Tag Archives: Skills for Learning Life and Work

Currie Community High: A shared vision for all learners

Currie Community High is a very forward-thinking school, which underpins all developments with the principles of good curriculum design, effective learning and teaching, and partnerships (HGIOS 4). These partnerships and networks, including social media, have allowed them to drive forward the progression for their students into a positive destination – with 99.2% of school leavers at Currie Community High School going into either FE, HE or employment.

The vision has grown from the establishment of a strategy group in 2016-2017 with representatives from all faculties, including Pupil Support and Support for Learning, who aimed to identify strengths and areas to develop and implement DYW, including discussion with the leadership team. These key areas then influenced their three-year strategy and the opportunities they now offer, as part of their curriculum that develops the young workforce.

They continue to reflect and develop, using data through baseline testing with S1, S3 and S5 (every two/three years), to lead and develop creative and innovative opportunities for students, including :

Senior Phase Roadshow

Road Trip Series

S3 STEM Networking Event

WOW (World of Work) Week

To enhance their curriculum offerings, they are working as an SCQF Ambassador School, raising awareness of different levels of qualifications and how they can influence an individual student’s learning journey. Included in this are  work-based learning opportunities, including Foundation Apprenticeships and work placements. They have created a series of webpages to share information and opportunities with students and parents, while being an effective tool to engage partners.

Each department has conducted an evaluation, through using a revised tool, constructed from the Education Scotland’s CES Learning Resources, to reflect on the teacher/practitioner entitlements. Each department identified two or three areas that need developing as part of their improvement planning. Through their customised CLPL, ’Staff Industry Insight Sessions’, work to meet these development needs, along with industry support and partners such as Scotland’s Enterprising Schools (SES).

Through each year, they work to raise awareness with staff, students, parents and partners on the importance of a curriculum that develops the young workforce.

All of their opportunities embed the Career Education Standards (CES) (3-18) and their own Skills Framework (based on BTC 4: Skills for Learning, Life and Work), giving students the opportunity to become more aware of where their learning, skills and subject choices will lead them on their learning journey.

Once piece of advice that Currie Community High offer:

“manage the workload of staff and members of the strategy group, it is vital that someone has the strategic responsibility for driving DYW forward, however it does not solely sit with them, allowing the sustainable development and longevity of DYW beyond 2021. For this to be sustainable, support from partners for opportunities, including financial support, will allow this to grow and embed for years and students to come!” John Schmidt DYW Lead

Currie Community High have a major focus on skills and careers awareness (CES) which begins from P7 (as part of transitions) to S3, which engages parents, along with plans to expand this throughout the Senior Phase. They are currently reviewing their work placement strategy through utilising the Education Scotland Work Placement Benchmarking tool, based on data and student voice, to provide tailored opportunities for individual pathways. After the successes over the last 3 years, from 2019-20 they are moving forward as a cluster to develop a new ‘Currie Cluster DYW Strategy Group’.

Quotations from young people

S1: ‘I feel inspired to create my own bookstore and read more’

S1: ‘Getting a job or the right person for a job is very competitive’

S2: ‘I learnt about how teamwork is important in real life’

S2: ‘I had a chance to explore different jobs in a calm and free environment’

S3: ‘I learnt about tactics of persuasion and how to trade and invest’

S3: ‘Some parent/carer jobs are high level, which made me think about what I needed to do’

S5/6: ‘I want to go to college and it was great way to see what the different options are for me’

Senior Phase Programme, a school-college partnership.

Glasgow City Council Employability Support Team have an effective school-college partnership. The programme currently supports over 1000 young people to ensure that all young people are supported toward a career pathway.

There are two strands:

SCQF Levels 1-3
SCQF Levels 4-7

Links have been developed with the local colleges to provide a wide range of different courses and levels in order to showcase the wide range of career pathways. Open days and information evenings help to involve parents/carers in the decision making process. Extensive recruitment policy has been extended this year to include further meet the expert evenings for young people and their parents/carers. The recruitment is reviewed, evaluated and modified to ensure the information provided allows young people to choose an option that suits their career pathway.

