Reimagining Careers Education for the Future

RE-INVENTING CAREERS EDUCATION the future in seven-and-a-half chapters to help you to plan for… > universal entitlement and local need; > employability and well-being; > expertise and experience; > practice and principles; > agendas and schemes of work; > careers education and curriculum; > guidance and teaching; > boundaries and links; > professionalism and reform; > standards and life-role relevance. these ideas in: The future of careers education in seven-and-a-half chapters - at: www.hihohiho.com - in ‘the underpinning’ this PowerPoint at: www.hihohiho.com in ‘the magazine’(in touch) _________ handouts:print in fine colour/ copy in grey-scale DVT 9 Curriculum uploaded 19/06/07

QCA 2007 - rebalancing curriculum ‘... we want to encourage schools to be innovative in the way that they plan the school timetable...’ QCA boss ‘... to make pupils more enthusiastic about learning.’ rebalancing universal entitlement and local need calls on curriculum

QCA 2007 - the aims • enquiring minds - think for themselves... know how to process • information, reason, question and evaluate... know about big ideas and events that shape our world; > successful learners: >confident individuals: > responsible citizens: ‘... we want to encourage schools to be innovative in the way that they plan the school timetable...’ ‘... to make pupils more enthusiastic about learning.’ QCA boss rebalancing universal entitlement and local need calls on curriculum self-aware and deal well with their emotions... recognise their talents and have ambitions... are willing to try new things and make the most of opportunities; well prepared for life and work... take account of the needs of present future generations in the choices they make... can change things for the better.

QCA 2007 - and Youth Matters • for example ‘have a say in what and how you • learn’; • enjoy and succeed: • stay safe and manage risks: • maintain a healthy lifestyle: • form relationships and participate: • be ready for working life: • Youth Matters and QCA Review • rebalancing employability and well-being calls on curriculum • for example ‘develop skills such as • negotiation and assertiveness to resist unhelpful pressure’; • for example ‘see the • consequences that some decisions might have on their health and • that of others’;. • for example ‘understand the • multiple roles individuals play’; • for example ‘understand the • economy’ and ‘be an informed consumer of financial services’.

QCA 2007 - Youth Matters and careers • 1. enjoy and succeed: for example ‘have a say in what and how you learn’; • 2. stay safe and manage risks: for example ‘develop skills such as negotiation and assertiveness to resist unhelpful pressure’; • 3. maintain a healthy lifestyle: for example ‘see the consequences that some decisions might have on their health and that of others’; • 4. form relationships and participate: for example ‘understand the multiple roles individuals play’; • 5. be ready for working life: for example ‘understand the economy’ and ‘be an informed consumer of financial services’. • Youth Matters and QCA Review • rebalancing employability and well-being • calls on curriculum • well-being in the emerging curriculum personal, social, health and economic education education for citizenship religious education civil well-being personal well-being economic well-being spiritual well-being

back story 1: changing culture ‘The great majority of young people are taking advantage of the expanding opportunities that changes in society and the economy are providing. The internet, mobile phones, digital tv and games consoles have transformed the way they use their leisure time. Texting and chat-rooms are for many an essential means of communication. The web is today’s newspaper, gossip column and encyclopaedia all rolled into one.’ Youth Matters rebalancing expertise and experiencecalls on curriculum

back story 1: culture and career ‘The great majority of young people are taking advantage of the expanding opportunities that changes in society and the economy are providing. The internet, mobile phones, digital tv and games consoles have transformed the way they use their leisure time. Texting and chat-rooms are for many an essential means of communication. The web is today’s newspaper, gossip column and encyclopaedia all rolled into one.’ Youth Matters rebalancing expertise and experience calls on curriculum > beliefs – this is how things are; • > values - this is what is worth • doing; > expectations – and this is who is in a position to do it.

back story 2: locality in policy ‘The information needed appropriately to formulate targets is held by the people in schools - rather than in government departments. To evade that reality is to undermine the authority and morale of those engaged in the activities which are being planned.’ The State and the Market (abstracted) rebalancing expertise and experiencecalls on curriculum

back story 2: ‘locality’ and career ‘The information needed appropriately to formulate targets is held by the people in schools - rather than in government departments. To evade that reality is to undermine the authority and morale of those engaged in the activities which are being planned.’ The State and the Market (abstracted) rebalancing expertise and experiencecalls on curriculum > post-coded and other proximate realities; > ‘long-tail’ celebrations of ‘people-like-us’; • > attachment, allegiance and resonance.

back story 3: well-being in experience ‘Our national output has grown in every quarter since 1993. But a visitor might rightly ask, “if you’re so rich, how come you ain’t happy?”. Of course, happiness and well-being are notoriously slippery concepts. But it’s hard to deny that something is wrong.’ Compassionate Conservatism rebalancing expertise and experience calls on curriculum

back story 3: experience in role We do semantic and procedural,but less episodic learning - developing a story of how learning can be used in a life. ‘Our national output has grown in every quarter since 1993. But a visitor might rightly ask, “if you’re so rich, how come you ain’t happy?”. Of course, happiness and well-being are notoriously slippery concepts. But it’s hard to deny that something is wrong.’ Compassionate Conservatism rebalancing expertise and experience calls on curriculum For example… …as a job-seeker - and a friend - and a son > where? …in an interview / > with whom? …a selector / > for what? …looking good / • on the street / at home my mates / the family letting go / holding on

effect 1: principle not prescription • 1. aims: what students gain, and why it is important; • 2. key processes: how learning is acquired and used; • 3. key concepts: ideas that underpin any useful grasp of the learning; • 4. range and content: topics and issues that students need to examine; • 5. opportunities: scheme, project and experience. • QCA Review • rebalancing practice and principles • calls on curriculum

effect 1: principles enable links • 1. aims: what students gain, and why it is important; • 2. key processes: how learning is acquired and used; • 3. key concepts: ideas that underpin any useful grasp of the learning; • 4. range and content: topics and issues that students need to examine; • 5. opportunities: scheme, project and experience. • QCA Review • rebalancing practice and principles • calls on curriculum every scheme to be organised around the five principles - so that links can be made between... ... citizenship, religious education, personal and economic well-being; ... well-being and any part of the subject-based curriculum; ... subjects separated by conventional timetabling; ... school-based and community-based expertise and experience.

