Career-related learning in primary The role of primary teachers and schools in preparing children for the future

Dr Elnaz Kashefpakdel, Jordan Rehill (Education and Employers) and Dr Deirdre Hughes OBE (DMH Associates) january 2019 2 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

Acknowledgements i Acknowledgements Education and Employers would like to thank the teachers, schools and career development experts involved in this research for their contributions and valuable insights. A full list of schools and participants is outlined in the appendix. We would also like to express our sincere gratitude to Professor Louise Archer and Dr Julie Moote (ASPIRES, UCL Institute of Education) for their insights and support in completing this research. We would like to thank Max Haskins (Project Assistant) for his dedication and hard work on this report.

This report was generously sponsored by the AKO Foundation. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 3

1 Contents

Contents 3 4.3 What are the barriers and challenges in implementing career-related learning in i Acknowledgements 2 Primary Schools? 52 ii Executive Summary 4 4.4 What is the teacher and school leader training need and demand for career- 1 Introduction 11 related learning support? 53 1.1 Rationale for career-related learning in Primary Schools 11 5 What do expert witnesses tell us? 57 1.2 Policy context 12 5.1 Teachers roles and responsibilities 57 1.3 Structure of report 12 5.2 Characteristics of a good/interesting provision 58 2 Methodology 15 5.3 Possible outcomes of career-related 2.1 Literature review 15 learning in Primary Schools 59 2.2 Qualitative online survey of 5.4 Expected positive impacts on children 60 Primary Schools 15 5.5 Evaluation to evidence impact 61 2.3 Case studies 17 5.6 Frameworks, standards and 2.4 Expert panel discussion 18 accreditation 62 2.5 Limitations 18 5.7 Teacher training and support need 64

3 Literature review 21 6 Conclusion 67 3.1 Defining career-related learning 21 6.1 Recommendations 68 3.2 Why is career-related learning

in Primary Schools important? 22 7 Bibliography 70 3.3 Types of career-related learning 24

3.4 What are the desired outcomes 8 Appendix 75 of career-related learning? 25 8.1 Keyword search terms used 3.5 Primary Schools’ approach to in literature search strategy 75 career-related learning 31 8.2 Case study interview questions 75

4 Unwrapping career-related learning 8.3 Expert panel discussion attendee list 76 in Primary Schools: Case studies of 8.4 Expert panel discussion questions 77 17 schools across England 43 4.1 What is the taxonomy of teacher roles within a Primary School in the context of 9 Annex 78 career-related learning? 43 9.1 Annex 1: Theory of change model 78 4.2 What does good/interesting provision look like? 46 4 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 5

ii Executive summary Introduction and rationale Research questions In May 2018 Teach First commissioned Question 1 What is the taxonomy of Education and Employers Research, teacher roles within a primary context London to undertake research into with regards to career-related learning? career-related learning in primary schools. The main purpose was to scope Question 2 What does success look Teach First’s future work on potential like for a programme of career-related programmes in primary schools. This activities in the primary school setting? would complement existing arrangements already in place for the CELP in post- Question 3 What does good/ primary schools1. The findings within interesting careers provision look this report demonstrate the important like in a primary school setting? role that senior leaders and teachers can play in embedding career-related Methodology learning (CRL) in primary schools. This involved an international literature The Government’s 2017 Careers review, including contributions from Strategy in England (DfE,2017) indicated 12 OECD countries, a qualitative online “Many primary schools are already survey of primary schools (n=51), thinking about how best to introduce complemented by in-depth case studies young children to ideas about the of good/interesting policies and practices work they might do in future[…]But (n= 17) and an expert panel discussion there is no consistent approach across (n=26) held in London in August 2018. primary schools and limited evidence and best practice for schools to use Main findings when planning their activities. We want Children growing up in the 21st century to learn more about what works so that will be seeking careers in an environment children can develop positive attitudes characterised by change, chance and about work from an early age and make uncertainty (World Economic Forum, 2018). sure that primary schools have access to Findings from the literature review indicate the tools they need to understand how childhood experiences are foundational in they can start to build activities with the construction of identity; observations employers into their lessons” (p.15). of attitudes towards work within families, Holding biased assumptions and cultural stereotypes, and influence of the having narrow aspirations can, and does, media may influence children’s meaning of go on to influence the academic effort work and in turn their occupational identities. children exert in certain lessons (Flouri The term ‘career-related learning’ and Pangouria, 2012; Bandura et al., 2001; (CRL) comprises of early childhood Gutman and Akerman. 2008), the subjects activities in primary schools designed to they choose to study (Kelly, 1989; Archer give children from an early age a wide and Dewitt, 2017), and the jobs they end up range of experiences of and exposure to pursuing (Akerlof and Kranton, 2000; Breen education, transitions and the world of and Garcia-Penalosa, 2002). Research has work. This is part of a lifelong learning shown that early interventions can bring a and career development process. lasting impact on children’s development and perceptions of different occupations and of the subjects thus enabling 1 https://www.teachfirst.org.uk/schools/secondary/access/ access to them (Howard et al. 2015). careers_and_employability_leadership_programme 6 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

Types of career-related learning in staff (classroom teacher) supplemented by primary education are considered employers and external organisations. The within three main areas identified as: report argues that all teachers at differing levels can and do perform some of these n Much of the work related to primary roles. It is therefore important that these education is focused around roles are given attention within initial educational outcomes for young teacher education and early professional people—whether delivered through the development. In primary schools where the provision of supplementary resource in concept of career-related learning can be the classroom (literacy and numeracy fluid and open to interpretation, the ability programmes) or as a complementary of a local senior leader(s) to prioritise and mechanism to change pupil attitudes effectively communicate career-related about the value of education. learning activity to others is crucial.

n Provision is designed to enhance Recommendation No 1 The taxonomy children’s understanding of jobs and of career-related learning roles should careers—for example, by challenging be tried and tested in practice by an gender stereotyping or illustrating organisation such as Teach First, as part the uses of science in different jobs. of an evolving CELP for primary schools in England and Wales. This can also be used n In considering enterprise education, by primary schools as a major catalyst for engagement can be seen to offer means change linked to the ‘Theory of Change’ to secure additional learning outcomes model outlined in Annex 1 alongside more to the usual diet of provision—providing detailed evidence-based findings. pupils with the opportunity to explore and practice knowledge and skills What does success look like (such as problem-solving and team for a programme of career- working) demanded by the modern related activities in the labour market.’ (Mann et al. 2018. p.26) primary school setting? Primary schools were asked in both the What is the taxonomy of online survey and case studies about the teacher roles within a primary barriers or challenges they have experienced school in the context of preventing them from offering more career-related learning? career-related learning activities in their While it is useful to divide career-related school. These include: (i) the lack of support learning roles within primary schools, it is and time available to develop formal links worth noting that the distribution of these with businesses and employers; (ii) not roles is dependent on the size of the school having a co-ordinator or someone to drive and the capacity of senior leadership team. CRL activities; (iii) the cost implications of A proposed taxonomy of career-related organising events; (iv) finding flexibility learning roles2 in primary includes: the senior in an already crowded curriculum; (v) leader team (a senior leader and/or career keeping up to date with latest and future related learning co-ordinator) and curriculum developments in the wider world of work; and (vi) limited professional development opportunities to gain more in-depth 2 The application of the taxonomy depends on the size of the school and resources available, particularly in smaller schools understanding of career-related learning where staff capacity is reduced roles often merge. (CRL) theories, research and practice. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 7

Different countries and even different Recommendation No 2 Strong leadership states within countries resource and is necessary to support teachers organise CRL in various ways. One issue integrating CRL within and outside of the is clearly how easily or otherwise CRL can classroom. The senior leadership team be accommodated within the education should make the relationship between system. A wide range of CRL programmes, CRL and the aims and ethos of the school activities, quality assurance, evaluation of explicit, thereby ensuring buy-in from impact and approaches to accreditation staff and other key stakeholders. are outlined in sections 3 and 4 of this report. Successful career-related learning Recommendation No 3 In order to is not possible without some input from achieve a stronger role for teachers in this employers, employees and businesses regard, there is a need to professionalise outside of school (QCDA, 2010; CBI, 2014). It the area. This should include stronger makes a very significant difference that the acknowledgement of CRL in initial teacher human resource in question is someone education (ITE), the development of a bringing real life, authentic experience range of levels of CPD, and a rise in the of the workplace (Stanley et al., 2014). status of CRL and associated leadership Location matters, for example, more within primary schools. An organisation rural or isolated schools noted that finding such as Teach First has the opportunity employers and volunteers from the local to lead by example. The organisation’s community was problematic. Technology- focus offers it a number of opportunities based learning activities can also support the to lead new CRL activity (complementary child as a unique individual and encourage to the existing post-primary careers and exploration, experimentation, risk taking, employability leadership programme) critical thinking, decision making, and problem through its CPD offer and with its alumni solving (Crause et al, 2017). There is a need to who have left the education system but balance employer and volunteer engagement who are keen to remain connected with it. alongside demand for teacher training and/or continuous professional development (CPD) Recommendation No 4 Primary schools opportunities. Career guidance professionals should aim to develop an approach to have an important role to play and effective CRL that articulates how all year groups inter-professional working is essential. progressively engage in a wide range The desired outcomes of career- of experiences of and exposure to related learning are linked to at least education, transitions and the world of seven outcomes, including (i) improved work including links with employers. Teach educational outcomes; (ii) a broadening First is potentially well placed to further and raising of pupil career aspirations; develop current practice and diagnosis (iii) greater awareness of enterprise of need linked to shared and improved and entrepreneurship; (iv) increased understanding of CRL inputs, processes, confidence and self-efficacy; (v) improved outcomes and impact measures. understanding of the link between education, qualifications and careers and decreased gender stereotyping; (vi) improved social emotional skills and behaviours; and (vii) improved attendance and attainment. However, the evidence-base for the latter is largely underdeveloped. 8 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

What does good/interesting centred on finding ways of embedding careers provision look like career-related learning into an already in a primary school setting? crowded curriculum. 57% of teachers Many primary teachers engage their students responding to the online qualitative survey in everyday learning that could be described identified ‘how to integrate career-related as career-related learning (Education and learning in to the curriculum (including Employers, 2018). At a local level, the most teaching materials)’ as a priority training significant drivers of career-related learning need. This was followed by ‘understanding in primary schools have been school and monitoring the impact of career- leadership teams and teachers. Primary related learning’ (50%), and assistance schools’ approach to career-related learning with ‘planning and/or organising careers varies significantly. The findings show that events’ (50%). Interviewees also noted a set of processes and methods that can that schools could be supported by being be effective in achieving career-related provided with better signposting to key learning (CRL) outcomes in the primary organisations that can broker connections phase. These include: (i) portfolio learning; to employers. This could help teachers to (ii) tests and questionnaires; (iii) enquiry better deliver a wide range of activities learning (dialogic, project-based, problem- and to set up and maintain more regular based); (iv) active learning; and (v) experiential formal links with such organisations. learning. Other key factors include parental A number of interviewees highlighted involvement, the connection with the world the importance of sharing best practice of work, and principles of good practice, between schools locally or within clusters. quality assurance and accreditation. The Complete Careers’ Primary programme (UK- Recommendation No 5 New and differing wide) accredits Primary Schools delivering forms of in-service training and CPD outstanding career-related learning activities are necessary that can support senior within a ‘Career Mark Primary Award’. leaders and teachers to develop their Interviews with school staff also explored knowledge and skills in the provision what would help them overcome some of the of CRL and the fast-changing world challenges they faced, or continue to face, of work. Table 6 in the main report when attempting to establish and/or deliver provides some concrete examples. career-related activities in their school. A number of senior leaders highlighted either Findings from this research can be used in themselves or their curriculum teachers the first instance to support Teach First’s needed some form of CPD which related initial teacher education and continuous to current and future trends in the labour professional development programme. market. Interviewees noted that they often Much of the report advocates greater do not have the information or confidence support for teachers in the leadership, to speak about vocational pathways, such planning, delivery and monitoring of CRL. as apprenticeships, so they often avoided The content also has relevance to other speaking about it. Given that the majority providers of initial teacher education and of interviewees highlighted that any form of continuing professional development, CRL had to be embedded in the curriculum, as well as to schools and educational it is unsurprising that a number of teachers policy-makers. It may also be of interest also expected some form of support with to researchers, academics and students in teaching and learning resources, topic ideas the fields of career development, career and lesson plans. There are challenges guidance, education and child development. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 9 10 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 11

