Careers inContext 2020:A can-do guide
Careers in Context: A can-do guidecareersandenterprise.co.uk1Purpose of the GuideDue to Covid-19, the end of the 2019/20 academicyear was unique. It forced changes in the waycareers guidance could be approached and delivered,and simultaneously demonstrated the agility andresponsiveness of Careers Leaders, wider school/college staff and employers. As we enter the 2020/21academic year we can see that the pandemic haschanged the value placed on quality careers guidanceas part of an institution’s recovery planning, presentingopportunities to achieve impact in new ways.At the end of last term almost three quarters (72%) ofsecondary school and college leaders felt that careersguidance had become even more important, althoughthere had been significant disruption to careersprogrammes over the lockdown.In a recent survey of young people, Engineering UKfound that as a result of Covid-19, concerns over futureprospects were common, with 62% of young peoplesurveyed agreeing that finding a job in the future hasbecome more difficult.It is recognised that there are immense and variedpressures on schools and colleges, but the combinationof more engaged senior leaders and a student body thatneeds support shows how important careers guidanceis. This guide will give Careers Leaders the confidenceto make decisions about what constitutes good careersguidance in the context of Covid-19 over the nextacademic year.The Gatsby Benchmarks have not changed and neitherhas the expectation that they remain a framework forgood career guidance. The Benchmarks continue tosupport schools and colleges in providing students withthe best possible careers guidance.“Although Covid-19 presents many challenges, anda few opportunities, the Gatsby Benchmarks remainat the heart of Careers Guidance in England. Theirprinciples are as relevant today as before the pandemic”Read the full blog from Sir John Holman here.It is also intended that Enterprise Coordinators,Enterprise Advisers, employers and other organisationswill find the information within this guide useful whenconsidering how to adapt the design and delivery ofcareers programmes in a way that continues to meetthe needs of young people.For a reminder of what good always looks like, see theGatsby Benchmark Toolkits for:SchoolCollegeSENDContinuereading
Careers in Context: A can-do guidecareersandenterprise.co.ukWhat has changed?There are significant changes in how and whencareers guidance activity can take place. This guidehighlights quality resources and innovative workedexamples, showcasing how practice can be adaptedto meaningfully meet the needs of students, whilstcontinuing to meet the benchmarks.Change brings opportunity.The Making it Meaningful Framework is designedto help Careers Leaders ensure each encounter orexperience is meaningful for all participants and willensure quality and consistency to activity. This guidegives examples that apply the framework, to maximisethe opportunity and impact of blended, online and faceto face encounters and experiences.Covid-19 has had aclear impact on us alland responsive careerseducation is moreimportant than ever ifyoung people are to regainconfidence in their futureAndy Lovatt, CEO, The White RoomAccess the new ResourceDirectory for more qualityresources and case studiesreflecting adapted practiceTo support continued effective engagement withschools and colleges, The Careers & EnterpriseCompany will follow-up this guide with bespokeversions for employers and other organisationsthat provide careers education support to schoolsand colleges.If you would like to sign up toreceive our Careers LeaderNewsletter and resources emails,please complete this short form.Norfolk and NorwichUniversity Hospitals(NNUH) has always soughtto help young people tounderstand the worldof work. It is now moreimportant than ever beforethat employers get involvedand show young people theopportunities they haveavailable to them.Clare Fox, Career Development Facilitator,Norfolk and Norwich University HospitalsNHS Foundation TrustContinuereading2
Careers in Context: A can-do guidecareersandenterprise.co.ukHow to usethis guideFor each Benchmark, this guideoutlines the following: The opportunities that have beencreated as a result of Covid-19;Benchmark 1Benchmark 2Benchmark 3Benchmark 4Benchmark 5Benchmark 6Benchmark 7Benchmark 8 How a Careers Leader can tapinto these opportunities; Practical resources and supportfor achieving success.Each page followingthis one, contains twointeractive links: ‘Select a differentBenchmark’ will bring youback to this page ‘Continue reading’will move you onchronologicallyContinuereading3
