Careers Education and Guidance in a Nutshell

1. Careers Education and Guidance in a Nutshell A briefing for senior managers Prepared by the Careers Education Support Programme Connexions on behalf of DfES

2. Background • ‘Careers Education and Guidance in a Nutshell’ was produced by the Careers Education Support Programme for Connexions • It is available from DfES Publications (Tel: 0845 6022260 quoting ref: DfES/0151/2004) or on-line at www.cegnet.co.uk

3. What do you want to do? • Find out what’s in ‘Careers in a Nutshell’ - Follow this link • Decide how you are going to use it - Follow this link • Know why it was produced - Follow this link • Find out more about careers education and guidance (CEG) - Follow this link

4. 1 What’s it all about? 2 Sorting out the difference 3 Strong Connexions 4 Why we have careers education and guidance 5 What careers education and guidance looks like in practice 6 Who’s involved? 7 Tutors count! 8 Subject teachers inspire! 9 You’re not alone Contents

5. 1 ‘What’s it all about?’ tells you that careers education and guidance helps to: • Lay the foundation for lifelong career learning and development, choices and changes • Foster a more integrated approach to personal development through Connexions • Harness careers education and guidance to achieve the aims for 14-19 education

6. 2 ‘Sorting out the difference’ tells you that careers education and guidance consists of: • Careers education - a planned programme of curriculum activities and experiences for groups to promote self development, career exploration and career management • Careers guidance - made up of one-to-one or small group activities to enable individuals to make plans, choices and decisions

7. 3 ‘Strong Connexions’ tells you that Connexions is: • a one-stop shop • for all teenagers • differentiated to meet individual need • designed to offer local solutions to local needs • built on the principle of giving a voice to young people

8. 4 ‘Why we have CEG tells you that schools provide careers education and guidance to: • help raise achievement, promote social inclusion and encourage wider participation • meet legal requirements, eg. they must provide a careers programme for Y7-11 from September 2004

9. 5 ‘What CEG looks like in practice’ tells you that effective careers education and guidance is: • planned strategically • well-led • integrated in the curriculum • well-taught by trained staff • assessed appropriately • evaluated and quality assured

10. young people parents, carers and guardians senior managers governors local authority staff careers specialists tutors subject specialists adults other than teachers personal advisers 6 ‘Who’s involved?’ tells you that careers education is a partnership between:

11. 7 ‘Tutors count!’ tells you that tutors have a key role in relation to: • supporting and monitoring the career learning and development of students • facilitating communication between students, teachers, parents and carers, personal advisers and others • careers teaching • front line guidance and organising referrals

12. 8 ‘Subject teachers inspire!’ tells you that subject teachers have a key role in relation to: • spurring students on to higher levels of achievement • explaining the career relevance of their subjects • delivering aspects of career education through their own subjects

13. 9 ‘You’re not alone’ tells you that useful websites for further help include: • www.cegnet.co.uk • www.connexions.gov.uk • www.nacgt.org.uk • www.qca.org.uk • www.ofsted.gov.uk • www.namss.org.uk

14. How are you going to use it? • Induction for new staff on their role in careers education and guidance • Awareness raising for governors • Photocopy relevant sections for training particular groups of staff, eg. sections 2, 3 and 7 for tutors • Developing a management strategy for improving careers education and guidance in the school

15. So why was it produced? • To show that CEG is important for implementing the Key Stage 3 Strategy and the 14-19 changes • To help schools to implement the national framework for CEG (March 2003) which is akin to a programme of study • To enable schools to take a bigger responsibility for the delivery of CEG under Connexions • To help schools develop CEG as part of a unified approach to personal development (CEG, PSHE and citizenship)

16. Living, learning and earning • Today a career is a personal journey through an assortment of opportunities that includes learning, work and career breaks, both planned and unplanned • Continuous change presents people with career choices throughout their lives • Dealing with ongoing career choice and change means that most adults are engaging in lifelong career planning and development, although they rarely use these labels. The careers education and guidance that individuals receive in schools and colleges provide the foundation for this. • Careers education programmes now emphasise helping young people to build their knowledge and self-help skills

17. Finding out more ... • Every Connexions partnership should have a CEG adviser responsible for training and support • Some LEAs have an adviser for CEG • Teachers’ and head teachers’ unions publish advice • The National Association of Careers and Guidance Teachers (NACGT) is the main subject association for CEG • Ofsted reports • An end-to-end review of CEG by the DfES will make recommendations later in 2004