1 Introduction

1.1 Rationale for career-related age and make sure that primary schools have learning in primary schools access to the tools they need to understand Career development is a maturation process how they can start to build activities with that begins very early in life (McMahon employers into their lessons” (p.15). & Watson, 2018). It refers to the ongoing In the primary phase there is a need process of a person managing their life, to be cautious about the use of ‘career’ or learning and work over their lifespan. It ‘careers’. This is a period largely of exploration involves developing the skills and knowledge and children’s aspirations should, rightly, that not only equip children for the next be tentative and imaginative. Yet there are stage of their lives but also enable them to a range of attributes, skills and behaviours plan and make informed decisions about that can be instilled in this stage of child’s education, training and career choices. life that will leave them in the best possible (McMahon, Patton & Tatham, 2002). position as they begin their transitions to Children growing up in the 21st century secondary education and to future life. The will be seeking careers in an environment focus should be on broadening horizons and characterised by change, chance and giving children a wide range of experience of uncertainty (World Economic Forum, 2018). the world – which includes the world of work. In May 2018 Teach First commissioned In this report we use the term ‘career- Education and Employers Research to related learning’ to encompass early undertake research into career-related childhood activities in primary schools learning in primary schools. The main designed to give children from an early purpose was to inform Teach First’s future age a wide range of experiences of and work on the design and development of a exposure to education, transitions and new Careers and Employability Leadership the world of work. This is part of a lifelong Programme (CELP) in primary schools. This learning and career development process. would complement existing arrangements This term combines two desired outcomes: already in place for CELP in post-primary schools3. The charity is focused on ending n Developing knowledge about work. educational inequality and has a strong interest Learn and explore a number of careers, in reducing the numbers of unemployed learning pathways and sectors. young people and increasing participation in n Developing skills for work and life. higher education by young people from lower Specifically developing non-academic socio-economic groups. The organisation skills such as enterprise skills and is a provider of initial teacher education social-emotional skills and behaviours and is also influential with the ambassadors that will benefit their own wellbeing who have graduated from its programme. and the wellbeing of others. The Government’s 2017 Careers Strategy in England (DfE, 2017) indicated “Many primary It builds upon an earlier career-related schools are already thinking about how best learning pilot initiative in England’s primary to introduce young children to ideas about schools, commissioned by the Department the work they might do in future…But there for Education (Barnes & McGowan, 2010) is no consistent approach across primary and careers and work-related education schools and limited evidence and best (CWRE) developed by the UK Career practice for schools to use when planning Development Institute (CDI, 2012). their activities. We want to learn more about what works so that children can develop 3 https://www.teachfirst.org.uk/schools/secondary/access/ positive attitudes about work from an early careers_and_employability_leadership_programme 12 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

1.2 Policy context 1.3 Structure of Report Recent reports and speeches on social The report begins with a review of the mobility have, until very recently, seldom international literature relating to career mentioned primary schools. For example, development and career-related learning, the UK Coalition Government’s Opening examining why this is important in primary doors, breaking barriers: a strategy for schools, what good/interesting policies social mobility (2011) and then more recent and practices look like and the role of reports including those by the House of teachers and leaders in this context. The Lords Select Committee (2016) and the review outlines what schools should aspire Social Mobility Commission (2017) make to when providing career-related learning little reference to the vital role that and sets out the existing, albeit limited, primary schools play in raising aspiration, evidence on how developing staff roles broadening horizons and connecting and responsibilities can help to improve children’s learning to their future lives4. student outcomes. Submissions were Career-related learning in primary has received from the following 12 countries: n Austria often been recognised in government n Australia recommendations and policies, but rarely Chapter two of the report presents data n Canada formalised in the curriculum and often collected from 17 primary schools around n Denmark focussed on Key Stage 2. For example, the UK. In carrying out interviews with n Finland since the dissolving of the Department Headteachers, Middle leaders and Classroom n Germany for Children, Schools and Families (DCSF) teachers the report outlines teacher n Ireland in 2010 there has been nearly a decade of attitudes towards career-related learning n Northern policies and guidelines that have largely (including desired outcomes), the structure Ireland neglected primary as a key phase in career of career-related learning (including the n The and skill development, instead focussing taxonomy of roles as well as the activities and Netherlands energies in secondary schools. The Careers programmes provided), and the challenges n South Africa Strategy (2017) seeks to address this deficit and solutions associated with providing n Wales with government making a commitment career-related learning in their schools. n USA “to test what careers activities are Chapter three of the report summarises appropriate and work well in primary the main contributions and discussion points schools, providing £2 million to test new gathered from a panel of 25 key experts programmes, or expand ones that work, and thought leaders interested in career- including in challenging areas”5 (p.15). In related learning in primary. The findings not 2018, the OECD also recognised the need only echo and corroborate what was found for schools to begin such work early on and in the literature and case studies, but they the essential role of increased exposure also provide new insights and further details to the world of work (OECD, 2018). as to the roles that should be recognised This paper demonstrates the important in primary, as well as the frameworks and role that teachers, senior leaders and benchmarks used to measure success. other key actors play in designing, It is hoped that the conclusions and delivering and evaluating career- recommendations from this paper will related learning in primary schools. provide and encourage schools to further engage in career-related learning, help define 4 https://www.tes.com/news/school-news/breaking-views/if- good policies and practices for schools, were-serious-about-improving-social-mobility-issue-must-be and provide ideas for providers of initial 5 Department for Education. (2017). Careers strategy: Making the most teacher education (ITE) and continuous of everyone’s skills and talents. London: Department for Education. professional development (CPD). Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 13 14 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 15

2 Methodology

This section outlines how the study of 2.2 Qualitative online survey career-related learning in primary was of primary schools designed and conducted to address key The survey aimed to explore the research questions proposed by Teach First: barriers that primary schools have faced when designing and implementing Q1 What is the taxonomy of teacher career-related learning programmes roles within a primary context with and activities, along with identifying regards to career-related learning? interesting school policies and practices from the sample. The online qualitative Q2 What does success look like for survey was designed in collaboration a programme of careers activities with the Teach First Team to define a in the primary school setting? range of key measurements in order to identify case studies of good/interesting Q3 What does good/interesting policies and practices. Due to the career-related provision look like research question(s) and purpose of the in a primary school setting? report, as well as the time frame of the study, this report adopts a qualitative approach throughout. While the goal of 2.1 Literature Review quantitative approaches can be stated The literature review search was as “empirical generalisation to many”, conducted using Google Scholar and qualitative studies are designed for “in- personal libraries to include both depth understanding.” Qualitative studies academic and so-called ‘grey’ literature6. of this type do not rely on large number The team then assessed the relative of case studies they rather situate what value of available literature to assess they find in robust academic literature. whether individual pieces warranted From 5th June 2018 to 31st July inclusion. Literature was also drawn 2018 the survey was distributed using from extensive personal and university SurveyMonkey through the Education and libraries within the research team, as well Employers’ network of primary schools as a desktop review of literature from a in England, as well as Teach First partner network of academic partnerships and organisations working in Primary Schools key advisers. A modified search strategy (WEnetworks, Enabling Enterprise, Centre was adopted based on methodology for Industry Education and Collaboration, applied within an earlier International Into University). The survey was also Review of Careers Education, conducted promoted on Education and Employers by Hughes et al (2016)7 and more recently and Teach First twitter feeds. Mann et al (2018)8. Refer to Appendix 8.1 for key word search terms used in the literature search strategy.

2.1.2 Exclusion criteria Studies and other research papers were 6 The term grey literature refers to research that is either excluded if they related to examples of unpublished or has been published in non-commercial form. employability and/ or career-related 7 https://educationendowmentfoundation.org.uk/ learning in secondary, further and/or public/files/Publications/Careers_review.pdf higher education. Studies from outside of 8 https://www.educationandemployers.org/research/ OECD countries were also not included. employerengagementineducation/ 16 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

This provided 51 in-depth responses, As shown in chart 1 (below left), from 51 all of which were used to further respondents, the survey received a wide inform more in-depth case studies geographic distribution of schools across (see below). Survey questions were England, with the largest number of schools themed around the taxonomy of teacher 15 (29%) from the North East region. 36 (71%) roles, the successes of career-related of respondents reported that they belonged learning and some theory-informed to a school having more than 200 pupils, measurements of what provision looks with 20 (39%) of schools being an Academy like in the primary setting. Seven of the and 26 (51%) being a Maintained school. 18 survey questions asked respondents Only 12 (26%) of the total schools surveyed demographic questions regarding were part of or linked to a secondary their school’s geographical location. school. The survey also revealed a wide range of schools with varying percentages Chart 1: of students receiving free school meals, Regional distribution: online qualitative survey respondents with 15 (29%) having between 25-50% of their students receiving free school meals Yorks + Humber and 14 (27%) reporting that between 21- West Midlands 35% of children were in receipt of free South West school meals. This question was asked to South East give the research team a measurement of Other (specified) social deprivation within schools that were North West implementing career learning activities. North East Table 2 below summarises some background London information on the respondents. East of England East Midlands The survey then asked ten closed- 0 2 4 6 8 10 12 14 16 ended and multiple-choice questions.

Table 2: Background information: online qualitative survey respondents

How many children attend What percentage of students What is your school type? your primary school? at your school receive FSM? (Free School Meals) 0-50 1 0-10% 12 Academy 20

51-100 2 11-20% 3 Independent 3

101-150 5 21-35% 14 Maintained 26

151-200 7 36-50% 15 Other 2

200+ 36 Don’t know 7 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 17

2.3 Case Studies A total of 17 case studies were Between May 2018 and July 2018, the identified, including 1 example outside research team invited teachers from around of England. The schools within the the country to share their own experiences of selected case studies represent a organising career-related learning activities Free School Meals (FSM) eligibility in their primary school. Initially, the findings ranging from 2% - 50%. Only a third from the qualitative online survey allowed of the total schools interviewed us to collect data from schools who agreed were located within a major city. to be contacted for follow-up telephone Most of the sampled schools were interviews. We also worked closely with awarded ‘Good’ in their most recent Ofsted Teach First, the ‘Primary Futures’ programme inspections and 83.3% of interviewees held and other key partners such as the National a position of ‘Senior Leadership’. Five of the Association of Head Teachers (NAHT) and schools surveyed were part of, or linked Enabling Enterprise to identify case studies to, a secondary. Table 3 below represents of good/interesting policies and practices. background information of the schools.

Table 3: Background information: case study primary schools

Which region is Pupil No. School type Most recent Teacher role your school in? FSM (%) pupils Ofsted rating Bedfordshire 37% 487 Maintained, Good Assistant Head Foundation Status Lincolnshire 16% 153 Junior School, Good Headteacher Standalone Academy Greater London 25% 550 Maintained Good Middle Leader Greater London 11% 282 Voluntary Aided Good Headteacher Merseyside 27% 274 Maintained Good Assistant Head Middlesbrough 24% 400 Maintained Good Key Stage Leader Northamptonshire 50% 210 Multi Academy Trust Good Headteacher Northamptonshire 21% 200 Multi Academy Trust Good Assistant Head Nottinghamshire Pupil 1000 Multi Academy Trust Good Assistant Head Premium 29% Nottinghamshire (also n/a n/a Multi Academy Trust n/a Careers Lead Bedfordshire, Lincolnshire, Peterborough) Suffolk 15% 350 Multi Academy Trust Good Subject Lead Tyne and Wear 13% 424 Trust School Good Headteacher West Midlands unknown 710 Academy Trust Outstanding Assistant Head Yorkshire and Humber 48% 732 Academy Outstanding Assistant Head Yorkshire and Humber 24% 467 Maintained Good Acting Headteacher Yorkshire and Humber 47% 280 Maintained Requires Headteacher Foundation Status Improvement Yorkshire and Humber 43% 271 Maintained, SEN School Outstanding Middle Leader 18 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

13 of the case studies were conducted They participated in an expert panel, through telephone interviews and four facilitated by Dr Deirdre Hughes OBE, were carried out face-to-face as agreed and included representatives from with Teach First. The latter interviews policy formation, teaching unions, took place at schools in Lincolnshire, employers and professional bodies, as Suffolk and Nottinghamshire, as well as an well as academics and practitioners. additional interview with a careers lead Nine open-ended questions for for a multi academy trust in Nottingham. consideration were sent prior to the Each of the interviewees was required expert panel discussion. Experts spent to review and complete a consent form two hours discussing key set questions prior to the visit. Audio recordings were and made invaluable contributions to the made of the interviews with the consent research. The participants were asked of the interviewees and in line with for their consent to agree to be quoted research ethical codes of practice. in the final report, where appropriate. The case study interviews lasted Appendices 8.3 and 8.4 respectively between 30 to 50 minutes and began list the participants and questions. with an initial seven questions regarding the respective school’s demography. 2.5 Limitations This was then followed by open-ended As mentioned previously, there questions, which included many of the are limitations to the research same questions and themes found design that must be acknowledged. within the survey. This allowed teachers With the limited number of the to expand upon their answers to the responses to the online qualitative survey, provide any additional comments survey due mainly to the timing or reflections on careers provision and as the end of the academic year provided the research team with the approached, it was not possible to opportunity to ask any relevant follow up get a significant representation of questions. In addition to the online survey schools on career-related learning questions, the schools were asked about provision in primary schools. their views on the role of the respective However, the content-rich local authorities in supporting careers qualitative data has helped to overcome provision, targeting specific learner groups, this challenge. While the sample from and using benchmarks and frameworks the survey is not fully representative, in the primary context. The interview it does provide a useful insight into questions can be found in Appendix 8.2. existing career-related learning in primary schools and a step forward 2.4 Expert Panel Discussion in understanding what is being Upon the completion of the case studies, implemented in differing regions. the research team gathered 26 key As this research was undertaken thought leaders from across England towards the end of the academic i.e. those with a specific interest and year, identifying teachers available field of expertise in career-related to be interviewed was somewhat of learning in a primary school context. a challenge. Despite this, the overall The rationale for this was to draw findings provide an interesting insight upon their knowledge and expertise into a detailed and diverse range of in order to validate interim findings activities and methods used in career and to identify any obvious gaps. learning in the primary context. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 19 20 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