They currently have successful partnerships with:

Glasgow Kelvin College
Glasgow Clyde College
City of Glasgow College
Parkhill Enterprise Academy
RSBI Blindcraft
Tennent’s Training Academy

All of the courses have support in place to ensure that every young person has the opportunity to have a successful outcome. There is an online application process that is supported by the school and helps to match young people to a course that suits their career pathway.

Some key points:

Linked programme with East Dunbartonshire and East Renfrewshire.

College has a rigorous attendance management procedures to ensure that young people are able to achieve a successful outcome on the course. There is a wide range of courses and levels, currently  SCQF 1-7. This provides an inclusive programme and promotes an ethos that every young person has the opportunity to experience college at an early stage. There is an online portal which provides school with a support and tracking mechanism to ensure that young people are progressing during the programme. Schools and college partners have worked together to ensure that the reporting tool is relevant for both school and college. Learner journeys are reported each year to promote the positive links between school and college.

Courses have extensive ASN support and a range of the options are designed to effectively showcase college as a potential career pathway and to aid transition from school to further education. Taster sessions are used to ensure that they have the correct match of young person and course. The opportunity to experience what is involved has helped to improve the course outcomes.

Schools have harmonised their timetabling to ensure that young people have the programme as an option in their subject choice selection. The majority of the courses take place on Tuesday and Thursday afternoon however some courses have extended timetables and this allows for a varied range of options.

Transport is arranged for the young person and most choose public transport which is subsidised by the programme. This encourages independent travel and ensures that cost of travel is not a factor when young people are deciding on their participation.

Some key statistics from the previous cohort:

1080 young people participating in the programme
7 different providers
96% sustained a positive destination

The programme will continue to work with schools and colleges to provide young people with a wide range of senior phase options.

Some comments about the programme:

“I like it because it is “hands on” and specialising in various areas of computing”
Senior Phase Student

“Course designed to prepare student for the construction industry. Learning split between the workshop and the classroom”
Lecturer

“I am developing new skills every day”
Senior Phase Student

“I enjoyed this because I was able to learn to cook lots of different dishes that I had not cooked before”
Senior Phase Student

“All Glasgow Colleges are fully committed to delivering Glasgow’s Senior Phase School/College programme. We will create new opportunities for all young people to embed high quality work-related learning in their curriculum with progression to further learning, training or work. Whatever your gender, background or level these programmes offer a learning experience that may inspire you to develop new skills for the changing world of work.”
Eric Brownlie
Assistant Principal Quality and Performance
Glasgow Clyde College

DYW and Outdoor Learning

At Castlemilk Day Nursery DYW features as an integral part of the learning and teaching alongside literacy, numeracy and health & wellbeing. The Nursery employs a variety of approaches to allow their children to link the skills they are developing to the world of work, challenging gender stereotyping alongside.

Through outdoor learning children at Nursery have opportunity to explore and develop a wide variety of transferable skills across all curriculum areas. Using for example prompt cards and key questions children become aware of key professions and the skills required for these . This is reinforced through our joint up ventures with business and other local nurseries, primary and secondary schools. The Nursery is looking to promote skills for work, life and learning through role-playing , currently they have a focus on the veterinary sector. Children undertake a variety of roles and this helps them to understand the range of different skills that are necessary in the world of work.

Central to embedding DYW across all aspects of learning was the engagement of staff in professional dialogue and partnership working with employers. The Head Teacher and the staff have been working on resources that ensure that the Career Education Standards 3-18 is embedded within the curriculum.

Job Profile

A key priority of the nursery was to support children’s knowledge and understanding of the skills they were learning and relating these to the world of work The skills that the children explored are:

Responsibility/thinking

Teamwork/leadership

Creativity/self confidence

Physical wellbeing

Resilience

These where broken down into achievable “I can” statements for children and linked to the Career Education Standards 3-18. Staff had previously taken part in outdoor training within the local community woods and shared photographs of the learning with the children. The children were encouraged to share the skills that they could identify which included “helping”, “showing” and “talking” and relate these to their daily nursery routine and the wider world of work.. This was a shared learning approach which had positive implications for both staff and children’s learning. The nursery has taken the first steps to building on employee partnerships, developing the young workforce through joined up ventures and sustaining lifelong learning for all. The children really enjoy outdoors and the benefits which it brings. Having a woodland area within our nursery outdoor area we have been able to support and enhance the learning opportunities to support developing the young force through the children’s newly acquired transferable skills.