Careers in Context: A can-do guidecareersandenterprise.co.ukBenchmark 1:A stablecareersprogrammeIt is essential that CareersLeaders have a clearunderstanding of theirschool or college’s strategicobjectives to ensure theircareers programme isaligned with whole schooland college improvementand Covid-19 recoveryplanning.4Opportunity:Prioritise engagement with senior leadership and governors toensure that your careers programme is aligned with school orcollege priorities and school or college return and curriculumrecovery plans. Your programme should also directly supportpositive outcomes for students.How:Just like any new academic year, the suggested starting pointfor Careers Leaders is to evaluate and plan the school or collegeprogramme according to the needs of students.The process for this is no different year to year. However, theneed for this process is now more important than ever. Examplestrategic objectives for both the whole school or college strategyand a specific careers strategy may include:Example Strategic Objective 1:Support students to progress to positive destinations and reducetheir risk of becoming NEET by: linking curriculum learning to careers and LMI; providing meaningful encounters with employers and providers; providing quality experiences of work.Example Strategic Objective 2:Support positive attendance and behaviour data through highlevels of engagement by linking curriculum learning to careers andmeaningful employer encounters.Example Strategic Objective 3:Improve engagement and raise attainment through linkingcurriculum learning to careers.SchoolCollegeSelect a differentBenchmarkSENDResourcesContinuereading
Careers in Context: A can-do guidecareersandenterprise.co.uk5Practical resource and support:Transform Your Careers Programme: fullyfunded Careers Leader trainingThere are 650 further places available forCareers Leader training.These can be accessed now via The Careers &Enterprise Company website or here.All training providers are currently offeringvirtual delivery of their courses in response tothe impact of Covid-19.Schools and colleges may apply for more thanone place as long as the individual attendingis a named Careers leader/overseeing Careersactivity.Download the Careers Leader TrainingCatalogue for more information.96% of participants agreed or strongly agreedthat the training had helped them to identifyaction to improve their practice.If you have any questions about thetraining please contact firstname.lastname@example.org. Use the Teach First four-step process for creatinga strategic careers plan. To learn more aboutthis, complete the free ‘Introduction to CareersLeadership’ online training2. Read the Cheadle Hulme Case Study to see howa school has aligned their strategic career plans towider school priorities3. Take inspiration from this worked example of acareers programme, which supports the suggestedstrategic objectives examples we’ve provided onpage 54. To easily present your programme, use one of theseeditable templates, designed to be used acrossall settings, including SEND, FE and Middle &Secondary schools5. Evaluate your programme to ensure that changingstudent needs are being met (particularly Year11/13 and both existing and newly identifiedvulnerable cohorts)6. Schools can use Compass to create concise anddata rich reports and visualisations to monitor andreport on performance against the Benchmarks.Explore a range of Compass CPD here7. For regular updates about training and development,including how to engage a Careers Link GovernorCPD, sign-up to our Careers Leader newsletterSelect a differentBenchmarkContinuereading
It istime torethinkourstrategicplan forcareers, weneed to ensurecareers educationis embedded intohigh-quality teaching.David Baldwin,Headteacher, North EastSelect a differentBenchmarkContinuereading