‘Career-related learning is not about asking eight-year olds what they want to do in the future - children must be allowed their childhood…It is work that builds on children’s growing awareness of themselves and the world of work, and weaves what they know into useful learning for now and later’ (Watts, 2002). Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 21

3 Literature review

Career development and its impact on 3.1 Defining career-related learning young people’s transitions to adulthood Many teachers in primary schools are well has been well researched in post- aware of the importance of expanding primary schooling at an international each child’s awareness of the work level (Hughes et al, 2016). In comparison, that adults do and of challenging their research that examines early childhood attitudes about gendered work roles. career-related learning is relatively As a consequence, many primary school under-researched (McMahon & Watson, teachers engage their young students 2017). Therefore, this literature review is in learning that could be described as a timely study, particularly given some career-related learning. The term ‘career- key recommendations in England’s related learning’ (CRL) is used as this Careers Strategy which acknowledges the encompasses early childhood activities importance of early years’ experiences in primary schools designed to give (DfE, 2017). By collating and analysing children from an early age a wide range of evidence from contemporary literature, experiences of and exposure to education, an overview is presented of why primary transitions and the world of work. It school experiences are so important in also builds upon earlier robust research a child’s career development journey. findings (Wade et al, 2011). This is part of Good and interesting practices are a lifelong career development process. outlined identifying what career-related There are other words that feature in learning activities’ primary schools are the academic literature such as: career providing. There has also been interest at adaptability; career awareness; career the policy level on the possible extrinsic construction; career dialogue; careers benefits of planned career-related learning education; career exploration; career activities on children’s attendance, learning, employability; entrepreneurship; attainment and engagement in their occupational interests; work-related own schooling, particularly for children learning, career development and so on. It living in socially-disadvantaged areas. is recognised that there is no consistency Finally, possible frameworks that in terminology as this is a multi-disciplinary can be applied in practice are explored. subject spanning education, development There are a small number of robust psychology, human resources, quasi-experimental or experimental sociology and life-course approaches. studies that use some kind of control Complimentary to this, the seminal work of to measure the association between major child development theorists (Erikson, primary schooling activities and certain 1985; Piaget, 1977), childhood career outcomes; however, most evidence in this development theorists (Gottfredson, 2005; sphere is based on qualitative evidence Savickas, 2013; Super, 1980, 1990), and or small-scale evaluations. It should learning theorists (e.g., Kolb, 1984; Vygotsky, be noted that the existing literature is 1978) undoubtedly make a significant particularly weak on the comparative contribution to pedagogical approaches. value of different career-related learning Childhood experiences are foundational activities for different key stages. in the construction of identity; More large-scale evaluations are observations of attitudes towards work needed to draw out career-related within families, cultural stereotypes, and learning activities and programmes influence of the media may influence that have an observable, consistent children’s meaning of work and in turn and replicable impact on children. their occupational identities (Skorikov 22 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

& Vondracek, 2011). Although it may be background and the role models in their tempting to think that children of this surroundings (Archer et al. 2014; Chambers age are too young for career-related et al, 2018). Many children often do not learning, Australian researchers, Patton know enough about the world of work to & McMahon (1997) found that career have realistic ideas of what jobs exist, but development is a concept understood they have absorbed enough to believe by children from preschool. Given that there is ‘men’s work’ and ‘women’s work’. children as young as five years can This has been evidenced in numerous express occupational dreams (Phipps, recent studies, for example Chambers 1995), and that career preferences are et al (2018) asked children aged 7 to 11 formed early (Poole & Low, 1985), it seems years old to draw and describe what they that valuable opportunities to influence wanted to be when they grew up. Their the socialisation and career readiness free text descriptions were coded into one of many children are being missed. of 69 possible occupations. The results are illuminating, if slightly depressing. ‘By the age of seven it was clear that the jobs chosen reflected standard gendered ‘By making meaning of ideas. In the UK, in Science, Technology, Engineering and Mathematics (STEM), four their explorations and times as many boys wanted to become engineers as did girls. Twice as many boys experiences of the world as girls saw science as their chosen future, through self-reflection while girls were four times more likely than boys to want to be vets, and more than and social interaction, twice as likely to want to be doctors’ (p. 21). Holding biased assumptions and children construct having narrow aspirations can, and does, go on to influence the academic effort foundational stories children exert in certain lessons (Flouri and Pangouria, 2012; Bandura et al., 2001; about who they are and Gutman and Akerman. 2008), the subjects they choose to study (Kelly, 1989; Archer who they are becoming’ and Dewitt, 2017), and the jobs they end up (Ahn, 2011). pursuing (Akerlof and Kranton, 2000; Breen and Garcia-Penalosa, 2002). Research has shown that early interventions can bring a 3.2 Why is career-related learning lasting impact on children’s development in primary schools important? and perceptions of different occupations Children actively explore their worlds and of the subjects thus enabling and begin to construct possibilities for access to them (Howard et al. 2015). present and future selves (Cahill, 2017). The prevailing historical view These life stories include a sense of maintained that children’s ideas about self (self-identity), life roles, skills, and careers are unrealistic and likely to knowledge, and are shaped by everyday change and, therefore, not worth paying events and experiences. They are also attention to (Gore et al. 2016). And yet, a often shaped, moulded and restricted body of literature continues to grow which by gender stereotyping, socio-economic demonstrates that children’s ideas about Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 23

‘This is not just about jobs, work, and careers, rather it is about life stories’ careers are not only less ‘magical’ than once thought, but also that the aspirations (Cahill, 2017). young people hold are often quite similar to those held in their teenage decision- making years (Auger et al., 2005; Care et as intrinsically gendered. Stage three al., 2007). Recent analysis and publications (age 9-13), she argues, is where children also reiterate these notions. Research begin to see their social value based on by Chambers et al (2018) and KidZania perceptions of social class and intelligence. (2017) both reveal that the difference By those ages, it is believed, they will between children’s career aspirations have abandoned the ‘fantasy’ careers from early childhood to early adulthood associated with the very young and have are marginal. Assumptions that children’s started to become more aware of potential career ambitions may be transitory constraints on their occupational choice may have dissuaded researchers from (Gottfredson, 2002). In a more recent study, focusing on them in the past. Early career Care (2007) investigated young children’s ideas of primary-age children can, and career development in the context of should naturally be tentative and may be Gottfredson’s stage theory. In a small- slightly imaginative. However, while these scale experiment, 84 children attending a aspirations may not be entirely realistic, kindergarten/early learning centre for four- they can be used to fruitfully investigate to five-year-old children exhibited gender children’s perceptions of and ideas about stereotyping in their aspirations, with the the world of work (Hutchings, 1993). clear majority nominating real occupational As briefly discussed above, a number roles as opposed to fantasy ones. The of developmental researchers (ibid) have pattern of boys’ and girls’ aspirations identified childhood as important in a support Gottfredson’s proposals. child’s career development, including These career development theorists awareness and understanding of self, suggest that children should be encouraged development of self-efficacy, knowledge to sense and sift occupational information of world of work, and engagement in with a view of understanding it, which both present and future problem-solving can provide a valuable foundation for a and choice-making. By early childhood more extensive careers education later at children have been shown to demonstrate secondary school. Nonetheless, in practice, concern about the future, control over career-related learning as part of a career their lives, curiosity about occupations and development journey in early childhood is work as well as confidence to construct a often downplayed and under-researched, future (Savickas 1991: 2002). Super (1996) even neglected. The value of providing describes this period of a child’s life as the children with an opportunity to consider ‘growth stage’ with children moving from their futures and offer pedagogical support what he terms ‘fantasy’ ideas about their to realise their ambitions is also well future to genuine ‘interests’. According recognised by teachers. Recent surveys of to Gottfredson (2002), of the four stages teachers have repeatedly demonstrated of development she describes, stage two the demand, and the perceived benefit of, ‘orientation of sex roles’ occurs at the age career-related learning in primary schools. of 6-8. At this age, she argues, children A 2017 survey in England of nearly 500 grasp the concept of a set of behaviours primary school teachers, carried out by belonging to each sex and therefore YouGov on behalf of the charity Education begin seeing jobs and future pathways and Employers, found that 90% of teachers 24 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

in the sample thought that career-related 3.3 Types of career-related learning learning, with the support of employers, It is by no means a straightforward process can help challenge the stereotypes that to disentangle the unique contributions that children have around the jobs that people different forms of career-related learning do and the subjects they study by gender. can be expected to have on children in In the same survey, researchers showed primary schools. It is therefore important that teachers believe engagement with the to make sense of different activities world of work can help children’s academic from the perspective of practitioners. achievement and support them with the The aim of this section is to provide a learning of non-academic skills. This is practical, comprehensive and evidence- believed to occur through increased value based approach to career-related learning of education and the relationship children activities and to move towards a typology can draw between what they learn in that offers school staff a clear sense of classroom and the future (Education and the purposes behind the different uses of Employers, 2017). In 2018, similar findings career-related learning activities. The goal were shown in an English survey published is to enable staff to identify rationales for by Education and Employers with TES and selecting a range of activities to achieve the National Association of Head Teachers learning outcomes. However, the gap in (NAHT). From 250 primary schools who recent primary schools’ literature limits responded to a set questionnaire, almost the extent to which practical advice 50% believed that learning about the world could be given. More empirical research of work should start from age 5 and under is required, particularly in the form of as they believe ideas and attitudes are action-research projects, longitudinal and shaped very early and children perceive quasi-experimental/experimental studies. the world through their family and friends In this research, in-depth interviews with before they even enter school. The survey primary schools were implemented to asked primary schools why they believe add context to what can be realistically learning about jobs and careers is crucial learnt from the existing literature. at this stage. The majority of respondents In a recent review of primary schools acknowledged the role this can play on literature, Mann, Rehill and Kashefpakdel broadening aspirations, bringing learning (2018) form a typological approach to to life and increase motivation, enhancing understand and categorise career- self-belief and self-efficacy and changing related learning in primary education. attitudes about certain jobs or subjects Three areas are identified as: (Education and Employers 2018). Education systems that ‘require primary n Much of the work related to primary schools to teach career education – such education is focused around as British Columbia and Ontario (Canada), educational outcomes for young the Czech Republic, Denmark, and, more people—whether delivered through the recently, Croatia, Estonia, and Hungary provision of supplementary resource – will probably recognise that legislation in the classroom (reading and number by itself is not enough. Countries such partners) or as a complementary as New Zealand, some American states mechanism to change pupil attitudes (e.g., Missouri and Georgia), England and about the value of education. Scotland that have voluntary guidelines and n Provision is designed to enhance resources recognise that take-up is often children’s understanding of jobs and patchy’ (Barnes & McGowan, 2017, p.173). careers—for example, by challenging Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 25

gender stereotyping or illustrating A review by Torgerson et al. (2002) the uses of science in employment. looked at the results of seven U.S. and U.K. n In considering enterprise education, experimental studies using such reading engagement can be seen to offer means partners, including seven randomised to secure additional learning outcomes controlled trials (RCTs). This provides an to the usual diet of provision—providing overview of the types of programme pupils with the opportunity to explore historically delivered and the challenges and practice knowledge and skills of assessing impact. The review did not (such as problem-solving and team specify whether reading partners were working) demanded by the modern with workplace volunteers. It found results labour market.’ (Mann et al., 2018, p.26) to be, when considered as a collective, inconclusive, with all studies suffering 3.4 What are the desired outcomes from a low number of participants. Studies of career-related learning? showed that in some circumstances reading The positive outcomes of career-related partner schemes were positively associated learning can be distinguished, as Mann with improved learning outcomes, others et al. (2018) contend, between activities suggested that this was not the case. It is aimed at improving the knowledge possible that the studies reflected variation and skills of children taking part and in programme design and pupil selection those designed to influence children’s as well as low participation numbers, attitudes and aspirations. In this report, undermining statistical confidence. it is suggested that certain activities More recent work by the Centre for can also be categorised as developing Evidence and Social Innovation team children’s social and emotional skills and at Queen’s University, Belfast has used behaviours. These are vital in a child’s randomised control trials (RCTs) to assess development and progression especially the value of similar programmes. Miller as they face an often-daunting transition and Connolly (2013) assessed a large trial of from primary to secondary schooling. some 512 children aged eight to nine-years- old—identified as being below average 3.4.1 Improved education outcomes in reading ability and lacking confidence Primary schools often provide career- in reading—263 of which were randomly related learning opportunities by inviting assigned to participate in weekly one- employer representatives into school. hour sessions with employee volunteers Reading partner schemes have been over a school year. When compared to familiar in the U.S., mainland Europe, and a control group using statistical testing, the U.K. for many years. These schemes the researchers found the programme are characterised by the use of largely to be ‘effective in improving a number untrained volunteers brought into primary of reading outcomes for pupils’ with schools to hear children read on a regular impact strongest in relation to decoding, basis (Torgerson et al, 2002, pp. 434–436). reading rate, and reading fluency. While, of course, programmes could be In a report by Morris (2014) results from undertaken using parents or university a small survey of 28 schools who took part students, employee volunteer schemes are in Number Partners shows 86% of teachers very common and have been popular with reporting positive improved chances schools for reasons of logistical simplicity of reaching their individual numeracy with the ambition to influencing the career targets. Number Partners is a national awareness and aspirations of children. employer volunteering scheme whereby 26 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