Staff and children have the opportunity to look at various experiences and outcomes through interdisciplinary learning. Skills for learning, life and work is an integral part of the planning and this ensures these are embedded within the curriculum experiences. Castlemilk has now made contact with wider industries such as house builders, catering agencies, generation programmes and engineering companies who are willing to support in sharing skills with our children

Castlemilk Day Nursery will continue to develop the young workforce approach within their daily practice and within their planning. They will work on joined up ventures with local nurseries, primaries, secondary schools and other education providers sharing skills and knowledge. This will support their children in developing their skills and open up many opportunities to embed DYW within the learning and teaching of the nursery.

Transferable skills and DYW

Karen Henderson, Head Teacher says: “The initial idea came from linking staff CPD training with our community “Wellie Wanders” group which our children take part in weekly. Staff were also able to link their experiences to the “Outdoor learning” documentation and “My world outdoors” resources which are embedded within Castlemilk Day Nursery”

“I liked climbing on the trees with Ella. I climbed really high. Then climbed down again” Josh, age 4yrs

“I learned to build a den with sticks, leaves and tarpaulin. I like playing in the mud. I like everything outside” Tommy, age 4yrs

Yokerburn Early Years

Extended day centre within Yoker area of North West Glasgow. Nursery caters for children from 0–5 years from a multitude of cultural, social, economic and learning backgrounds.

The establishment has been raising awareness of job roles within local community by working with a range of different partners . This inspires the children and provides an early introduction into the world of work.  The children have been working with a local care home to build up confidence and familiarity of the world of work. The children have experienced several different roles within the care home including: nursing, cooking, hair and beauty and table set-up . This is a fantastic opportunity for the children to gain a real insight into the world of work.

The project has grown and the children have had several engagements with the organisation:

Sustainability
They have been working with the care home to grow products. This project is in conjunction with another partner Dumbarton Environmental Trust. The project is helping the children to improve their understanding of science but also introducing a wide range of different career options.

Remembrance Day
They joined the care home residents on Remembrance Day and the children made their own poppies to commemorate the occasion. This was another opportunity for the residents to discuss their own lives with our children.

We have other experiences available to our children:

Parental Employability Sessions
We have encouraged our parents to become involved in our employability events and we have had several successful parental QA sessions. This allows the children to experience these skills from some familiar faces.

Fruit Stall
This project has allowed our children to learn employability skills in a real-life context. The children are involved in all aspects of the enterprise activity and have had hands on experience in the following:

Health and hygiene
Money handling
Stock control

They also produce a survey on what products are selling the best and plan their purchases accordingly.

Community Police Visit
The children had a visit from the community police, this was another opportunity to showcase a positive role model . They had a QA session and had the opportunity to ask a wide range of diverse questions.

“The effective incorporation of simple counting, matching and comparison tasks into the conversation encouraged early numeracy skills and the reciprocal question and answers and new vocabulary in context developed early literacy skills for our children in a real and meaningful way. Our childen have been extremely engaged during visits to Quayside with older residents and we have recognised that often adults can underestimate children’s abilities in terms of empathy and awareness. We have had statements from Quayside about increased motivation, interest and engagement by some residents and there really is an observable connection between the regular visitors. Promoting the world of work is allowing our children to access early knowledge of the wide range of different career pathways. We are building on our local partners and will continue to actively promote the positive impact of early introduction to the world of work” Mary Gallacher, Head Teacher

Next Steps
We will continue to work with local partners and strengthen links with the local community.

“We have noticed a surge of energy and increase in physical activity for some of our residents when they know the children will be visiting” Anne from Quayside

Bo’ness Academy-Partners and the Community

Bo’ness has designed a clear strategy and has well-established approaches to developing in its young people skills for learning, life and work. The strategy involves establishing local, regional and partnerships to provide real- life contexts for learning. Curriculum leaders are using partners to provide a context to the learning and an insight of the working environment. Young people find this to be motivational and are enjoying the skills led curriculum.

 

Bo’ness are using their expanding partners to meet the needs of all learners and to prepare young people for the pathways which are likely to exist for them in the future. The curriculum has had a complete overhaul to establish a more wide ranging approach to the skills agenda.