18. … about the National Framework

19. … about the National Framework • Careers Education and Guidance in England - A National Framework 11-19 (March 2003) Ref.: DfES/0163/2003 • Sections: • Careers Education Framework 11-19 • Using the Framework in Different Settings • Securing Coherent Guidance Provision • Improving Quality

20. The National Framework - CEG 11 to 19 • a careers education framework 11-19 • This supports curriculum review, evaluation, planning and development. It builds on national guidance and local action. It offers learning outcomes with exemplar content and has three sections: key stage 3, key stage 4 and post-16. Each section shows how careers education can link with PSHE, citizenship and financial capability. • advice on securing coherent guidance provision • This offers practical ideas on how to strengthen existing arrangements so young people gain maximum benefit from guidance provided by the organisation within which they are learning and that provided by Connexions PAs and parents • advice on improving quality • This offers practical ideas on how to ensure that quality assurance activities support the continuous improvement of provision and practice. Copies available free from Prolog, the DfES order line Tel: 0845 6022260

21. … about the KS3 National Strategy Literacy in Careers Education pack • Published January 2004 • Ref: DfES 0050 - 2004 • DfES Publications: 0845 60 222 60

22. … about CEG and Progress File • CEG should be powered by Progress File • It is a personal achievement planner (replaces the NRA in 2004) • Its key objectives are to equip people to plan and manage their learning, make effective transitions, increase motivation and confidence to achieve, stimulate additional learning and achievement, enable people to present their achievements • For information: www.dfes.gov.uk/progressfile and to order materials: 0845 60 222 60

23. … about the Careers Education Support Programme

24. … about the Careers Education Support Programme • Research and consultation activities identifying the agenda for change. • The CEGNET website • Classroom resources, briefing materials and case studies • Promoting related initiatives, eg. National Healthy Schools Standard, Advanced Skills Teachers work related learning

25. … about the CEGNET website

26. … about the CEGNET website • CEGNET is a website for teachers which carries many of the resources developed by the Careers Education Support Programme including a help-line, a searchable database of professional and classroom resources, schemes of work, lesson plans, articles, news and links to other relevant websites

27. … about the CEGNET website • CEGNET is a website for teachers which carries many of the resources developed by the Careers Education Support Programme including a help-line, a searchable database of professional and classroom resources, schemes of work, lesson plans, articles, news and links to other relevant websites www.cegnet.co.uk

28. The CEGNET website menu system

29. How can career learning be achieved?

30. How can career learning be achieved? Career learning can be achieved through: • specialist careers lessons • careers activities in tutorial and enrichment programmes • careers units in PSHE and citizenship programmes • careers activities in subject lessons (eg. English, science, humanities, ICT & work-related learning) • careers activities in occupational and specialist courses • careers activities in the Connexions Resource Centre • special events and extra-curricular activities (eg. option evenings, career conventions, industry days, work experience, assemblies, visits and taster days) • drop-in sessions, clinics and surgeries (mainly post-16) • supported self-study and independent work (mainly post-16)

31. What should a careers subject leader do?

32. What should a careers subject leader do? • lead the development of effective careers education, information and guidance for young people and facilitate its continued improvement. • work in partnership with, and facilitate contributions from, colleagues and others, including Connexions Personal Advisers • design, select and provide curriculum resources, activities and services to meet young people's career needs in consultation with them • facilitate the continuing professional development of themselves and others to secure high standards of careers teaching, learning and guidance.

33. What should school leaders do?

34. What should school leaders do? • Make a commitment to improving careers education and guidance, e.g. by adopting local quality standards, by involving young people in design and delivery

35. What should school leaders do? • Make a commitment to improving careers education and guidance, e.g. by adopting local quality standards, by involving young people in design and delivery • Find the resources for curriculum and professional development in CEG

36. What should school leaders do? • Make a commitment to improving careers education and guidance, e.g. by adopting local quality standards, by involving young people in design and delivery • Find the resources for curriculum and professional development in CEG • Develop the role of Personal Advisers in supporting CEG

37. What should school leaders do? • Make a commitment to improving careers education and guidance, e.g. by adopting local quality standards, by involving young people in design and delivery • Find the resources for curriculum and professional development in CEG • Develop the role of Personal Advisers in supporting CEG • Develop and maintain the support of local partners

38. What should school leaders do? • Make a commitment to improving careers education and guidance, e.g. by adopting local quality standards, by involving young people in design and delivery • Find the resources for curriculum and professional development in CEG • Develop the role of Personal Advisers in supporting CEG • Develop and maintain the support of local partners • Ensure that CEG is highly rated by all those who should be involved