volunteers go into primary schools to 2014). Some believe, enterprise education help children with their maths. Following refers to formal teaching and learning some initial training, Number Partner of specific content or outcomes, while volunteers are assigned to a particular for others it is more informal and open- school which they visit approximately once ended (Edwards and Muir, 2012; Hytti and a week. When there, they play number O’Gorman, 2004). Young (2014) provides games and undertake number-based a broad definition, suggesting enterprise activities with pupils who are selected education is about children developing to participate by their teachers, with the “a positive outlook, an ability to see the aim of making maths fun, increasing the glass as half full rather than half empty.” confidence of participating students and As discussed in Millard’s paper improving their attainment in maths. on enterprise education in 2012, Respondents identified positive effects enterprise education can develop: associated with Number Partners on the concentration, listening skills, verbal n Knowledge and understanding expression, confidence, motivation and of key concepts about aspirations of participating children, as well organisations, risk, and change; as improvements in their understanding n Skills such as the ability to make of the world of work and participation in informed decisions, manage risk, the classroom. Comments from teachers and make presentations; highlight the nature and significance of n Attitudes, including self-reliance, open- the additional benefits that accrue from mindedness, and pragmatism, and; pairing Number Partner volunteers with n Qualities, such as adaptability, pupils, particularly in terms of children perseverance, determination, creativeness developing confidence and self-esteem and flexibility. (Millard, 2017, p.22) through interactions with a non-parental and non-staff adult (Morris 2014). Millard (2017) argues that enterprise Combining maths with career-related education can be approached in three ways learning opens up a world of possibilities including: (i) teaching about enterprise for children to grow and develop. which helps developing pupils’ knowledge and understanding of issues such as how 3.4.2 Greater awareness of businesses work; (ii) teaching for enterprise Enterprise and Entrepreneurship which increases engagement with and The more familiar form of skills interest in enterprise; and (iii) teaching development in British primary schools through enterprise which is a more active relates to enterprise education. learning process that helps young people Enterprise education is at one level about develop an enterprise skill set by giving developing aspirations and creating them experience of the wider world. ambition. At a second level, it is about Despite their popularity, robust quasi- attitudinal change – developing a ‘can experimental or experimental studies do’ attitude, being proactive and being looking at the impact of such provision adaptable and flexible (Specialist Schools on children are sparse. One important and Academies Trust, 2010). Enterprise exception is a 2012 Dutch study (Huber education aims to provide the skills and et al., 2012) on the effect of taking part tools that will help children succeed in a programme wherein 11-year-old post-school, whatever they do (Lackéus, pupils ran their own enterprise over 2015; Enabling Enterprise, 2015; Young, five non-consecutive full days. Using an Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 27

randomised control trial (RCT) evaluation, see the meaning of academic learning, the study found that when compared such as in Mathematics, to the real to a control group, participants had world. Teachers and students alike significantly improved self-assessed non- can have fun in the classroom linking cognitive skills, and changed attitudes, subjects to possible jobs of the future. across a range of areas: self-efficacy In the Education and Employers’ survey (defined by the authors as ‘belief in own (2017), mentioned above, researchers ability’), need for achievement (‘desire sought to find out why introducing to do well’), risk-taking (‘predisposition children to the world of work is important. towards risky activities’), analysis Of the 250 respondents, 90% agreed (‘ability to assess complex situations’), that introducing children to the world persistence (‘ability to continue of work can change children’s attitude despite setbacks’) and creativity positively towards learning leading (‘ability to create many activities’). to improved academic attainment (Education and Employers, 2018). 3.4.3 A broadening and raising of pupil career aspirations A future career seems, and indeed is, a long way off for most primary-age “I carried out a children. Making a connection between what they learn in primary school and practitioner enquiry, the jobs they might one day pursue is not easy, particularly for those from comparing maths work challenging backgrounds, where local from regular weeks to unemployment is high, and horizons may be set low. Previous research suggests that of a Stock Market that exposing children to more real-world examples in a way that is both exciting week where we turned and embedded in everyday school life, as well as being age appropriate, can the classroom into an help transform the way children view certain professions and roles (Mann and investment bank. Pupils Dawkins, 2014). For example, children often struggle to see the meaning of across all abilities achieved academic learning to the real world. more, quantity of work Through career-related learning and engagement with people who bring went up and the pupils an authentic experience of the uses of subjects of study in the working world, said they enjoyed learning schools can challenge the assumptions developed by children, allowing them to in that environment more draw richer, more informed connections between education and ultimate than usual while class/ economic and wider success in adult group teaching sessions.” life (Knight, 2015; 76). As Kelly (2004) has shown even very highly performing (Subject teacher, Scotland quoted in primary school pupils often struggle to Education and Employers, 2018, p.7) 28 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

3.4.4 Increased confidence and motivation They highlight the need to draw more Previous research has explored the readily on role models from local work associations between early perceptions places to challenge the stereotypical about jobs and future roles and image of science careers as being ‘only educational outcomes. In their review of for the brainy’ and for a limited cross contemporary literature on aspirations, section of society (Archer et al., 2013; Akerman and Gutman (2008) find that 2014; 2012; 2010; Archer and DeWitt, 2017). young people with higher educational By enriching their real-life experiences, aspirations have greater motivation and pupils can be encouraged to think again higher educational attainment than their about the meanings and implications of peers, as do those whose parents hold what they are being taught in class. higher educational aspirations for them. This idea of ‘aspiration’ has garnered 3.4.5 Better understanding of the links considerable interest from policy-makers between education, qualifications and and researchers over recent years (Archer, careers and decreased gender stereotyping 2014; Moote and Archer, 2017). A series of The character of aspirations is strongly recent quantitative longitudinal studies rooted in young people’s sense of what is have drawn compelling relationships ‘reasonable’ and ‘natural’ for ‘people like between school-age aspirations and me’ to pursue. Children come into schools both engagement in education and the with assumptions which have emerged achievement of adult economic outcomes out of their own day to day experiences: (Flouri and Pangouria. 2012). Moreover, experiences which are routinely shaped US and Australian studies have found by ideas surrounding gender, ethnicity links between the nature of occupational and social class (Gottfredson 2002; aspirations of primary school age pupils Archer et al. 2012; Watson et al, 2015). By and later educational outcomes, with the age of eight, girls and boys routinely higher aspirations being positively related develop gendered ideas about jobs and to higher levels of attainment and lower careers and with long term implications. dropout rates (Knight, 2015, p. 76). Looking Such ‘naïve early understandings have at interest in science, for example, the already turned them towards some ASPIRES project, led by Professor Louise possible futures and away from others’ Archer, University College London (UCL) argue Gutman and Akerman (2008, has shown through longitudinal tracking p.5) from their review of research that students who do not express literature on gender and aspiration. STEM related aspirations at age 10 are The assessment of a major Key Stage 2 unlikely to develop STEM aspirations by Career-related Learning (CRL) Pathfinder the age of 14. Consequently, they are (Wade et al, 2011) represents a rare robust less likely to pursue science subjects, exploration of CRL activities which aimed to achievement in which is related with influence aspirations. The Pathfinder initiative higher adult earnings (Archer et al. 2014). was a significant government-sponsored Schools and neighbourhood context intervention enhancing the engagement of influence children’s early attitudes and primary schools with employers in England. assumptions about the world of work. Undertaken in the 2000s, across seven local Archer and her team call for efforts to authorities, it was focused on developing broaden pupil STEM aspirations to begin pupils’ growing perception of their own in primary schools with STEM careers place in the world of work. ‘By enabling awareness embedded in science provision. pupils to learn about themselves and the Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 29

occupational choices they could have, 3.4.6 Improved social emotional through a programme of career-related skills and behaviours learning, the intention was to help pupils There is now widespread agreement develop a better view of their self-efficacy about the importance of connectedness (an individual’s belief in his/her own ability and the benefits of actively developing to succeed in a particular situation, or deal intra-and inter-personal skills for healthy with the challenges of life). This, according relationships and well-being (Payton et al. to Bandura et al. (2001) and reflected in 2008; Roffey, 2010; Flouri and Panourgia, Blenkinsop et al. (2006, p.7) is a key factor 2012; Cefai and Cavioni, 2014). Career- in raising young people’s aspirations.’. related learning can also be seen as a Pathfinder targeted children in more socially useful tool in developing emotional skills deprived areas on that assumption that: and positive behaviours, which can go on ‘career-related learning may have to impact on the retention of pupils at the potential to ameliorate the likely risk of disengagement, attendance, and restrictions arising out of limited cultural a reduction in negative behaviour. It also capital, thus widening horizons and can enhance cross- cultural understanding encouraging pupils to think beyond from an early age (Watson et al, 2015). “known” familial or experienced These skills are sometimes captured occupations’ (Wade et al., 2011, p. iv). by terms such as non-cognitive skills (non-academic skills), character, resilience Comparing survey responses from and grit (Arthur et al., 2015; Tough, 2016; some 5,000 children aged 9-10 in 38 Halstead and Taylor, 2000; OECD. 2018). In intervention schools to 120 control schools his review of existing literature Feinstein over three sweeps, the study found: (2015) identifies key aspects of these social and behavioural capabilities: n A broadening and raising of pupil career aspirations; n Self-perceptions, self-awareness n Increasing confidence from and self-direction (including self- disadvantaged pupils that they esteem and the belief that one’s own would achieve a higher status or actions can make a difference); higher skilled job in the future; n Motivation; n Increasing understanding of the link n Self-control/self-regulation (generally between education, qualifications, and characterised as greater impulse control careers and a more positive attitude and fewer behavioural problems); towards school and education; n Social skills, including relationship n Decreasing gender stereotyping about skills and communication skills; careers; and improved attendance and n Resilience and coping. attainment. (Wade et al., 2011, pp. 6-7) Analysis carried out by Goodman et al in 2015 Most pathfinder schools indicated on data from the British Cohort Study by UCL that they wanted to carry on providing found that these social and emotional skills some career activities, but the loss of and behaviours are each very important for external funding, the break-up of the future outcomes. Compared with cognitive supporting infrastructure, and competing ability they find that social and emotional skills school priorities meant that some matter similarly for socio-economic and labour schools made limited further progress market outcomes (such as higher income and (Barnes & McGowan, 2017, p.179). wealth and being employed). Earlier analysis 30 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

of data from the National Child Development Kirkman et al. (2016) working at the UK Study in England also found that a combination based Behavioural Insights Team provide of academic skills and social-emotional skills compelling evidence that young people are associated with higher hourly wages and who take part in social action initiatives, the likelihood of employment in adulthood such as volunteering, develop some of (Carneiro et al., 2007). Childhood proficiency the most critical skills for employment in the skills of resilience, conscientiousness, and adulthood in the process. self-awareness and motivation have also They evaluated three primary school- been found to be closely associated with based social action initiatives which educational attainment (Kautz et al. 2014; centred on the participant developing, Goodman et al. 2015). Although these studies costing and managing a community demonstrate a correlation between social- campaign or social action idea. Using emotional skills and long-term outcomes, a number of randomised control trials they cannot demonstrate causation, (RCTs) and one pre/post comparison, the in part because there are many other researchers compared the outcomes for factors that could have an effect on these young people who took part in these outcomes (Gutman and Schoon. 2013). funded initiatives against the outcomes Robust research assessing the impact of of young people who did not. They found career-related learning on emotional skills that social action initiatives ‘consistently and behaviours is somewhat limited. Given improved young people’s levels of the fluidity of the concepts and the difficulty empathy, and their sense of community in their measurement most research in this involvement. Some programmes were area is qualitative and anecdotal. In their also impressive in increasing students’ 2017 review of enterprise skills and learning, co-operation and levels of grit.’ Millard and colleagues (2017) interviewed a number of primary school teachers and 3.4.7 Improvements in asked their panel of experts whether these attendance and attainment activities can improve what they term The evidence-base on improvements in ‘non-academic development’. They note: attendance and attainment are largely underdeveloped, with the exception of Wade et al, 2011. Clearly, there are still ‘Teachers were confident that questions about what success looks like, how career-related learning should be enterprise education helps their designed and what schools and teachers should be doing to facilitate this. pupils develop skills that underpin Findings from our interviews with teachers and other primary school success both academically staff in the next chapter help to further define best practice for primary schools and non-academically, such embarking on or further improving their as remaining positive, aiming career-related learning programme. high, sharing ideas, and learning to work well in teams.’ (Millard et al. 2017: 31) Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 31

