The Career-learning NETWORK hihohiho

1. life-role relevance in curriculumWHAT LiRRiC MEANS FOR CAREERS WORK? to help you to … > see why LiRRiC is being proposed now; > grasp how the elements fit together; > evaluate the key concepts; > help develop the policy; > find a place to start in your work: > plan for how that can develop. these ideas in LiRRiC - The Way Forward? www.hihohiho.com - in ‘the magazine’ this PowerPoint at the same url _________ handouts:print in fine colour/ copy in grey-scale DVT 6 LiRRiC updated 6/7/06 TheCareer-learning NETWORK www.hihohiho.com

2. why now? • threats, opportunities - and commitments: • > our changing position - and habits-of- mind; • > the QCA’s consultation on the 11-19 curriculum; • > getting off the edge of timetable - now or never. • for careers, citizenship, pshe, w-rl and e4e

3. trends, attitudes - and three core ideas trends: attitudes: LiRRiC: is this such a good idea? • in economy, culture and environment; • about respect, work-life balance and credibility; • useful, in one-life and with room-for-manoeuvre. If they change how they learn we must think again about how we help

4. usefulness in policy • ‘The school curriculum should equip pupils to make informed judgements and independent decisions and to understand their responsibilities and rights... It should promote pupils' self-esteem and emotional well-being and help students to form and maintain worthwhile and satisfying relationships.’ • QCA - Curriculum Values, Aims and Purposes

5. usefulness - what we can do • ‘The school curriculum should equip pupils to make informed judgements and independent decisions and to understand their responsibilities and rights... It should promote pupils' self-esteem and emotional well-being and help students to form and maintain worthwhile and satisfying relationships.’ • QCA - About the National Curriculum: Values, Aims and Purposes • all life’s transition are accomplished in role: • 1. ‘where you will be’; • 2. ‘who you will be with’; • 3. ‘what task you will be taking on’. • transfer ‘markers’ at start-up - transfer ‘expanders’ at follow-through

6. one-life in policy • ‘...develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the highest attainment for all pupils... encouraging pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields...’ • QCA – The Aims of the Curriculum

7. joining together what curriculum puts asunder: coherent: unified: community-linked: one-life - what we can do • ‘...develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the highest attainment for all pupils... encouraging pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields...’ • QCA – The Aims of the Curriculum work-life balanced – life roles linking careers, citizenship, pshe, w-rl and e4e; • seeking common ground with the breadth and depth of ‘academic’ standards; drawing on volunteered experience as well as on Connexions and other expertise. • integrated - not marginal supplements to a separate main event

8. room-for-manoeuvre in policy • ‘A vital part of effective implementation will be securing maximum value – by integrating more effectively the resources available through all services for young people so that they have the biggest possible positive impact on young people’s life chances.’ • Next Steps

9. integration means: • > restructuring habitual boundaries; room-for-manoeuvre - what we can do • ‘A vital part of effective implementation will be securing maximum value – by integrating more effectively the resources available through all services for young people so that they have the biggest possible positive impact on young people’s life chances.’ • Next Steps • > with enough time, in the right block- lengths, at the right time; • > timetabling focussed segments, episodic sequences and sustained projects. • multi-disciplinary, cost-effective, joined-up

10. young people in policy • ‘Local involvement must give teenagers a real voice in decision-making and, increasingly, put spending power in their hands. This will ensure that services improve and become more responsive to what local people want.’ • Youth Matters

11. young people - what we can do • acknowledging yp’s experience - pushing their boundaries: • > many sources of information • ‘Local involvement must give teenagers a real voice in decision-making and, increasingly, put spending power in their hands. This will ensure that services improve and become more responsive to what local people want.’ • Youth Matters • – with more to find out; • > offering more options for action • – to sort out; • > and all kinds of reasons for action • – to check out; • > taking them on in their lives • – something to work out. • the certainty of habits-of-mind - the possibility of change-of-mind

12. skills in policy • ‘Skills enable people to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work.’ • QCA - Functional Skills

13. skills - what we can do • ‘Skills enable people to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work.’ • QCA - Functional Skills • in a role-perspective skills are: • attitudes: 2. knowledge: 3. skills: • beckoning yp into action and driving them through it; • explaining ‘how did it get like this?’ and anticipating ‘what would happen if...?’; • placing yp in a position to do it and equipping them for it. • ‘skill’ is the shorthand for the ‘to-do’ uses of learning

