Whole School Approach To Careers Education Information Advice and Guidance

1. Whole School Approach To Careers Education Information Advice and Guidance INSET 15th February 2012

2. What is CEIAG? • Careers • Education • Information • Advice • Guidance

3. Introduction Five Quality Indicators TTI • We need a well planned and coherent leavers/careers education programme, including the opportunity to engage in personal career/post-school planning • Access to impartial careers advice and guidance, including access to the transition service, to help them make appropriate and informed choices. • Regular access to a broad range of relevant and up-to-date careers information to inform them of the range of educational and employment opportunities available to them. • Access, where appropriate, to appropriate opportunities for work- related learning and skills development. • Suitable opportunities to develop their employability/work / independent living skills.

4. What is a Career? A career can be described as a series of linked episodes describing a pathway through life.

5. “Preparing For Success” A guide to Developing Effective Career Decision Makers AIMS OF EFFECTIVE CEIAG • Self Awareness and development • Career Exploration • Career Management

7. “Recognising the Gaps” • Review and access current provision in your department. For example: • How do we know? • What are we doing? • What could we do to make it better?

9. Effective Careers Provision Departmental Advice “Here’s What I Do” GEOGRAPHY DEPARTMENT

10. Geography • Discuss at the end of the unit different employment opportunities in the unit of study • Use maps to interpret commuting patterns and to research local labour market facts and figures • Researching work opportunities in other regions of the world • Surveying the places of work – on the way to school, for example • Visiting speakers relating to different/relevant topics

11. Summary As Subject Teachers we need to : • Help students develop skills and qualities needed to become effective career decision makers • Provide information on courses, jobs relevant to our own subject • Keep up to date with LMI – employment opportunities within our own subject

12. The Potential For Career Related Learning in Subjects • Art and Design – Young people could: Develop a visual language for expressing ideas about careers and work. Find out about a career as an artist, craftsperson or designer. Respond to paintings, photographs and other representatives of work people and work places.

13. The Potential For Career Related Learning in Subjects • Modern Languages Young people could : Practise applying for a job using the target language. Find out how etiquette and work cultures vary in the countries where the target language is spoken. Undertake a work experience placement abroad.

14. The Potential For Career Related Learning in Subjects • English Young people could : • Use work experience as a stimulus for GCSE coursework • Interview relatives about their working lives and write this up • Information research skills – using and evaluating various sources of information

15. STEM Continuing to Raise STEM Awareness • Evidenced in SOW and ongoing • Raise awareness to students of STEM related careers • Visiting speakers – contact Mary Carson – STEM Ambassador 0289046 7835 to book an outside speaker

16. Labour Market Information –Research your local area for skill shortages In view of the cost of further and higher education, and training, accurate and up-to-date information about labour market changes and predications should inform people’s decisions about: • key stage 4 choice in Y10 • work experience placements • education and training routes at KS4 and KS5 • career choice • upskilling

17. Appreciating general trends and understanding the outlook for a particular industry can help job hunters to understand issues such as: • Where jobs are located • When jobs might be available • The hours and wages which can be realistically be expected • The likely future prospects for the length of employment, promotion prospects and career structures • The new skills or qualifications which might be needed, or would greatly improve their prospects, if they acquired them before or during employment

18. What to do now? • Careers Week • 5th-12th March 2012

19. AIMS • To take a whole school approach and raise awareness of careers in our subject area • In the course of our teaching, help our students to develop some important employability skills. We can do this be encouraging curiosity, independent learning, classroom collaboration, attention to deadlines etc. • To further develop SOW with a focus on CEIAG

20. PLANNING • Think about the topics/units of work you will be teaching on this week • What careers/employment opportunities are incorporated in these units of work? • What is the progression of these careers? • What resources can you use? • What teaching strategies can you use in the deliverance of this material?

21. TASK • Complete the proforma for your subject area. • Photocopy this and give a copy to Jeanette • In further department meetings, update SOW in relation to CEIAG. This should be ongoing in depts.

22. What will the outcome of the week be? • Students should be receiving impartial learner centred advice and guidance • Our students should be developing their employability skills • There should be an increased motivation to learn across the curriculum and your subject area • The students knowledge and understanding of the work of work and LLW should be increased. • We should be enabling the students to make informed decisions about education, training and employment.

23. Thank –you ALL so much for your attention! Hopefully you will have a very productive and rewarding careers week.