3.5 Primary schools’ approach intentions—intentions which should have to career-related learning a common moral purpose’ (op.cit). In terms of strategies and structures 3.5.1 Staff roles and leadership in developing career-related learning, Many teachers in primary schools, the Qualifications and Curriculum although they may not be familiar with Development Agency (QCDA, 2010) review career development frameworks, are of what they refer to as ‘work-related aware of the importance of expanding learning’ for young people aged 5-19 each child’s awareness of the work offers several insights on the importance that adults do and of challenging their of an overall school structure and attitudes about gendered work roles. As strategic direction. The review contains a consequence, many primary teachers the testimonies of 12 primary school engage their students in everyday teachers who describe the challenges of learning that could be described as maximising the opportunities provided career-related learning (Education and by career-related learning. The teachers Employers, 2018). At the local level, highlighted that it needs to be coordinated the most significant drivers of career- at a ‘whole- school level’, with senior related learning in primary schools have leadership providing curriculum flexibility been school executive and teachers. and driving the programme from above. The QCDA review found a resounding proportion of teachers also emphasised the importance of having a designated ‘School leaders, person who had direct responsibility for career-related learning (CRL) at their school understanding and (op.cit). The respondents believed that not having anyone to co-ordinate CRL, harnessing the contexts and using a more haphazard approach, in which they operate, was a significant barrier to providing more opportunities (ibid.). EdComs mobilise and work with discovered similar concerns when they interviewed 400 primary school leaders others to articulate and in 2008, with a considerable proportion highlighting that ‘lack of suitable staff achieve shared intentions to support business involvement’ was the biggest barrier in creating further that enhance learning opportunities (EdComs. 2010). The Education and Employers (2018) and the lives of learners.’ survey of primary school teachers and (Dempster et al., 2017, p.3) school leaders highlighted curriculum rigidity as one of the biggest challenges when organising career-related learning. As Demspter et al., 2017 explain this Of the 250 respondents, 22% highlighted definition above underlines ‘the need for that space in the curriculum was the school leaders to understand and employ biggest barrier in providing children with the means available to them in their local opportunities to learn about the world of contexts, as they work with others—the work. Other challenges included finding the human agency necessary—on their shared time and availability of local volunteers. 32 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

The survey also asked the respondents to accommodate for all learner types whether they have a dedicated person (Jones and Iredale, 2010; QCDA 2010; in their schools who is responsible for Millard, 2017;). Millard reviews a number of organising engagement activities; 53% pieces of contemporary literature which said they have a member of staff who is promote more ‘progressive’ active and responsible for organising these activities experiential approaches, including “project- and 47% didn’t have a dedicated person to based learning”, when implementing organise career-related learning events. career-related learning. As he notes, It is also interesting as the majority of they have a perceived tendency to: the respondents to the survey were part of the senior management team n Increase pupil engagement; or classroom teachers; head teachers n Increase pupils’ awareness 29%, deputy head teachers/ member of of their own abilities; school’s senior leadership team 22% and n Increase pupils’ confidence; classroom or subject teachers 26%. n Foster work habits such as responsibility and creativity; Embody enterprise ‘values’ 3.5.2 Improving pupils’ experiences by emphasising the importance of There are a limited number of international everyone’s voice (not only the teacher’s); examples of how best to implement n Permit greater fluidity, allowing pupils and prepare children for career-related to shape their own learning (as might learning activities in the primary school be required after they leave school); phase. The Australian authorities, for n Support experiential ‘learning example, recommend that teachers: through doing’, either in school or as part of a project or work n Prepare children before the event placement elsewhere; and or activity, including preparing n Simulate the workplace. questions for teachers or volunteers. (Millard. 2017, p. 23) n Clearly identify the desired outcomes from activities, and articulate these Millard (2017), in his review of enterprise to the children taking part. education, suggests six principals n Establish monitoring, reviewing and including: (i) clarity of goals, (ii) evaluation processes to inform continuous assessment, (iii) early interventions, improvement (NSW Government, (iv) challenging students, (v) practicing Education & Communities, 2014). skills elsewhere and (vi) authenticity.

Different countries and even different states within countries resource and organise CRL in various ways. One issue ‘Students are 18 is clearly how easily or otherwise CRL can be accommodated within the education times more likely to be system. In the academic literature there is considerable discussion of how motivated to learn if best to teach career development. their teachers know their While there is limited evidence on the effectiveness of different teaching hopes and dreams’ styles, qualitative evidence suggests that schools use a mixture of approaches Quaglia 2016). Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 33

The UK Career Development Institute merely ‘have an experience’ – to maximise (CDI, 2013) have created, a set of processes the learning, prepare learners beforehand and methods that can be effective in and structure debriefing and reviewing achieving careers and work-related activities afterwards. (CDI, 2013, pp. 24-29). learning outcomes in the primary phase: In 2016, the Greater London Authority, 1. Portfolio learning London Councils and London Enterprise A careers portfolio or e-portfolio is a Panel set out a careers offer for all young collection of materials put together Londoners, namely, ‘London Ambitions’ by the learner to support their career including a key stage 2 (ages 7 -11) – key development, e.g. skills profile, action plans, stage 5 (ages 16-18) curriculum9. A key personal statements, CVs, experiences stage 2 curriculum was designed to and achievements log, certificates, support primary school teachers to focus careers research, record of applications. on ‘awareness about careers now and In the future: widening horizons and not 2. Tests and questionnaires closing down options’ (Hughes, 2016). Can include self-assessment tools, e.g. card sorts, questionnaires, psychometric tests, occupational interest questionnaires, aptitude tests. Identifying choices and opportunities.

3. Enquiry learning (dialogic, project-based, problem-based) An approach to learning that stimulates learners’ thinking skills. Dialogic teaching relies on the teacher’s skilful use of questioning and discussion. Project- based learning provides opportunities for learners to manage complex data and present the finished work to an audience. Problem-based learning is a way of enabling learners to develop transferable skills in the course of solving problems.

4. Active learning Active learning is ‘learning by doing’. It involves the active participation of learners. Typical activities include business games/ careers games, mini-enterprises, role plays, simulations and public presentations (performances of understanding).

5. Experiential learning Experiential learning is intense learning (‘learning in the raw’) based on direct, first-hand experience. It is not sufficient to 9 https://www.londoncouncils.gov.uk/londonambitionscareers 34 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

table 4: London Ambitions Careers Curriculum: Key Stage 2

Learning Outcomes Activities to stimulate action 1 Enable pupils to learn Take pupils on external visits e.g. offering about themselves and opportunities for encouragement about their future develop a better view Pupils writing letters to individuals/organisations of their self-efficacy e.g. to thank visitors coming into the school 2 Increase pupils’ awareness Role models e.g. introduce inspiring people willing to of career/work opportunities offer at least one hour of their time to primary schools 3 Increase pupils’ Curriculum integration e.g. role play to help pupils see the understanding of the connection between education, work and lifestyle; link with link between education, science, technology, engineering, arts and mathematics qualifications, skills and (STEAM) helping raise pupils’ aspirations Cross-curricular work opportunities, prepare work e.g. visits combined with classroom work on science, pupils for adulthood from history, ICT, literacy and numeracy etc. Explain the option the earliest years choice system to help pupils see the connection between their schooling and opportunities in the future. 4 Recognise gender Encourage pupils to think beyond known stereotypes and identify familial occupations e.g. use videos and lessons opportunities to plans to highlight differing occupations overcome barriers 5 Develop pupils’ evolving Curriculum work on enterprise education and personal finance perception of their own education e.g. taking pupils on public transport to explore their potential place in a city centre and to spot the different types of jobs en route; future world of work meeting people who have started up their own business 6 Expose pupils (and teachers) Opportunities to learn from differing perspectives about what to businesses and the world work is like or what it takes to be successful in the workplace of work to develop a realistic e.g. talks and visits to places learning about past, current and view of differing occupations future work in or outside of the local community to carry and sectors skills gaps out interviews on people’s experiences. Dedicated events e.g. Apprenticeship Week, Enterprise Week, Industry Day, Community Day, National Careers Week, A Graduates Day and/or an Awards Day to boost confidence and self-esteem 7 Ameliorate restricted views Introduce a mentoring scheme with Year 9 pupils from a by broadening horizons, local school e.g. find some local contacts One-off events e.g. raise aspirations for pupils drama or theatre production based on a specific theme with special educational needs and disabilities 8 Engage parents/carers’ Deliver parents and carer workshops in school and in the attitudes, perceptions local community e.g. using images and/or metaphors to and aspirations relating to discuss past, present and future education and job trends. their children’s education and career choices. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 35

This practical resource, underpinned may aid them in helping children by academic literature, was aimed at build cognitive and metacognitive middle managers, teachers, careers skills (Baker & Stevenson, 1986). and enterprise specialists, businesses, Secondly, when parents are local authorities and other relevant involved they may gain more accurate government agencies working to information about the capacity of support young Londoners. the child. Holding such information It provides a concrete example of may enable parents to assist children stimuli teaching and learning material at a level that fosters maximal skill for collective action in primary development among children (Epstein schools. It recognises the authentic & Connors, 1995; Epstein, 1987). involvement of parents is a critical Thirdly, even when parents do not success factor to the processes of career have such knowledge, their home- awareness and increased aspiration. based involvement may provide children with opportunities to 3.5.3 Parental involvement learn from practice and instruction Some selected examples of countries (Senechal & LeFevre, 2002). Parents targeting parents in career-related transmit cultural capital, values, learning activities include: Canada and gender-role attitudes to their (CCDF, 2016), Denmark (Katznelson and children (Dumais, 2002) which, in turn Pless, 2007), Northern Ireland (Minister are associated with aspirations. for Employment and Learning and the In a review of best practice in Minister for Education, 2016) and the parental engagement by Goodall State of Virginia in Australia (2013). and Vorhaus (2010) they showed that Parental involvement on both the parental engagement interventions school and home fronts has been argued are more likely to be effective if they to enhance pupil achievements in school are informed by a comprehensive (Epstein, 1983; Grolnick, Kurowski, & ‘needs analysis’ and ‘targeted’ at Gurland, 1999; Hoover-Dempsey et al., particular groups of parents. In 2001; Hill & Taylor, 2004; Pomerantz other words, interventions should et al., 2005). Parents’ involvement in be matched to the needs and profile children’s studies improves children’s of the families and parents they are achievement because of the skill-related aimed at, rather than providing a resources it provides. By ‘skill-related general ‘one size fits all’ support. resources’, Pomerantz et. al (2007) The study also found that parental describe cognitive skills, such as receptive involvement which aims only to language capability and phonological supplement parental knowledge and/ awareness, as well as metacognitive or to change attitudes does not reliably skills, such as planning, monitoring, translate into improved outcomes for and regulating the learning process. children. Although parents seem to There are a number of reasons why have the most prominent influence parental involvement can enhance on children’s career development, such skills amongst children. Firstly, other family members – such as when parents are involved in teaching siblings and extended family – also and learning, they may gain useful have been shown to be an important information about how and what children influence (Schultheiss, Palma, are learning at school; such information Predragovich, & Glasscock, 2002). 36 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

3.5.4 Connection with the world of work Importantly, it is not a matter of When schools embrace career-related engaging pupils narrowly with business learning and connect their student’s (the private sector) but with all those who educational experiences to the community, are employers, or who are employed, children gain ‘a sense of what they could within the economic community across all do in the future, they experience social sectors (private, public, and third sector; engagement, a sense of belonging and they large companies, small and medium sized have an increased capacity to network with enterprises, micro businesses, and self- others, building the belief that they can employment from all occupational areas) create a positive future’ (NSW Government, (Mann et al. 2018). Despite their importance Australia, 2014, p.3). Successive government in facilitating career-related learning and policies and testimonies from schools bringing it to life, teachers have noted that emphasise that successful career-related the availability of local employers and or learning is not possible without some scheduling a suitable time for both groups input from employers, employees and is one of the biggest challenges they face businesses outside of school (QCDA. 2010; in introducing children to the world of CBI. 2014). Across these areas, it makes work (Education and Employers, 2018). a very significant difference that the Technology-based learning activities human resource in question is someone can also support the child as a unique bringing real life, authentic experience individual and encourage exploration, of the workplace (Stanley et al., 2014). experimentation, risk taking, critical When they engage with children, thinking, decision making, and problem volunteers are routinely perceived as solving (Crause et al, 2017). Moreover, speaking from a vantage point of real technology-based learning activities may authority: who better to testify how offer quick feedback and new challenges, numeracy is used outside of the classroom, build on previous learning, encourage after all than someone who earns a wage reflection and metacognition, and support to apply it in a workplace. Survey data social interaction (op.cit). Where employer also show that teachers strongly believe visits are not feasible, worksite simulation that employers play an important role may be effective in helping children to in bringing realism and clout to career- expand their list of future career choices related learning. In the earlier mentioned and to understand the ramifications Education and Employers survey of 250 of those decisions (Harkins, 2000). primary school teachers, 94% of the schools thought it is important to invite 3.5.5 Principles of Good Practice, volunteers from the world of work to Quality Assurance and Accreditation engage in activities offered to children in The Australian Blueprint for Career primary (Education and Employers, 2018). Development (2015) offers key principles To Stanley et al. (2014), employer for career learning in primary schools engagement: ‘describes the process which states that career-related learning through which a young person engages is not about bringing a traditional careers with members of the economic community, education into primary classrooms on a under the auspices of their school, formal basis but rather about building with the aim of influencing educational informally on children’s natural curiosity achievement, engagement and/or and their existing perceptions of work roles. progression out of education into ultimate It is complementary to the curriculum employment’ (Stanley et al. 2014, p. 1). in that children learn about the working Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 37

world through subjects such as history, In England, the then Department of geography and science, linking learning to Children, Schools and Families (DCSF, life and developing personal management, 2010) published a new framework as part learning and work exploration and career of Statutory Guidance: Impartial Careers building skills. The principles of good Education for students aged 7-1911. The practice10 are articulated as follows: framework was designed for primary schools to embed career-related learning figure 1: activities at Key Stage 2 and prepare for Career-related learning in Primary Schools: Principles of Good Practice the introduction of economic well-being Leadership Teachers and principals agree that the success of the into the primary curriculum in 2011. Careers career-related learning was driven by the vision, energy and passion co-ordinators and other curriculum of school leaders and the manner in which they enabled others. planners were encouraged to use this Situational analysis Information derived from all framework to audit, plan and evaluate levels of government, appreciation of local issues and their programmes of careers education. needs, school data and the shared knowledge of teachers, They could interpret the framework flexibly students and their families provided clear understanding of how career-related learning could benefit students. in the light of learner needs, particularly with respect to prior attainment and/or Curriculum integration The success of career-related learning special educational needs. The learning in the primary setting has originated from the programs being part of the mainstream curriculum, integrated into class and school objectives through career-related learning programs, and used as a vehicle for learning across the curriculum. at key stage 2 are outlined below. The strategy included a commitment to pilot Teacher professional learning In each of the career- related learning initiatives professional learning and staff career-related learning in Key Stage 2. commitment have been integral to program success.