The partnership and community approach at Bo’ness Academy is a key strategy for promoting skills development across all curriculum areas. The school is using a wide range of partners and community based projects to promote the importance of the skills agenda. Bo’ness Academy are using the skills agenda to push attainment and to foster a community approach throughout the school.  Bo’ness Academy are using their expanding partners to provide a curriculum that provides a framework to support all young people.

Community Café
This is a project that has been used effectively to support young people who are disengaged. The project is now well established and is supporting the local community. The school has fostered links with local partners to provide the school and the local community with a fully functioning and efficient café. The young people involved are provided with the opportunity to learn new skills relevant to the workplace and qualifications that are recognised in the sector(Health & Hygiene)

YPI
This is targeted at the S4 cohort and has been very successful at engaging the young people at the school. The groups use their own unique skillset to produce a presentation on their agreed research topic. The young people felt that their skills for work, life and learning had improved and in particular they had more confidence in making informed decisions. The groups have used local community as their focus and had fostered links with the local charities such as the Bo’ness Storehouse food bank

Children’s University
This was another established partnership link that been very successful, the young people believed it had motivated them across the whole school. They spoke of the skills that they had developed during the programme. The school have developed their strategy this year to include the P6 cohort in their local feeder Primary schools. They felt that this approach would further develop their strong links with the local community and give the P6 another opportunity to work with the school. The school use the profiling tool developed by Children’s University but also feed the information into the existing profiling model in the school. The school have used PEF to support the course and target the participants through SIMD. The project has further developed links with INEOS, they have provided Inspiration visits to their workplace and are now working closely with the school on a sustainability project around the plastic journey which will be used as IDL across the school curriculum areas.

STEM@Helix
This was a targeted programme organised through the DYW Forth Valley group which provided the young people with the opportunity to work with others. They worked in teams to develop a model display. The young people felt that it allowed them to have more focus on STEM and to work in a real-life context. The young people also go the opportunity to meet the Queen at the award ceremony which gave them a real sense of achievement.

Forth Ports Discovery Week
This was a targeted programme but was very successful. The young people had the opportunity to visit a local employer and spend a week working with a wide range of departments. The programme was activity focused and the young people had the opportunity to work with some of the technical equipment. They had the opportunity to discuss the workplace with Modern Apprentices which they said helped to provide an overview to the wide range of different career pathways. The young people were surprised by the sheer size of the company and the opportunities that they could provide.

School/College Partnership
The school has long-standing partnerships with the local college. The school has a SCOTS course which offers young people a taster course, this allows the young people to experience a wide range of different areas before they take an extra block in their chosen field. This along with the introduction of the Foundation Apprenticeship programme are providing the young people with an opportunity to experience college. The school will begin to provide the FA programme for Business and Accounts at the school in the new academic year.

Balfour Beatty(STEM)
This a targeted programme to encourage young people to look at STEM as a possible career pathways. The young people were tasked with designing a building that maintained heat. They had a mentor and visited buildings and structures to understand the project context. The culmination of the project was a presentation to explain their design. The young people involved felt that the experience had given them a real insight into the careers available in the STEM sector.

Young people are experiencing a curriculum in which they are developing more career related skills and learning more about growth sectors and the career pathways that may be available to them post-school. The use of career pathways and partners are ensuring that the young people are motivated and have the skills required to make informed career choices which is improving the positive destinations.

Staff are able to use their own expertise to help the young people make these informed decisions.  We have found that by providing young people with more opportunities to work with partners that they have more motivation to look at their long term career pathways. Partners are able to use a real context to show how important the skills that we introduce in school are in progressing a career journey.

Involving partners in the school community has highlighted a range of career pathways that our young people were not aware existed. Having DYW as a focus for staff Career Long Professional Learning has helped to highlight across the whole school community of the importance of introducing young people early to skills for work, life and learning.

