Raising Aspirations through Careers Education

A new careers programme at Thistley Hough Academy in Staffordshire is giving students a combination of intense learning experiences, hands-on projects and new approaches. Julia Rogers explains how her school is raising student aspirations and changing their career prospects.

Where we are, Thistley Hough Academy in Stoke-on-Trent, Staffordshire, any conversation around careers is impossible to separate from calls for the need to raise aspirations. As an area of deprivation where the traditional industries of pots, pits and steel have declined, there is a real need to support students in developing their self-confidence, transferable skills and raise their awareness of all the opportunities which are out there but weren’t when their parents were at school.

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      string(2937) "isbecoming more apparent.The Rose review says:“When learning is relevant to people’s lives andcircumstances, and they can see the benefits, they are morelikely to want to continue. Underlying skills are essential,but pupils cannot develop these in a vacuum. They have tobe placed in context. It (the curriculum) must be relevant toyoung people’s aspirations, whatever these may be”.gHeadstart is a cost-effective approach to helping youngpeople fulfil their potential. Each strand is malleable andcan be adapted to meet the needs of schools and learners.Practitioners working in or alongside the primary schoolsector are encouraged to embrace the idea that an earlyexperience of careers-related learning can galvanise adisposition towards learning and bring a ‘can do’ approach tomany other aspects of young people’s schooling.We should reflect that:“Career-related learning is not careers education, noreven pre-careers education. It is helping children to linklearning to life”. hAttainment at school is not always a guarantee of greatereconomic well-being. Success is more complicated than that.But Headstart has a marked impact on parents. They start toplace a higher importance on the link between study and theworld outside of the school gates.The final word is given to a parent living in Swalwell,Gateshead:“I even tell my daughter, if you do not work hard atschool you will end up like daddy and not able to get aproper job. If they (Headstart) had come in to my schoolit would have made a difference – once you get to being ateenager you just don’t give a monkey’s”.iGavin Bradshaw has managed Connexions services inGateshead since April 2002.a. ‘Gordon’ – parent of Swalwell Primary School student, as quoted on the Teachers’ TV broadcast, Raising Aspirations, February 2009b. Quoted in an article by Polly Curtis, Education choices made early in life, The Guardian, 3rd August 2005. Full title of the research is TheFormation and Transmission of Educational Values and Orientations.c. Quoted in an article in Newscheck magazine, Never too young? March 2006, pp. 16-18.d. Cited in an article by Smith, M. K. (1997, 2004) Carl Rogers and informal education, the encyclopaedia of informal education found at www.infed.org/thinkers/et-rogers.htme. Adapted from materials prepared by Andy Griffith (Curriculum Consultant) as part of the Working with Disadvantaged Groups programme.f. Data for Felling ward (April 2007). Source: Government Office for the North East.g. Taken from the QCA website, Learning that lasts a lifetime, Primary curriculum: March 2008.h. Career-related learning in primary schools, NICEC/CRAC, October 1998, p. 4.i. ‘Gordon’ – parent of Swalwell Primary School student, as quoted on the Teachers’ TV broadcast, Raising Aspirations, February 2009"
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Leadership Briefing 5.05 (53)"
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      string(4253) "ResourceINFORMATION, ADVICE AND GUIDANCE FOR YOUNG PEOPLEOriginal DocumentInformation, advice and guidance for young people. The responsibility for strategic planning and the provision of high-quality and impartial information, advice and guidance (IAG) now lies with local authorities. This report by the Local Government Association (LGA) looks at the current ‘fitness for purpose’ of the Information, Advice and Guidance services provided to young people in the 14-19 context.KeywordsAdvice, strategic planning, young people, guidance, information.SummaryThe responsibility for strategic planning and the provision of high-quality and impartial information, advice and guidance (IAG) now lies with local authorities. This report by the Local Government Association (LGA) looks at the current ‘fitness for purpose’ of the Information, Advice and Guidance services provided to young people in the 14-19 context.This research project was commissioned by the LG Association prior to the UK general election in May 2010 and was intended to inform preparation for the review of IAG services in 2011. Nevertheless, the fundamentals of ‘good’ IAG identified by this research are applicable to any future provision arrangements.Key Findings:· IAG services were widely perceived to contribute to raising learners’ aspirations. Respondents reported lower levels of confidence in terms of school and college IAG provision in contrast to external provision.· Responses suggested that partnership working, where all partners understand their roles and ‘buy in’ to an overall local strategy is key to effective delivery of IAG.· Respondents highlighted the need for clear strategic direction filtered down to all stakeholders, but also ownership of that strategy by all stakeholders.· ‘Good’ IAG was also characterised by fully trained and qualified staff delivering provision. This requires LA managers and staff and Connexions Personal Advisers staff to be fully conversant and knowledgeable about IAG. It also requires training for senior leaders in schools, careers coordinators, form tutors and other staff to be trained in current IAG policy and how it relates, in particular, to the 14-19 pathways.ActionRequired improvements:It is recommended that in order to bring about improvements in the provision of IAG, stakeholders need to consider the following points.· Working more collaboratively to ensure that learners receive IAG that is timely, comprehensive and personalised to their needs. The full engagement in partnership agreements would appear to be an effective way forward to achieve this goal. Such agreements would facilitate clarity with regard to expectations, ownership and accountability of all stakeholders.· Achieving further transparency in terms of responsibility so that all partners understand their roles in IAG provision. This would also serve to enhance accountability so that all concerned parties would fully appreciate stakeholders’ duties.· Gaining further engagement of schools, in terms of senior leadership endorsement and support of the importance of IAG to learners. Additionally, increased awareness and knowledge of 14–19 pathways by parents would further increase the effectiveness of IAG.· Acknowledging  that  schools would  benefit  from  further  support  from  LAs  so  that  they  can  fully embrace a more extensive role in the provision of IAG and work with their partners within the LA. A key part of further improvements requires addressing the training needs within schools, so that staff (including senior leaders, careers coordinators,  form  tutors and others delivering elements of  IAG) are fully conversant with current IAG strategies and 14–19 pathways.These improvements are unlikely to be effective unless a strategic and holistic approach is taken to ensure that all key aspects of IAG are delivered. Furthermore, IAG should be considered within the broader context of both careers education (CE) and IAG and its place in the wider curriculum.NotesAuthorRaspal Chima, Imaginative MindsDate CreatedOctober 2010Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Information, Advice And Guidance For Young People

10 Sep 2010

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