Resource development Schools identified that locating and accessing relevant and adaptable resources, relevant to a primary setting was imperative if career-related learning was to be effectively integrated into the curriculum. The provision of time to allow teachers to program and adapt and develop learning resources was also vital.

School collaboration The value of communities of schools sharing ideas, data, programs and resources; planning curriculum initiatives and events; creating connections to support students in the transition to high school; or aligning career related learning offers is unmissable.

Community connections Integral to career related learning is the ability to liaise with the community so that children can see their community at work, the relevance of what they are learning to the world outside school, and the opportunity to discover and explore that world.

Parental engagement Developing strong partnerships with parents allows schools to break down barriers between families and the school.

Improving student outcomes Career-related learning assists primary students to explore who 10 https://www.det.nsw.edu.au/vetinschools/ they are and what they can do in the future. documents/schooltowork/CareerRelated_ Learning_in_Primary_Schools_2014%20.pdf Sustainiblity Sustainability of career-related learning in the primary school relies on developing effective 11 http://webarchive.nationalarchives.gov. policy and practices, a culture of commitment and uk/20111122050641/https:/www.education. continuous improvement of its implementation. gov.uk/publications/eOrderingDownload/ Careers-ed-framework_7-19.pdf 38 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

table 5: Statutory Guidance: Impartial Careers Education - Career-related Learning at Key Stage 2

Learning Outcomes By the age of 11 pupils: Empowers pupils to describe who can help them to find careers information and how to find it by themselves plan and manage their own futures find the main points in careers information and recognise which facts they can trust begin to recognise their own worth and set personal goals with short term targets and action steps begin to recognise what may stop them from achieving their goals, how they can respond, who they can ask for help and how to take responsibility for getting things done begin to recognise where their ideas and expectations about themselves, careers, learning and work come from feed back that they have the skills to plan and manage their move to secondary school Responds to the needs identify positive things about themselves and their achievements, see their mistakes and of each learner what they have learned from them, say how they learn best, what they are good at and what they enjoy most at school know how to make contact with people who can help and support them

identify the skills they need to prepare for transition to KS3

review their progress and update learning and transition goals, targets and action points

tell the school what help they would like to think about their futures feed back that they received the help they needed to prepare for the move to secondary school Provides find and use information about careers comprehensive information and advice identify and collect the information they need to progress smoothly to KS3 recognise what moving to a new school involves and the range of learning options and support available are aware of different forms of work such as work in the house and employment and the rewards they offer are aware of what people like about working for themselves are aware of different forms of voluntary and community activities and how they help individuals and society make straightforward decisions about spending, saving and giving

are aware of how employers and people looking for work find out about each other

describe the work that people do in their family, in school and in the area where they live

recognise that the law protects children and young people from injury and exploitation at work feed back that they have had the information and advice that they have needed to cope with the move to secondary school Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 39

Learning Outcomes By the age of 11 pupils: Raises aspirations are aware from contact with people who work that individuals have different feelings about their careers and their work are positive about who they are and what they can achieve, taking into account what other people say about them describe how having a job and earning money can help people

are aware that finding the work that you really want to do is rewarding

describe why learning is important

begin to make judgements about who to listen to when making choices

feed back that they are excited by secondary school and the opportunities it will give them Actively promotes are aware that girls and boys have the same choices and opportunities in learning, careers equality of opportunity and work and challenges stereotypes are aware of the impact of stereotypical decision-making on the continuing pay gap between men and women find out about and compare all the secondary schools that they could attend find out about a range of individuals who have chosen non-traditional options in learning and work discuss action that people moving away from their friends can take to smooth the transition to KS3 feed back that they can recognise and challenge learning and work stereotypes

Helps young people are aware of the relevance of what they are learning now to their life in and outside school to progress are aware of how the subjects they are studying will help them to make progress in learning and work are aware that the learning choices people make affect their future options

are able to present themselves well in front of an audience are aware of how to take responsibility and follow the rules when taking part in a group activity such as an out-of-school club are aware of how developing ‘essentials for learning and life’ skills will help to prepare them for adult and working life understand and use the processes for applying for secondary education

are able to compare the pros and cons of different choices so that they can make progress feed back, after leaving school, that they are satisfied with the decisions that they have made about secondary education 40 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

More recently, all secondary pupils in n consultancy offered to the school England will, at some point, participate to enhance its provision; in career-related learning activities. The n school-based learning initiatives to Gatsby Charitable Foundation has laid out develop CEL practice internally. a blueprint for what constitutes ‘Good Career Guidance’ (Gatsby, 2014) and best In this context, a range of areas that such practice models in secondary schools in-service training on CRL should cover: and colleges. Eight Gatsby Benchmarks have been set out as guiding principles n how to have career conversations with to support best practice in schools (and children, parents and employers; colleges). This has galvanised efforts by n the pedagogy of career development secondary educators and employers alike. and career-related learning; Yet, career-related learning in primary n cross-curricular work; schools has received little attention. The n liaising with employers, volunteers, current literature lacks a predominant career guidance professionals and theoretical framework, which includes other community stakeholders; a recognition of key career constructs n identifying, managing and monitoring formed during the childhood period. The effective CRL provision in a school. extent to which the Gatsby principles can be adapted to meet the needs of When it comes to quality assurance and primary school teachers is considered in accreditation, the Complete Careers’ the following sections of this report. Primary programme (UK-wide) accredits Andrews et al. (1995) set out seven Primary Schools delivering outstanding forms of in-service training that can career-related learning activities within support teachers to develop their a ‘Career Mark Primary Award’. skills in the provision of careers Primary schools are assessed on and employability learning12. These the impact and management of their categories are also highly relevant career-related learning activities, staff in a CRL context. For example: involvement, and how effectively the school curriculum supports n long courses where learning is the development of career-related built up over the course of a learning in pupils. Holding the award programme of activities; helps distinguish schools providing n short courses such as one-day excellent career-related learning and INSET training courses focusing provides an incentive for schools to on a particular issue; improve their own standards. Career n experience-based learning Mark Primary has 4 standards: (based around a placement); n open learning based around n Impact self-study resources; Measures how the school sets n support networks designed to school and pupil targets for careers provide career specialists within education and how it measures a community of practice; the achievement of them. n Management Measures the effectiveness of your 12 The term ‘careers and employability learning’ in primary schools was not widely recognised by primary school senior leaders and teachers and the systems for planning, managing expert panel acknowledged terminology in this area is highly contested. and integrating CEIAG Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 41

n Curriculum schools is insufficient time, lack of resource Measures how effectively your and lack of ‘buy in’ from the leadership team. curriculum supports the development Whilst all schools experience of learners’ knowledge, skills, competing pressures on their curriculum understanding and attitudes and available resources, evidence shows n Staff those primary schools who choose to Measures how the school apply their creative knowledge and skills allocates, trains and measures the to embedding career-related learning competence of staff delivering the into a whole school approach reap programme (Career Mark, 2018). significant rewards for pupils and staff. It is possible to propose four levels of The research evidence highlights that the CPD that might provide a structure for biggest obstacles to designing and delivering a Teach First initial teacher education impactful career-related learning in primary training module and other forms of CPD.

table 6: Examples of in-service training and CPD

Level of CPD Target audience Key areas it might cover

1. Basic introduction New entrants to the primary n Career-related learning theory, to CRL school profession and research and practice qualified teachers in need of basic introductory training n Accessing tools and resources to enhance CRL within and outside of the classroom

2. Planning and All teachers, particularly those n Planning and delivering delivering CRL in years 1-3 following ITE inclusive CRL activities within a whole- school and cross- n Cross-curricular programmes curricular approach linked to specific subject areas n CRL learning outcomes and their application in practice

3. Managing and All teachers, particularly those in n Evidence-based CRL findings e.g. monitoring CRL years 1-3 following ITE, including what works, in what circumstance within a whole appointed career-related and how to monitor effectively school and cross- learningco-ordinators, career curricular approach informants and senior leaders n Managing change n Evaluation and measurement approaches

4. Career co-ordinators Career-related learning co- n U pdating theories and and leaders ordinators, career informants knowledge of careers. influencing a theory and senior leaders of change approach n Developing and influencing strategy. n Leading and managing staff. n U nderstanding national and international policies and practices. n Budgeting and financial management 42 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 43 4 Unwrapping Career- Related Learning in Primary Schools Case studies of 17 schools across England

4.1 What is the taxonomy of teacher leaders have looked at what we have done roles within a primary school in the and added more information because they context of career-related learning? are at ground level. That way everyone is The existing literature on career-related involved in the structure of the curriculum.” learning emphasises the importance of Headteacher, Wohl Ilford, London) a whole-school, collaborative approach. Effective approaches should be embedded figure 2: in the curriculum driven by senior A proposed taxonomy of Career-Related Learning leadership teams combined with support roles in primary based on the findings of case studies* from curriculum leaders, classroom teachers and/or partner organisations. Senior leader n Ensure CRL sits within whole school policy/ This section outlines the findings of 17 case development plans studies where the roles and responsibilities n Ensuring progress CRL of teachers carrying out career-related Senior progress and milestones learning were examined in more detail. Leadership are measured Team n Ensuring flexibility in curriculum 4.1.2 What do schools think their role is with regards to career-related career-related n Co-ordinating activities learning in a primary school setting? learning n co-ordinator* Making links with employers While it is useful to divide career-related n Providing CPD training/ learning roles within primary schools, it is sharing research worth noting that the distribution of these n Sharing knowledge about career pathways roles is largely dependent on the size of the school and the capacity of senior leadership classroom n Embedding CRL in

team. For example, in smaller schools linksSupplemented by organisationsexternal

teacher curriculum topics with employers and other within the sample group where the Deputy n Building enterprise skills Headteacher or Headteacher conducted Curriculum Staff within curriculum full or part-time teaching, respondents outlined these roles were taken up by one *This taxonomy depends on the size of the school and resources available, person. Insights from teachers, as well in smaller schools where staff capacity is reduced roles often merge. as the existing literature, suggests that *This particular role can be taken by either a member of SLT or curriculum staff member career-related learning in primary schools is most effective when it is offered as part 4.1.2.1 Senior leader of a whole-school programme, delivered A key role of the senior leader involves in line with the curriculum and supported making career-related learning a priority by all staff, at all levels. For example: at their school and ensuring this sits within the ethos of the school and whole school “I do the progression maps and the initial development plans. In primary schools ‘this is where they need to start from’, but where the concept of career-related learning I don’t write them all. I set up an exemplar, can be fluid and open to interpretation, then my senior leaders collectively between the ability of a local senior leader(s) to us divided up the curriculum between us so prioritise and effectively communicate that we have the same model but each of us this activity to others is crucial. Teachers taking different areas. And then the middle responding to the online qualitative survey leaders have shared that with the subject appear to agree, with the majority (65% of leaders because every single member of staff respondents) outlining that a headteacher or within my school is a leader. So, the subject a member of the school’s senior leadership 44 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