- which is useful: • - that is new; • - who is credible. • Youth Matters - Next Steps (adapted) effect 2: integration • > ‘use “work” as a context for learning across the curriculum’; and • > ‘reflect on how their learning in all subjects in the curriculum is relevant to their economic well-being’. • QCA Review • rebalancing boundaries and links • calls on curriculum • ‘something do’ • ‘somewhere to go’ • ‘someone to talk to’

effect 2: not boxed or infused - integrated • > ‘use “work” as a context for learning across the curriculum’; and • > ‘reflect on how their learning in all subjects in the curriculum is relevant to their economic well- being’. • QCA Review • ‘something do’ – which is useful: • ‘somewhere to go’ – that is new; • ‘someone to talk to’ - who is credible. • Youth Matters - Next Steps (adapted) • rebalancing boundaries and links • calls on curriculum subject-based infused integrated wholly-owned in a box ‘specialist’ another subject by ‘whomever’ other’s space as-and-when cross-curricular subject-by-subject more for less shared space as needed off-the-edge task-by-task less is more

effect 3: re-programming curriculum • key features of curriculum: • rebalancing guidance and teaching • calls on curriculum > enabling processes: so that students learn how to learn; > ensuring progression: so that students move forward from basic to useful learning; > getting transfer-of-learning: so they have multiple links for using the learning in their lives; > working across boundaries: so that learning is rooted in a range of expertise and experience.

for network, team and scheme development… ...who is helping?... …enabling what learning?... ...bringing what credibility?... effect 3: programme management • key features of curriculum: > enabling processes: so that students learn how to learn; > ensuring progression: so that students move forward from basic to useful learning; > getting transfer-of-learning: so they have multiple links for using the learning in their lives; > working across boundaries: so that learning is rooted in a range of expertise and experience. • rebalancing guidance and teaching • calls on curriculum

effect 4: reforming careers work ‘The curriculum cannot remain static. We have to re-appraise our work in response to the changing needs of our students and the impact of economic, social and cultural change. Education only flourishes if it successfully adapts to the demands and needs of the time.’ DfES – The National Curriculum (abstracted) rebalancing professionalism and reform calls on curriculum

effect 4: reforming careers work ‘The curriculum cannot remain static. We have to re-appraise our work in response to the changing needs of our students and the impact of economic, social and cultural change. Education only flourishes if it successfully adapts to the demands and needs of the time.’ DfES – The National Curriculum (abstracted) rebalancing professionalism and reform calls on curriculum > from bilateral to multilateral partnerships; > at the heart of curriculum; > positioned for on-going curriculum reform.

the future - in seven-and-a-half chapters 1. ‘back to basics’: embedding careers education in economic well- being; 2. ‘moving out’: linking learning for work roles to other economic roles; 3. ‘getting smart’: drawing on expertise and experience in school-wide curriculum and community; 4. ‘off the edge’: getting integrated events in central timetabling; 5. ‘linking up’: as pressures on citizenship relax, linking economic to civil roles; 6. ‘markets and meaning’: as pressures on religious education relax, working with meaning and purposes for life roles; 7. ‘the reformers’: becoming a major source for on-going curriculum reform. chapter seven-and-a-half: ‘pastoral’, ‘religion’, ‘citizenship’ and ‘career’ may prove to be pre-twenty-first-century words – we might now find better. rebalancing standards and life-role relevance calls on curriculum

the future - as life-role related learning 1. ‘back to basics’: embedding careers education in economic well- being; 2. ‘moving out’: linking learning for work roles to other economic roles; 3. ‘getting smart’: drawing on expertise and experience in school-wide curriculum and community; 4. ‘off the edge’: getting integrated events in central timetabling; 5. ‘linking up’: as pressures on citizenship relax, linking economic to civil roles; 6. ‘markets and meaning’: as pressures on religious education relax, working with meaning and purposes for life roles; 7. ‘the reformers’: becoming a major source for on-going curriculum reform. chapter seven-and-a-half: ‘pastoral’, ‘religion’, ‘citizenship’ and ‘career’ may prove to be pre-twenty-first-century words – we might now find better. rebalancing standards and life-role relevance calls on curriculum daughter / friend / lover / consumer / debtor job-seeker / employee / entrepreneur / investor voter / activist / neighbour / volunteer believer / disciple / worshipper / guru

any hope here? for rebalancing… universal entitlement and local need: employability and well-being: expertise and experience: practice and principles: agendas and schemes of work: careers education and curriculum: guidance and teaching: boundaries and links: professionalism and reform: standards and life-role relevance: yes/noyes/noyes/noyes/noyes/noyes/noyes/noyes/noyes/noyes/no if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com get…a run-down on the QCA review: www.hihohiho.com/magazine/features/cafreview.html the QCA proposals on life-role relevance: www.hihohiho.com/moving on/cafqca.pdf this PowerPoint: www.hihohiho.com/magazine/features/cafreview.ppt help colleagues: paste these urls into an e-mail

Reimagining Careers Education for the Future