Our curriculum review meetings have an important role to play in the development of our young people. The review allows young people to discuss their career pathway with a wide range of different of inputs including parents/carers. This wide ranging approach gives the young person to reflect on their learning, achievements and future career pathways

We focused on local partners as this allowed us to foster a community approach which we believe is the best way forward for the school. We are superbly supported by DYW Forth Valley.
Our next step is to provide more opportunities within the existing school timetable that allows all of the learners the opportunity to undertake a wider range of skills. This will include the FA programmes that our own staff will lead in the new academic year

Quotes
‘The importance of DYW cannot be underestimated as it’s vital that we prepare and equip our young people with the skills for life, learning and work. Within our school all young people have opportunities for appropriate work placements during their time at Bo’ness Academy. This has to be both “real” and appropriate in order for our young people to gain maximum benefit from these opportunities.’ Head Teacher Steve Dougan

‘Moving forward our focus is to continue exploring opportunities for pupils and ensuring we have a curriculum in place that best supports the needs of Bo’ness Academy pupils. We aim to continue forging links with local employers and continuing to strengthen the partnership with DYW Forth Valley. An emphasis will be placed on the consistent delivery across the school of the career education standard and how pupils identify and record the skills they develop across the school.’ DYW Lead Ross Latimer

‘Encourages me to do more outside of school’
Hannah Waugh S2

‘I didn’t know there was so many different jobs’
Jay Brown S5

Academy 9 Project – National Conference, 19 and 20 March 2019

You are invited to the first Academy9 ‘Building a Legacy’ conference – inspired by the A9 Dualling Programme.

 The interactive event will showcase the award-winning Academy9
Programme, which has seen industry educate and inspire thousands
of young people from Perth to Inverness in STEM (Science,
Technology, Engineering and Mathematics).

We will lift the lid on the secrets of its success to inspire others. Selected workshop highlights include:

    • Enhancing Construction Safety – Digital Careers now and the future; Harnessing Digital Technology
    • Creating Effective Educational Programme
    • Delivering the STEM Education Strategy for Scotland
    • Developing and Keeping a Skilled Workforce – ‘New Industry in Scotland 2020′
    • Enhancing Construction Safety – Digital Careers now and the future; Harnessing Digital Technology

More information here:   TS Academy9 Conference 2019 A5 Flyer WEB

New NHSScotland Careers Resource pack now available!

NHS Education for Scotland has developed an NHSScotland Careers Resource pack which is fresh out of the box and ‘ready to go’! The pack contains a ready-made set of lessons with everything you need for a one-off lesson or a full Unit of five lessons.

The pack contains:   A comprehensive booklet called ‘A Career for You in Health’ which is a guide to every job family in NHSScotland. This booklet contains everything pupils need to know about entry requirements, skills, values and much more for each job role.

An NHSScotland Careers teaching unit with resources for use in one-to-one career guidance, group sessions, drop-in clinics and events like parents’ evenings. These include:

  • ready-made slide packs e.g. ‘Introduction to NHSScotland’
  • a ‘word bank’ with vocabulary for use in CVs or to support understanding of NHSscotland job advertisements
  • job profiles for a variety of job roles in NHSScotland, from gardener to doctor, from midwife to IT engineer!
  • engaging pupil resources including quizzes and creative activities

To ensure that the learning is relevant for use in schools, the resource pack aligns with

  1. The Career Education Standard 3-18
  2. Curriculum for Excellence: Health and Wellbeing Experiences and Outcomes
  3. SDS Career Management Skills framework

A job family leaflet showing all NHSScotland job families ‘at a glance’ which could be used with individuals, small groups, classes or at events such as parents’ evenings.

Look no further for a source of information and materials about NHSScotland careers!

Download the pack today at:  http://bit.ly/2zYdLYL

Civil engineering apprenticeship has laid foundation for Sophia’s career

Taking a Foundation Apprenticeship gave Sophia Findlay the chance to find out what a career in engineering would be like and now it’s cemented her plans for the future.

The 17-year-old from Springboig in Glasgow was planning to leave school at the end of fifth year and didn’t know what she wanted to do for a living.

Then, her mum told her about opportunities through Foundation Apprenticeships.

The St. Andrew’s RC Secondary pupil chose to take a Foundation Apprenticeship in Civil Engineering in fifth year, alongside other school subjects.

Foundation Apprenticeships give senior school pupils the chance to spend time out of the classroom with a learning provider and gain experience in a work environment.