team was responsible for promoting areas of their teaching with chosen career-related learning in their school. career-related learning activities. While Interviews with teachers highlight that this is often the responsibility of the when career-related learning is effectively Headteacher, the Senior Leadership Team delivered, it tends to be dependent on strong subject leaders also have a role to play direction from the school’s senior leadership: in ensuring that teachers are allowed the freedom to imbue subjects with “They are strategically planned within SLT, elements of career-related learning: so for instance our maths lead took a lead on that this year. The focus links back to our “So we have what’s known as the ‘Big school development plan. So the lead would Question’, which links into all the subjects. look at the development plan and drive the So for instance in geography they will go focus of whatever the development plan and learn about trees, in maths they will would be. They would look at what they learn about money and in English they will wanted to achieve and plan outcomes for write about say for instance a millionaire. each year. They would share that in a staff It’s embedded everywhere. Staff will then meeting and discuss it in a whole school look at what the naturally occurring themes assembly. Children would go back to their are for opportunities in careers events. classes or year groups and engage in some I have a strategic overview in careers activities that are linked to the outcomes advice and guidance and making sure that and hopefully they would have a fun time careers week happens and that students trying different experiences, in this case are going on visits. As part of the careers with the focus on financial understanding.” education, I go into classes as well and (Assistant Headteacher, Leagrave check to make sure that careers learning Primary School, East of England) is actively being taught in lessons.” (Middle Leader, West Oaks Primary, Interview evidence showed that positive Yorkshire and the Humber) impacts from career-related learning are greater when a consistent and whole school strategy is in place. One 4.1.2.2 Career-related particular teacher noted that without learning co-ordinator the support of the headteacher or Given the importance of external senior leadership team career-related organisations in supplementing career- learning could be biased in favour of related learning in primary schools, a key another subject or interest area within role relates to the organisation and co- the curriculum. The teacher, a member ordination of activities, programmes and of science teaching staff, highlighted events. Primary schools reported that given that they were organising activities the time constraints imposed on teachers without the support of a leadership it was important that time and/or capacity and expressed his concern that children was afforded to a member or members were only hearing about STEM careers. of teaching staff to organise activities Another key responsibility of the with external partners and visitors. Some senior leader in the primary context good and interesting practices include: relates to ensuring flexibility in the curriculum. It is vitally important that “We as senior leaders help to organise curriculum staff feel there is a useful these activities and bring the volunteers structure in which they can supplement in to school and use the paid programmes Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 45

but we then ask everyone all of our “We had a couple of staff meetings where teachers to try and embed this in their we shared resources, got the teachers to lesson planning and lessons. Teachers buy in to the project to make it a success.” have the ability to shape their own (Acting Headteacher, South Parade Primary lessons like that, we’ll then double School, Yorkshire and the Humber) check over them to make sure they are meeting the curriculum standard.” (Headteacher, Handale Primary School, Another role of the co-ordinators is Yorkshire and the Humber). to act as a ‘careers informant’ which is broadly related to sharing information and knowledge about jobs, careers and education routes. It appears that this is “One of our key drivers is lifelong the role undertaken least frequently by learning. In relation to that we are very teachers, with employers often brought heavily involved in the local community. into supplement it. Two teachers reported One of our teachers has the role of that staff will take an assembly during community engagement officer.” the year to explain career paths: (Headteacher, Handale Primary School, Yorkshire and the Humber) “We ask teachers to think about a job they could do that they could demonstrate A number of respondents in senior in Key Stage 2 and separately in Key leadership roles noted that as they did Stage 1. I did like an assembly this year not have full teaching commitments it that demonstrates different STEM- was often, though not exclusively, the related careers they could do.” responsibility of the deputy head teacher: (Upper Key Stage 2 Leader, Yorkshire and the Humber) “I do it [careers programmes] myself and organise the activities but I have the The roles and tasks undertaken by full support of the curriculum teachers. a careers informant may include: It’s useful to have a member of the SLT looking for opportunities, someone n Career dialogue i.e. talking about their who does not have the full teaching work and how they navigated their way commitments to organise and liaise with into their present role; career resilience, outside programmes and volunteers.” decisions and consequences; inspiring Assistant Headteacher, SCHOOL, West Midlands children to use their imagination when it comes to the world of work; and Interviewees also highlighted that a key showcasing possibilities beyond the limits role within primary schools, again often of the school and immediate locality carried out by a member of the senior n Site visits i.e. offering community leadership team, was providing in-school experiences (e.g., job-site visits, CPD sessions and sharing research. accessing public transportation), Though the latter is often in an ad-hoc mentoring support manner. Three senior leaders noted n Building confidence i.e. supporting children that they provided a specific training to take responsibility and to problem session or meeting on why career-related solve in order to construct their identity learning was important and how to consistent with the cultural imperatives include this in the school curriculum: of work, love, play and friendship. 46 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

4.1.2.3 Classroom Teacher majority of participating schools were In related subjects – English, Maths, using local or national programmes that Science, history, Art and other subject aim to broker or ease the links between lessons can be used to encourage children schools and volunteers from the world to think about the applicability of what of work. Programmes such as ‘Primary they are learning to real life. In subjects Futures’ and ‘STEM Ambassadors’ are where the applicability to real working frequently used by primary schools life is less apparent, teachers in the where teachers can find local volunteers survey report that they often use career- and invite them to attend a wide range related learning activities to supplement of career-related learning activities. what was being taught in specific Aspiration talks were most frequently topics and to contextualise learning. cited by the interviewees, followed by This is often done by bringing learning workplace visits. The survey revealed to life and drawing links between particular that most primary schools carry out jobs and careers and the content of a aspiration talks or events activities at subject. The primary school teacher’s least twice a year, with a quarter noting role is often supplemented with external they carry out activities monthly. organisations, and the majority of teachers Primary schools interviewed also interviewed stated their school regularly explained how they felt these type of worked with external organisations and employer activities were best delivered. employers to supplement topics in the A number of respondents noted that curriculum. Respondents also reported that the most effective activities gave the part of the role of curriculum leaders and children a chance to listen to people talk subject leaders was building non-academic but also to ask questions. One teacher skills within lessons, again with the support from a school in Manchester also noted of external organisations and frameworks. that children become most engaged when they have agency in deciding who 4.2 What does good/interesting is invited to come and speak, though provision look like? given their proximity to a large urban hub The following section asks what career- they may have the luxury of inviting in a related learning activities are provided range of employers that other more rural in primary schools, how frequently they schools may not have. Typical activities are provided and to which age groups? that involve employers included: Using the findings from case studies gives more detailed information about the n Talking about work (These activities different types of career-related learning allow children to explore particular reported as taking place in schools. careers by having an employee volunteer talk them through their 4.2.1 Career-related learning own career and education pathway, with employers as well as the job they do. They could In all schools interviewed, employers and be in an assembly, in a classroom. A businesses have some sort of involvement common example is the ‘What’s my in career-related learning. Respondents job’ activity, where students guess stated that parents are often asked to the job of a visitor based on a prop give a talk in school about their jobs (most and a finite number of questions) of these being delivered in early years n Delivering specific lessons or projects and through supported topic work). The (Employee visitors and members of Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 47

the local community are invited in to other countries and cultures as well to school to take a practical part of as doing market-research into what a lesson. Examples include: asking is involved in travel and tourism: a local scientist to come and give a demonstration of experiments and “When we did the topic ‘Around the world chemical reactions). For example: in 80 days’, one of the parents was a travel agent. So, she came in and discussed how “Another one was organised by in her job she had to use IT skills, writing Inspire2Learn and another by University and maths and this is my job. She set the of York and that was called ‘challenging children a challenge of designing posters children in industry’. They came in for a for the travel agency about a country, good 6 weeks with one lesson a week. including converting the currency and They came in and spoke about industry finding out about the country or town and doing a mini experiment with them.” they were advertising. She then brought (Key Stage 2 Leader, Thornaby C of E VC in prizes and chose the winning prizes.” Primary School, Yorkshire and the Humber) (Assistant Headteacher, Leagrave Primary School, East of England)

n Workplace visits (Workplace visits often Other interviewees mentioned that involve a group of children visiting an they organised themed weeks or days organisation from a couple of hours where the whole school would take part to a full day. The aim is to provide in a number of career-related activities children with a general overview of related to that particular theme: the company and wider industry, to familiarise them with its working “So this year we had our ‘Business Week’ environment and to provide them with where we had RS components brought guidance on how they would one day their discovery truck for children to go in, get in to the industry. Workplace visits we had lots of different people to talk to can comprise of a variety of activities different year groups. Nursery children had such as: group exercises, workshops, firefighters and dinner ladies come in to networking events, presentations, talk to them. Y1 – Y6 Anglia water, some Q&A sessions, and site tours). engineers come in. Then all the teachers who had any previous experience spoke 4.2.2 Career-related learning to the children about our own career in the curriculum paths. Every child in every single class The interviews were also used to explore heard from about 5 different people.” how career-related learning was embedded (Deputy Principal, East Midlands) in the school curriculum. Interviewees mentioned ‘topic-based learning’ as a key Involving careers in discrete lessons way of embedding careers information such as PSHE or taking time from the in the curriculum. Interviewees spoke timetable and allocating them to careers of career-related learning as just one and employability learning was less of multiple dimensions related to a frequently mentioned. Two respondents specific topic. A travel agent coming in mentioned that they intentionally tried to speak to the class, for example, was to move away from allocating a specific used by one teacher to contextualise a time or lesson to career-related learning, topic focussed on introducing children preferring instead to embed this in the 48 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

curriculum as a whole, throughout the integrated steps 0-15 to the curriculum that school. Primary schools responding to the children are learning anyway so that our online qualitative survey marked the teachers can cover those areas without curriculum-linked activities as the second having the skills as an add on. I’m always most frequently organised in their school, trying to look for something that is going to behind parental engagement activities. help engage the children and make them Types of curriculum linked feel that they are not learning because career-related learning include: they have to but because this is life skills.” (Headteacher, Wohl Ilford, London) n Topic teaching (Using career-related activities to drive a topic or contextualise When discussing activities to develop what is already being taught in a non-academic skills, many primary school lesson. A talk by a local travel agent, staff focused on aspects such as children for example, may be used to as the developing their communication skills basis for discussions about currency, such as active listening and being able other cultures and countries). to communicate with adults. Financial n Themed days/weeks (Whole school capabilities was another popular response, activities where pupils in all year groups with a number of interviewees outlining take part in a number of career-related they carry out activities such as ‘money activities related to that particular theme week’ or real-life budgeting activities. over the course of a day or week. Examples Interviewees frequently mentioned include NHS Week, Business Week) that career-related activities and n Discrete lessons (Embedding careers programmes should aim to improve: in a single timetabled lesson, schools mentioned that they had previously n Enterprise skills (Often within curriculum set aside one PSHE lesson a term to and over a longer period, enterprise look at careers and employability). skills development programmes help children develop an enterprise skill set 4.2.3 Career-related learning to by giving them experience of the wider develop non-academic skills world and bringing real-life problems Teachers frequently noted that career- and challenges into lessons. Examples related learning designed to develop include: Skills builder13 programmes and non-academic skills is done with the activities that are embedded throughout support of external organisations, those the curriculum and usually measured frequently mentioned included Enabling at the beginning and end of the year) Enterprise and Young Enterprise: n Financial capabilities (These activities aim to develop the child’s financial “What I’ve started doing recently, following understanding and basic capabilities on from our work with Enabling Enterprise with money and budgeting. Examples I’m now taking their new ‘Skills Builder’ of activities include ‘money week’ 13 ‘Skills Builder’ is a tool toolkit and learner descriptors and linked activities which involve managing developed by Enabling it to the national curriculum and to tie it real or simulated budgets and Enterprise to help schools measure their into our progression maps. So that way the ‘financial awareness activities’) students’ progress in teachers can see how they can implement n Skills for life (Skills for life programmes developing enterprise the soft skills into normal learning. For are designed to develop the social- skills, for more information: http:// example, in English they have a focus on emotional skills and behaviours children enablingenterprise. listening and a focus on presenting and I’ve need for their wider lives, as well as org/skillsbuilder Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 49

their careers. Skills and behaviours Seven interviewees reported that they that may not be directly related to carry out specific career-related learning economic success, such as empathy, activities to Key Stage 2 only. These include resilience and conscientiousness, more complex information about career and but necessary for overall well-being education routes, with two schools noting while in work. Examples include: they endeavour to introduce vocational Year-long pledge and achievement routes to year five students (aged 9) in passports, where achievements such an attempt to create a parity of esteem as ‘speaking to someone who is left before they reach secondary school. out’ are marked down and rewarded). 4.2.5 What are the desired outcomes 4.2.4 At what age do primary of career-related learning? schools provide differing types of career-related learning? 4.2.5.1 Developing non-academic skills Clearly career-related learning activities From the case studies, 11 out of the provided to each year group differ 17 teachers frequently stated that significantly between schools. Across the one of the key aims when organising survey, in both Key Stage 1 and Key Stage 2 career-related learning activities was children are being introduced to broad developing non-academic skills such as: concepts about work and what a job entails, including challenging stereotypes n resilience about the suitability of different jobs. n confidence They are also developing personal skills n conversation skills. needed for life and work. Respondents also noted that while activities were Five teachers felt developing these skills was provided to the whole school, they part of their role as primary schools anyway, were often altered and pitched stating they were already working to develop differently depending on the particular the ‘whole child’ or something similar. One age of the audience, for example: school in particular commented that they measure the development of these skills by “When she [a visitor] is talking to the littlest awarding pupils with a stamp every time ones, it is very touchy feely so they can they exhibited a particular non-academic, feel the shapes of different organs and will or as they term them ‘character’ traits: put them into the model, they will look at the digestive system and see how liquids “We developed for this year 5 characters. pass through. When they are doing it with We did a whole lot of work and we came up the older children, it will be much more with 5 Rs we wanted for our school [Respect, scientific, so they will be saying if there Resilience, Responsibility…]. The characters was an operation this is where we would are non-gender specific and non-culture work and where the organs are. The same specific and each has a symbol relating to doctor will deliver the presentation to the 5 Rs. Each child has a planner and each meet the individual needs of the children. time they show one of these 5 Rs around So we have encouraged them to do so the school they get a stamp. 6 times a year by telling them in advance which age I open up the shop. They can swap their groups they are delivering to and have the stamps for rubbers, pencils, a space duck. teachers present to help guide them.” There are instant rewards in the school.” (Headteacher, Wohl Ilford, London) (Headteacher, Branston Junior School, East Midlands) 50 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

