requirements • Schools are also welcome to share ideas and practice • www.cxstaffs.co.uk/haveago

36. Stone Age Job Centre

37. Stone Age Job Centre Learners complete a brief interest guide to see which Stone Age Job might suit them: Toolmaker Hunter Gatherer Cave Painter Healer Chief They visit the Stone Age Job Centre and apply for the job that they think best matches their profile.

38. INVASION!

39. Who will defend our City? Build your own Superhero!

40. Rescue Mission: Orion Space Station Can the teams decide who should be rescued? Can they identify the enemy agent?

41. Boy Brain; Girl Brain

42. Occupational Allocation Act 2008 The Occupational Allocation Act came into force in November 2008 and applies to school leavers who reach Year 11 from 2014 onwards. To make sure that the UK has the workers it needs in the 21st Century, the Government will choose the jobs that people will do in the future. You will have to stay in that type of work for the whole of your career and you will not have any choice in the matter.

43. Occupational Allocation Act 2008 Do you believe that? How would you feel about it, if it were true? Who do you think should choose the career that you do? (How do you feel about the Raising of the Participation Age?)

44. The CD-ROM in the Conference Pack • ‘Have A Go!’ two additional versions of ‘These Jobs: Real or Fake?’ • Copies the handouts used today • Electronic copies of key documents mentioned today • Links to other materials and sources of information that can be used with learners in Key Stage 3

45. Gender Stereotyping • The Poster Exercise is an example of a resource available from Women in Science, Engineering and Technology • Further information is available from: www.ukrc4setwomen.org/

46. Gender Stereotyping • Taster sessions in February 2010 aimed at Year 8 learners to address gender stereotyping, planned by Rhiannon Taylor and Christine Williams, two of the District Coordinators within the Staffordshire LA 14-19 Team. • One planned outcome is to develop a model that can be applied by schools, perhaps as part of a collaborative approach.

47. Raising of the Participation Age (RPA) to 18 • The DCSF is setting up IAG Trials is pilot areas of the country, including Staffordshire. • Learners in Years 6, 7 and 8 are the key target group for the Trials. • The IAG Trials will be launched on 8th December with schools running different activities with learners, parents and carers aimed at raising awareness of RPA and its impact. • If your school would like to be involved, please talk to Carole Devine or Stephen Smith.

48. Launchpad is a brand new program for Key Stage 3 which is designed to introduce students to their future options, including the Diploma, and help them plan and make choices about their education and career path.

49. A guide to other resources • Aim Higher – Putting You In the Picture • Staffordshire Partnership - www.staffpart.org.uk/workexp_schools.htm • ‘Connexions Area’ lesson plans from Connexions Birmingham – www.connexions-bs-co.uk/main.php?section=2779 • Coventry and Warwickshire – lesson plans on Key Stage 4 choices (funded through the same project as ‘Have A Go!’ (On the CD-ROM)