Careers in Context: A can-do guidecareersandenterprise.co.ukBenchmark 2:Learning fromlabour marketinformationLabour Market Information(LMI) is key to preventingstudents from feelingconstrained by externalcontexts and ensuring theyunderstand the realitiesand opportunities of theworld of work they will beentering.It is critical this year thatstudents are supported,particularly in key transitionmoments, to understandopportunities and thechanging labour marketand how this could impactthe shape of their currentplans. Students and parentsshould feel confident thatthey are equipped with theinformation needed to makepositive choices.SchoolCollegeSelect a differentBenchmarkSEND7Opportunity:Ensure students, staff, parents and carers are aware of the newopportunities and challenges of the changing labour market andaddress assumptions and misconceptions.How:Prioritise working with your LEP through your Enterprise Adviserand/or Enterprise Coordinator to review how and when accurateLMI is shared. You may need to do this more frequently toaccount for the fast-changing landscape. Consider also workingwith your Careers Adviser to ensure LMI is up to date and ismatched to student needs.Practical resource and support:1. Send out LMI updates and newsletters. Click here to access anLMI Update Template for KS4 students2. Refer to My Choices Guides for resource and support for you,students and parents/carers, with identifying relevant LMI.You can also work with your Enterprise Coordinator to findout about local My Choices activities3. Regularly share latest editions of publications such as AmazingApprenticeships Parents Pack and CareerMag with studentsand parents4. Access and share this video with key LMI messaging fromAimee Higgins, Director of Employers and Partnerships atCareers and Enterprise Company5. Ensure that staff are kept up to date with local labour marketinformation. Cleaswell Hill SEND school prioritise staffunderstanding and keeping up to date with local labour marketand opportunities. They note that their “learners are a lot morelikely to explore alternative career options if they know thereare job opportunities available locally.”6. St Wilfrid’s RC College and St Joseph’s Hebburn are linkinginformation from Compass student profiles with informationabout the local labour market in conversations with parentsabout their child’s careers journey and choices to maximiseconversations with parents about engagement and progressResourcesContinuereading
Our findings suggestthat some youngpeople felt theircareer choiceshad beenconstrainedbecause ofthe pandemic,whilst forothers whatthey wantedto pursue hadchanged as aresult”Read more about the views of young people inthe recent Engineering UK research reportSelect a differentBenchmarkContinuereading
[LMI] is not as simple as just sayingthis sector has definitely done well[as a result of Covid-19] and thatsector hasn’t, because ultimately, atits core, every business exists to solvecustomers’ problems. [Businesseshave] changed what they were doing torespond to what the customer needed.Remember, that while this is a time thatis difficult for many there’s also lots ofopportunity. The economy will alwaysgo through peaks and troughs it turns back around becausebusinesses change or people accessnew opportunities.”Aimee Higgins,Director of Employers and Partnershipsat The Careers & Enterprise Company.Watch the full video hereSelect a differentBenchmarkContinuereading
Careers in Context: A can-do guidecareersandenterprise.co.ukCase Study: Year 9Virtual Careers DayMaltings Academy AET, led by Careers Leader Tony Degun,reshaped their planned Careers Day for Year 9 studentsand instead delivered their objectives through a VirtualCareers Day.‘As a crucial part of the careers programme for Year 9, itwas important to maintain the original aims and learningoutcomes, including understanding connections betweenjob families and sectors, pathways, LMI investigationand self-reflection, under the key themes of ‘Ambition’,‘Curiosity’ and ‘Awareness’.Promotion was key to ensure engagement, reinforced bythe initial messaging in the live online assembly, from theHeadteacher highlighting the importance of CEIAG for theirfuture success. This was filmed in the school hall to givestudents a sense of familiarity and followed by the CareersLeader, explaining the day and evaluation process.Students worked on their own profile, identifying andrecognising their own skills, strengths and qualities. Theyengaged with labour market activities (accessing theNational Careers Service website and our own YouTubecareers video library) to identify appropriate opportunitiesbased on their profile.An evaluation of the day highlighted the students’ desire tohear directly from more employers, building on the contentthat they had received. This interaction is already built intoour planned provision next year and makes us confidentthat we have sequenced the careers learning for this yeargroup correctly.’Select a differentBenchmarkIn Year 9, we are at thestage where we need toconsider our potentialcareer paths for thefuture. Today we had anonline careers day eventthat was very helpfuland beneficial for mydecision making. I wasamazed at how manyopportunities that areopen to me and now Iam researching morepossibilities as to whereI can go from here andam super excited for myfuture.Student, Year 9Continuereading10