14. active learning in policy • ‘Developments in learning and work make it essential that young people take a more active role in their career learning. It is, for example, better that young people develop the skills to investigate opportunities than that they are simply made aware of them.’ • DfES - CEG, A National Framework

15. process-driven methods: • > marking learning for transfer; active learning - what we can do • ‘Developments in learning and work make it essential that young people take a more active role in their career learning. It is, for example, better that young people develop the skills to investigate opportunities than that they are simply made aware of them.’ • DfES - Careers Education and Guidance: A National Framework • > learning-how-to-learn; > looking deeper and wider - at ‘inner life and other people’. • processes for curriculum

16. community-links in policy • ‘The key to developing partnerships seems to be a careful and sustained process of trust building where partners seek to understand each other’s aims, priorities and working methods, not just imposing professional views of what is “needed” on the communities they serve.’ • DfES - Evaluation of Extended Schools Project

17. community-links - what we can do • ‘The key to developing partnerships seems to be a careful and sustained process of trust building where partners seek to understand each other’s aims, priorities and working methods, not just imposing professional views of what is “needed” on the communities they serve.’ • DfES - Evaluation of the Full Service Extended Schools Project • our expertise and other people’s experience: • > experience – new places to go; > encounters – unexpected people to meet; • > tasks – challenging things to do. • other-than-experts helping other people’s children

18. going local in policy • ‘Underpinning the local offer would be a detailed analysis of the things to do and places to go for teenagers in the local area. It would an analysis of the full range of local activities from all sectors, what young people say they need, the views of parents and voluntary and community organisations, including faith communities.’ • Youth Matters

19. going local - what we can do • ‘Underpinning the local offer would be a detailed analysis of the things to do and places to go for teenagers in the local area. It would an analysis of the full range of local activities from all sectors, what young people say they need, the views of parents and voluntary and community organisations, including faith communities.’ • Youth Matters • knowing your community means knowing its: • > economy – and how money is spent; • > culture – what that means for beliefs, values and expectations; • > meanings – purposes for learning and work. • in families, in neighbourhoods - in school-catchments

20. programme-management in policy ‘A management group brings coherence to the support offered to learners. It agrees how to integrate the work, set up coherent recording and referral systems and monitors practice to check that things are going as planned. This forum will also want to consult with young people about provision.’ DfES - CEG, A National Framework

21. programme-management - what we can do ‘A management group brings coherence to the support offered to learners. It agrees how to integrate the work, set up coherent recording and referral systems and monitors practice to check that things are going as planned. This forum will also want to consult with young people about provision.’ DfES - Careers Education and Guidance: A National Framework • like a head of department - but not like one: • building networks: 2. developing schemes: 3. supporting teams: • experts / other-than-careers / other-than-professional / • process-driven / locally-developed / transferable / • credible / committed / firing up / • not-so-much institutional leader, more networking team

22. curriculum reform in policy • ‘The curriculum cannot remain static. It must be responsive to 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

23. curriculum reform - what we can do • reform - with careers work at its centre: • > LiRRiC adds value to curriculum - usefulness, experience and credibility; • ‘The curriculum cannot remain static. It must be responsive to 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 • > links with ‘academic’ learning means that those gains are made curriculum-wide; • > that put us in a position to point to what students now most need to learn. • changing society - changing curriculum

24. any hope here? for… seeing why LiRRiC proposals are being made now grasping how the elements fit together evaluating the key concepts helping develop the policy finding a place to start in your work planning for how that can develop yes/noyes/noyes/noyes/noyes/noyes/no if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com more on what LiRRiC means for careers work www.hihohiho.com/magazine/features/caflirric.html more on the underpinning thinking (August 2006) www.hihohiho.com/underpinning/cafculture.pdf this PowerPoint www.hihohiho.com/magazine/features/caflirric.ppt this text in html - linked to further help (August 2006) www.hihohiho.com/magazine/features/caflrrcpnts.html this text as a pdf - with an additional Q&A section www.hihohiho.com/underpinning/caflirric.pdf