Completion leads to a qualification at the same level as a Higher, to progress into work including Modern and Graduate Apprenticeships as well as being recognised for entry into colleges and universities across Scotland.

Sophia explained: “I had no real plan about what I wanted to do and thought I could maybe go to college and take up an art course.

“My mum told me about Foundation Apprenticeships and thought it would be worth doing because I would get work experience with a qualification and be able to stay in school until sixth year.”

Sophia took the Foundation Apprenticeship in Civil Engineering at Glasgow Kelvin College alongside her other school subjects.

In the first year, Sophia went to college two half days a week.  “My first year at college was really good” said Sophia. “I wasn’t sure what to expect, but there were also two other girls doing the Foundation Apprenticeship, so I felt more comfortable. The learning eased us in well because we weren’t bombarded with a lot of information.”

Now Sophia’s out of school one day a week getting her hands dirty, working on building sites with social housing developer, McTaggart Construction.

“At the moment I get to watch and learn,” said Sophia. “I’m looking forward to learn on the job and get hands on experience.”

Doing the Foundation Apprenticeship has opened her eyes up to different aspects of engineering Sophia didn’t know about, which has now given her a clear idea of what career she wants to pursue.

Sophia said: “I got to find out more about the career choices in Civil Engineering through the Foundation Apprenticeship and I thought they were fascinating.

“There is an opportunity to work in areas like flood protection and environmental protection, which really appeals to me because they are dealing with important issues.”

Ross Hammell, Sustainable Communities Programme Manager at McTaggart Construction:

“McTaggart Construction sees FA’s as a key element of our talent pipeline mix, alongside other traditional academic and vocational routes. The construction industry needs many more confident, hardworking young people across all disciplines to address the current skills shortage we face. The world of work can be a shock to a lot of school leavers, therefore FA’s offer the opportunity to gain a true understanding of a potential career path before they’ve even left school.”

“Since starting her FA with McTaggart Construction, Sophia has gained a lot of confidence which has enabled her to ask more questions and get more from her time on site, applying academic learning.”

Taking the Foundation Apprenticeship has changed Sophia’s opinion of school.

She explained: “Taking the Foundation Apprenticeship has given me something to look forward to and I’m excited to learn what the career would be like.

“Getting the experience of college and the workplace with my Foundation Apprenticeship has made me happier and more confident.”

Peter Brown, Senior Curriculum Manager from Glasgow Kelvin College said: “The Foundation Apprenticeship programme provides a range of benefits to our learners, chief among these being the opportunity to undertake a long-term work placement with an employer.

“During this time learners are given an invaluable insight into the world of work and a hands-on experience which inspires and shapes their future career paths whilst also preparing and equipping them with skills that are valued by industry.

“Furthermore, the Foundation Apprenticeship offers them the opportunity to learn in a programme and environment that has been solely designed with employment in mind.   Subjects they are currently studying at school e.g. Maths, Physics or IT are given real-world value through contextualisation and simulation of industry.  As a result, many learners better engage at school as abstract concepts now have real meaning and importance to their future career aspirations.”

Foundation Apprenticeships are developed by Skills Development Scotland, in partnership with employers and funded by European Social Fund.

TES feature: Primary career education should broaden children’s horizons

By Nick Chambers for TES

The focus for primary schools shouldn’t be on ‘careers advice’ but on ‘career-related learning’, argues Nick Chambers