Careers in Context: A can-do guidecareersandenterprise.co.ukBenchmark3: Addressingthe needs ofeach studentYoung people will have hadvery different experiencesover the last few monthsand may require differentor enhanced support.11Opportunity:Prioritise working with SLT and other key staff to ensure that thecareers programme is responsive and effective in supporting andtracking positive destination outcomes for all students.How:Establish systems and processes to track, record and respond tointended and actual destinations. Ensure that vulnerable studentsand those at risk of not making positive transitions are identifiedand supported.Ensure your careers programme provides tailored opportunitiesfor advice and support, particularly for existing and newlyidentified vulnerable groups. Newly identified vulnerable groupsmay include those disproportionately or unexpectedly impactedby Covid-19.Align your careers programme to whole school or collegeinitiatives on NEET prevention.Analyse destination data and knowledge of local labour market toshape your careers programme.Practical resource and support:1. Make a list of the key groups of students who are most at riskof NEET or not making a positive transition and ensure thatyour careers programme explicitly meets the needs of thesestudents2. Use Compass or similar systems, to record activity at a studentlevel and to create custom groups so you can target relevantcareers interventions3. Evaluate NEET prevention activity to ensure that student needsare being met (particularly Year 11/13 and vulnerable cohorts).Access this webinar for training on how to do this.4. Use Compass or similar systems for tracking intended andactual destinations5. For useful process guides and templates, visit the Benchmark 3section of the Resource Directory6. Refer to these valuable guides from ‘Employment is Everyone’sBusiness’ on how to support young people with SEND gettinginto workSchoolCollegeSelect a differentBenchmarkSENDResources7. Carefully consider how recovery planning appropriatelyaccounts for KS3 careers learning. It is important that learninggaps do not widen for younger students whilst a KS4 deficitmodel is being actively supportedContinuereading
Never has there beena more important timefor our students andwider community.Our Careers Leaderwill have the opportunityto rewrite the rule bookon Careers Guidance tonot only raise aspirationbut “Broker Aspiration”benefitting our studentsand wider community”Ian Parry,Headteacher, SouthportSelect a differentBenchmarkContinuereading
Careers in Context: A can-do guidecareersandenterprise.co.ukBenchmark4: Linkingcurriculumlearning tocareersDue to time pressures,competing priorities andCovid-19 school or collegeadaptations, teachingstaff may need additionalsupport in embeddingcareers across thecurriculum.13Opportunity:Be clear about defining what ‘careers’ is right now -setting aCovid-19 context- in your school or college and what yourexpectations of curriculum staff are for this benchmark.Embedding careers within curriculum and helping students tounderstand the relevance of their subjects to future careers willsupport positive student outcomes and school/college prioritiesaround destinations, engagement and attainment.This is of even more critical importance this year, as the potentialfor discrete careers events and delivery may become limited.How:As a foundation, build a progressive careers programme whichdelivers on key learning outcomes and ensure that all subjectshighlight the relevance of their subject to future career pathsPractical resource and support:1. Take inspiration from this worked example of a careersprogramme, which supports the suggested strategic objectivesexamples we’ve provided on page 52. Access the Benchmark 4 Masterclass, which introduces anew modelling matrix as a guide and mapping tool to helpCareers Leaders evolve their approach to delivering ‘Careersin the Curriculum’. The training also includes examples of goodpractice from across The Careers and Enterprise Company’snetwork to support Careers Leaders in maintaining the profileof Careers throughout 2020/21 and beyond.3. Consider using this template ‘Proposal’ document to help youto make a case to SLT for time, resource and support for careersguidance4. Visit our Resource Directory for a wide range of resources andguidance on how to support staff to highlight the relevanceof their subjects to careers, including new resources fromLoughborough University (LUDUS) and the new STEM Toolkit5. Connect staff to these resources, which deliver on curriculumlearning and are linked to the world of work. See here for Mathslesson plans from Stoke-on-TrentSchoolCollegeSelect a differentBenchmarkSENDResources6. Take inspiration about ‘branding careers’ from HailshamCommunity College in East Sussex who use a student designedlogo to promote careers activity and have assigned ‘CareersChampions’ who add resource and support for careers inthe curriculumContinuereading
Careers in Context: A can-do guidecareersandenterprise.co.ukBenchmark 5:Encounters withemployers andemployeesBenchmark 5 now presents anopportunity for much adaptation ofcareers programmes. Covid-19has driven many employers toseek digital solutions to supportinnovative approaches to theprovision of encounters.At the same time, Careers Leadersmay need to re-engage with employerpartners to reassure them that thereis still appetite in school or college forencounters, even if online.Careers Leaders should referto the Meaningful EncountersFramework and checklist, the OnlineEmployer Engagement Guidance forBenchmarks 5 and 6 and the GatsbyBenchmark Toolkits to supportthem in their judgement regardingif each and every student has hada ‘meaningful encounter’ with anemployer (whether online orin person).SchoolCollegeSelect a differentBenchmarkSEND14To include an activity under Benchmark 5, it must meetthe following minimum requirements:Learning outcomes are defined, based onthe age and needs of studentsThe encounter involves tw
Careers in Context: A can-do guide careersandenterprise.co.uk 4. Practical resource and support: 1. Use the Teach First four-step process for creating a strategic careers plan. To learn more about this, complete the free ‘Introduction to Careers Leadership’ online training 2. Read the Cheadle Hulme Case Study to see how a school has aligned their strategic career plans to wider school .
Careers & Enterprise Company: Guide for new Careers Leaders in schools. Essential information, helpful resources and practical tools to help newly appointed Careers Leaders get started in the role. National Careers Service. The National Careers Service provides information, advice and guidance to help people make decisions on learning, training and work opportunities. The service .
careers that relate to the environmental goal defined on their worksheet. Students can search for related careers by keyword, subject area, or cluster. (If they need help identifying careers that fit their assigned goal, they can find the example careers in the program and look in the Related Careers section for inspiration.)
The concept of careers and career-related learning in the primary school phase typically provokes a cautious reaction. Terms such as 'careers learning', 'careers education' or 'careers lessons' are often conflated with careers guidance which is often understood to be focused on careers choice. Many parents and teachers have concerns
EU Tracker Questions (GB) Total Well Total Badly DK NET Start of Fieldwork End of Fieldwork 2020 15/12/2020 16/12/2020 40 51 9-11 08/12/2020 09/12/2020 41 47 12-6 02/12/2020 03/12/2020 27 57 15-30 26/11/2020 27/11/2020 28 59 13-31 17/11/2020 18/11/2020 28 60 12-32 11/11/2020 12/11/2020 28 59 12-31 4/11/2020 05/11/2020 30 56 13-26 28/10/2020 29/10/2020 29 60 11-31
4 Lecture 10: NDPDAs/CFGs/PDAs 19 Closure Properties of CFLs If A and B are context free languages then: AR is a context-free language TRUE A* is a context-free language TRUE A is a context-free language (complement)? A B is a context-free language ? A B is a context-free language ? Lecture 10: NDPDAs/CFGs/PDAs 20 CFLsClosed Under Union Given two CFLs A and B is A B a
Mar 27, 2020 · context clues. Context Clues Context Clues Use this code to get in: L27WQ2S6 3. Try the quiz after you watch the video! 4. Practice vocabulary with these context clue definitions. Context Clues Practice 5. Read the two passages about Google and Gameboy. Answer the text dependent questions and practice using context clues to
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Academic writing is iterative and incremental. That is, it is written and rewritten numerous times in a number of stages. Pre-writing: approaches for getting the ideas down The first step in writing new material is to get your ideas down without attempting to impose any order on them. This process is often called ‘free-writing’. In “timed writing” (Goldberg 1986) or “free writing .