The last few months have seen a sudden enthusiasm for careers education in primary schools. Of course, it is a simple and seductive idea.
But many teachers and parents have expressed their concerns that we risk making our children grow up too fast. They are understandably concerned about the dangers in directing children towards a particular career or job at a time when their aspirations should be wide-ranging and, in large part, without boundaries.
I share their concerns. We should not be providing careers advice in primary schools: instead we should focus on broadening horizons and raising aspirations, giving children a wide range of experiences including the world of work. It is about opening doors, showing children the vast range of possibilities and helping to keep their options open for as long as possible.
And there are a range of attributes, skills and behaviours that can be encouraged in this early stage of a child’s life that will leave them in the best possible position as they begin their transitions to secondary education and to future life.
There is often alarm, too, when people hear or read the word ‘careers’ in the same sentence as primary schools. In my opinion, the focus for primary schools shouldn’t be on ‘careers advice’ but on what I refer to as ‘career-related learning’.
Teachers would tend to agree. Our recent survey, in partnership with Tes and the NAHT headteachers’ union, found that the majority of teachers believe that children should be learning about the world of work and different jobs in their first years of primary school. Nearly half (47 per cent) believed this should start from age five and under and that linking learning to the real world helped increase motivation, broaden aspirations and challenge gender stereotypes.
Politicians, too, are on side. Robert Halfon MP, chair of the Commons Education Select Committee was spot on in saying in Tes recently: “The impact of early engagement can have a hugely positive impact on wider academic attainment, motivating and inspiring both children and their families, by helping them to see a future to which they can aspire and which feels achievable.”
Earlier this year we tried to explore this a little further by exploring who primary-aged children ideally want to become, and, what shapes (and often limits) their career aspirations and dreams for the future. Drawing the Future asked children aged 7 to 11 to draw a picture of the job they wanted to do when they grew up. More than 13,000 children took part in the UK and it was clear that, from a young age, many children had ideas about careers. Some 36 per cent of children from as young as seven years old, based their career aspirations on people they knew. For those who didn’t know anyone who did the job they drew, 45 per cent stated that TV, film and radio were the biggest factors influencing their choice.
Meanwhile, less than 1 per cent of children knew about a job from someone visiting their school. This has huge implications for social mobility, as children from poorer backgrounds may not have access to successful role models from the world of work and their aspirations are limited as a result.
All children, regardless of their background should get the chance to meet a wide range of people doing different jobs, in different sectors and at different levels – from apprentices to CEOs.
This is essential if we are to improve social mobility and gender and ethnic equality. It is vital we support children to challenge the perceptions they may have about certain jobs, and to better understand the evolving world they are growing up in while they are still in primary school.
While teachers appreciate the importance to children of career-related learning many say that the lack of time and availability of volunteers are preventing them doing more. The NAHT has taken a lead to tackle this and created Primary Futures in partnership with my charity, Education and Employers.

Emma Fieldhouse from South Parade Primary school in Wakefield explains why her school got involved: “It was amazing to see the children talking and listening to the volunteers, and each other, as they begin to make the link between what they do in school every day and the exciting world of the future where they will be the next scientists, teachers, politicians, vets”.
We must not rest until we see this kind of ambition running through all of our students in all of our primary schools.

Nick Chambers is the founder and chief executive officer of the charity Education and Employers. The charity runs Inspiring the Future and its Primary Futures and Inspiring Women programmes and undertakes research into the effectiveness of employer engagement

Foundation Apprenticeships: Preparing Young People for the World of Work

Foundation Apprenticeships offer young people valuable work-based learning opportunities to develop their skills and employer connections  in order to build their future career pathways.

Learners will now have the option to select a Foundation Apprenticeship as one of their senior phase subject choices and complete the qualification over one or two years in collaboration with local learning provider, such as a college and with an employer.

Skills Development Scotland has developed the Foundation Apprenticeship programme, in partnership with education and industry, which now feature  on the senior phase curriculum in most secondary schools in Scotland.  Young people can select a Foundation Apprenticeship as one of their subject choices and complete the qualification over one or two years, usually starting in S5 or S6 . This provides them  with a real, practical work placement which will give their career a head start and looks great on their CV.
A Foundation Apprenticeship is a chance to try a career out  to decide if it’s right for them.  Whatever young people want to do after school – straight into work, onto a Modern or Graduate Apprenticeship or to college or university – a Foundation Apprenticeship can open up their options.

Watch this clip to find out more about FAs:  youtube.com/scottishapprenticeship

Foundation Apprenticeships are designed by employers to ensure the qualification and skills young people develop throughout are what are needed for the world of work. Employers therefore help shape the next generation of talent and build the skills they require for their future career pathways .   At the same time Foundation Apprenticeships allow employers to spot talented, motivated learners who could become their future employees.

For more information on Foundation Apprenticeships visit  apprenticeships.scot/foundation or follow  @apprentice_scot .

FA PowerPoint presentation: FA Presentation

Download an overview of the key aspects of FAs here:  foundation-apprenticeships-positioning-doc-august-2018