Interviews with senior leaders have “I think the matter behind it all is the shown that teachers often embed aspiration weeks and the careers focus non-academic skills, enterprise skills day, we want to give the children as many without possibly realising these are opportunities as possible and to break connected to career-related learning: down gender stereotypes. When we had our aspirations launch event, we tried to “But if I said do you do problem solving get a wide range of a good cross section or aspirations, communications and all of jobs, so for instance we had the senior those things they do all of them its really train driving instructor for Northern Rail, second nature. It comes through the music, which was great because she was a woman. the adventure passport, sports we do in We had women who you wouldn’t expect school. They are all covered but if you to see in those jobs. […]. Its really just to asked a teacher if they do careers skills give children as many options as possible they would probably say no but they do.” and to open up their options. I don’t think (Assistant Headteacher, Nottingham children necessarily understand how many Primary Academy, East of England) jobs there are out there. If you think of the medical profession you think doctor/ 4.2.5.2 Broadening or raising aspirations nurse, but there are so many jobs within From the survey, 16 out of 17 interviewees the NHS. […] So, these aspects of their highlighted that any career-related learning lives, it’s really giving them options.” activity should encourage those who are (South Parade School, Wakefield) taking part to consider a broad range of options rather than decide on a particular career. Four interviewees made reference to 4.2.5.3 Connecting learning to life the social deprivation in their local area when Teachers consistently mentioned talking about the need to broaden and/or career-related learning and interactions raise aspirations. They mentioned a lack of with employers can bring authentic role models in their immediate community experience of explaining how subjects and social network. One senior leader from can be applied in the world of work. a school with a high percentage of students Nearly all interviewees felt that eligible for Free School Meals (FSM) said: schools can challenge the assumptions developed by children, allowing “We’re in a fairly deprived area. Obviously, them to draw richer, more informed there are a lot of children that do need connections between education and their aspirations raising and don’t have ultimate economic and wider success an appreciation of what is out there. A in adult life. There was strong evidence lot of children don’t necessarily have of cross-curricular activities: people in their lives that they can speak to find out that information, especially “As a maths teacher, I’m anti maths being not at the primary school level.” taught in isolation. It has to be a practical (Assistant Headteacher, Leagrave application, you have to know that you’re Primary School, East of England) learning x, y and z because it has some purpose for you […] I want to see examples Seven teachers also highlighted of maths in other subjects. Children are that they carried out career-related so put off by maths from an early age.” learning to challenge and break down (Maths Subject Lead, Gunton Primary gender stereotypes at a young age: School, East of England) Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 51

By enriching their learning with real- 4.2.6 How do primary schools life experiences, it seems pupils can currently evaluate the impact be encouraged to think again about of career-related learning? the meanings and implications of what they are being taught in lessons. 4.2.6.1 Evaluating activities to improve knowledge about work 4.2.5.4 Encouraging parental engagement The majority of the schools interviewed Among the teachers responding to the outlined that they did not carry out online qualitative survey, the majority any systematic evaluation of their replied that the most frequently organised career-related learning activities career-related activity in their school which aimed to improve knowledge was an aspirational parental engagement about the world of work. However, activity. Teachers reported that they five schools did note that they ask focused on broadening and raising the their students and volunteers for aspirations of parents themselves by anecdotal feedback to aid their organising events and activities related decision making about future activities. to careers, particularly pertinent in A further five schools expressed an areas of high social deprivation: interest in using an evaluation tool:

“Helping the parents have high “I would be interested to see if anything aspirations for their children and we are doing is having an impact further realising how gifted their children are is down the line. Someone needs to one of they key battles, we encourage develop some kind of tool or programme parents to want more for their kids.” to help us do that. I would love to have High FSM school in North East. something that would be quantifiable.” (Headteacher, Kingswood Primary and: Academy, East of England)

“So for our children we have high levels An interviewee stated that they carried of social deprivation and mobility so out pre-activity and post-activity we’re trying to engage children and their surveys, with questions centred around families in having higher aspirations for how much children had learnt about themselves and within their own education a particular industry. A number of and for their future careers. […] We also schools mentioned that the reason want to try to make sure that their parents they failed to carry out any evaluation realise how gifted their children are in was mainly because the knowledge, order to help support their learning and skills and behaviours they were seeking achieving as well. Sometimes, with the to broaden and/or raise, namely social climate of our families, sometimes aspirations, were difficult to measure our parents don’t realise that. So, we in any kind of survey, for example: spend a lot of time at parents evenings, open evening and parent engagement “How would you monitor the impact sessions to try and get parents on board of going to the port of Liverpool? to want more for their children as well to It’s in their attitudes towards support and drive their opportunities.” learning. It’s not just to pass a (Assistant Headteacher, Leagrave test. It’s for their bright future.” Primary School, East of England). (Assistant Head, North West) 52 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

4.2.6.2 Evaluating career-related learning “For us also, it’s links with businesses. that improves non-academic skills Links with local businesses is something The survey results showed 5 out we don’t have a great deal of. Getting of 17 schools highlighted that they local businesses to want to come in and focused on the development of non- support, they’re all busy anyway.” academic skills. Others mentioned they (Headteacher, Kingswood Primary mark progress in non-academic skills Academy, East of England)) alongside academic improvement: More rural or isolated schools also noted that “So, we looked at the national curriculum finding employers and volunteers from the as it stands, and we wrote progression local community was a major issue for them: maps for every single subject separately. And then we focused on skill sets, and “There’s also an issue with finding volunteers then within the skill sets we focused on in the local area, you know we aren’t going the soft skills and built those back into the to have parents coming in saying ‘I’m a film progression maps to show the staff how director’ or ‘I work for the BBC’. So we are we were going to link that to the work that reliant on volunteers from outside our local we were doing with Enabling Enterprise.” community, which can be difficult to organise.” (Headteacher, Wohl Ilford, London) (Assistant Head, Shireland Hall Primary Academy, West Midlands) Two of these schools noted that they applied external frameworks, Career guidance professionals have an namely the CDI’s ACEG Framework important role to play and effective and Enabling Enterprise’s ‘Skills inter-professional working is essential. Builder’ to measure progress: Related to a perceived lack of capacity, seven schools believed that not having “Skills builder, we did at the start of the a coordinator or someone to drive year and we’re going to do at the end of career-related learning was a major the year, so we can use that as a tool.” barrier. The next most cited issue related (Assistant Head, North West) to the cost of organising events and enrolling students on programmes:

4.3 What are the barriers and “Because of cost, I am also wholly reliant challenges in implementing career- on adults coming in and volunteering related learning in primary schools? their time. A lot of the big companies try In order to explore the issues that need to to get their staff to come in and do things be addressed, primary schools were asked with schools. As a whole, it is generally in both the online survey and case studies challenging because there is no budget about the barriers or challenges they have for it and I can’t pay people to come in.” experienced preventing them from offering (Middle Leader, Forster Park Primary, London) more career-related learning activities in their school. The biggest barrier cited was As mentioned above, schools in the sample the lack of support and time available to aimed to embed career-related learning develop formal links with businesses and in various areas of the primary curriculum. employers. 14 of 17 interviewees mentioned Yet, a number of schools mentioned that the lack of time available to organise and a key challenge was finding flexibility invite volunteers from outside of school: in an already crowded curriculum: Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 53

“It’s just the barriers we face that way around knowing about routes like higher are trying to fit activities into the apprenticeships and start letting children curriculum and trying to engage those know about these from a younger age.” harder to reach families. The curriculum (Assistant Head, Shireland Hall Primary is already packed, but it is something Academy, West Midlands) that we really think is important.” (Assistant Headteacher, Leagrave Interviewees noted that they often do Primary School, East of England) not have the information or confidence to speak about vocational pathways, and: such as apprenticeships, so they often avoided speaking about it: “As usual I am sure that every teacher would probably say trying to fit these “I think it’s routes of education into the activities into the school curriculum world of work. As a primary, we don’t know will be really challenging.” enough about apprenticeships or the (Middle Leader, Forster Park Primary, London) types of ways into the world of work that there are. Because, we don’t know how to It is notable, as was found in the QCDA facilitate that or it’s not something that (2010) report, that the challenges primary we really have to do deal with. I’m sure schools cite are more often related to there are masses of ways into work that we keeping up to date with latest and future don’t know about. I think that would be a developments in the wider world of work, really good way of CPD with our staff.” particularly activities such as children visiting (Headteacher, Kingswood Primary workplaces or employers coming into school. Academy, East of England)

4.4 What is the teacher and school One Deputy Headteacher in particular leader training need and demand for felt the curriculum staff had no time to career-related learning support? research labour market information due Interviews with school staff also explored to their day-to-day commitments: what would help them overcome some of the challenges they faced, or continue to face, “I think there was one [area of career- when attempting to establish and/or deliver related learning] I was looking at career-related activities in their school. which was knowledge and use of up- to-date labour market intelligence. 4.4.1 Trends in labour market We’re teachers in a primary school and A number of senior leaders highlighted on the day to day running of things either themselves or their curriculum that is not something we have.” teachers needed some form of CPD (Assistant Head, North West) which related to current and future trends in the labour market: 4.4.2 Resources, topic ideas and lesson plans “Most of the time teachers have been Given that the majority of interviewees from school to uni and then from uni highlighted that any form of career- straight back to school, so often they related learning had to be embedded don’t have up to date information about in the curriculum, it is unsurprising that careers and the routes available. So I a number of teachers also expected guess an important piece of CPD could be some form of support with teaching 54 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

and learning resources, topic ideas “One of the biggest areas that teachers and lesson plans. These concerns need help is simply information of how were often centred on finding ways and where to access the programmes and of embedding career-related learning resources that are available to them.” into an already crowded curriculum: (Assistant Head, Shireland Hall Primary Academy, West Midlands) “I think with our staff, especially amongst the primary staff, don’t necessarily When discussing external organisations, understand their role in preparing students a number of interviewees highlighted for moving up through the school and the importance of sharing best practice transferable skills and what that actually between schools locally or within clusters: looks like in the classroom. Sometimes it’s about highlighting it to the staff and “Letting other schools in the area know saying this is actually careers and that that there are organisations that can help you need to make sure to exploit those and make the whole process so much opportunities when you are teaching.” easier! It’s about telling other senior leaders (Middle Leader, West Oaks Primary, that they don’t need to be isolated when Yorkshire and the Humber) starting something like this, because a lot of the time there are free programmes, 57% of teachers responding to the online materials and volunteer services out there.” qualitative survey identified ‘how to (Deputy Principal, East Midlands) integrate career-related learning in to the curriculum (including teaching materials)’ Any potential CPD or training should as a priority training need. This was focus on networking and learning followed by ‘understanding and monitoring events to foster long-term inter-school the impact of career-related learning’ collaboration with the aim of sharing best (50%), and assistance with ‘planning and/ practice and forming enduring networks or organising careers events’ (50%). of support. This is especially relevant for smaller, more rural primary schools. 4.4.3 Signposting to external organisations Interviewees also noted that schools could be supported by being provided with better signposting to key organisations that can broker connections to employers. This could help teachers to better deliver a wide range of activities and to set up and maintain more regular formal links with such organisations:

“I think that even at secondary level, schools don’t know how to approach employers. They have this kind of thing where it’s like ‘well, what’s the employer getting out of this. They don’t understand that the employers are getting something out of visiting schools.” (Careers Lead, Greenwood Academies Trust, East Midlands) Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 55 56 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 57

5 What do expert witnesses tell us?

It has been demonstrated in the Most contributors agreed that in order for survey responses that there is a primary schools to formalise links to the strong evidence base that points to world of work, they need a key contact the rationale for investing in career- point to organise career-related learning related learning in primary schools. activities that broaden children’s knowledge To ascertain further what ‘success’ about different jobs and sectors. Samantha looks like for primary schools, some Bulkeley’s (BP) contribution reinforced representatives from academia, local this idea from a business perspective; authorities, teaching unions, employers and professional bodies, as well as “In terms of taxonomy, it does reflect the classroom teachers, came together in previous point. It does improve things if London to debate the nature of career- there is a specific person to talk to and that related learning in primary schools. This specific person has a role to do this. The chapter brings together and summarises difference between the school framework some of the invaluable contributions: and the expectations and priorities is so different from business it really does just 5.1 Teachers roles and responsibilities take people who can work together and As shown by teacher responses in chapter understand that to bring the two different two, teaching roles and career-related organisations together. So, one of the learning in primary schools are both things that we really value in the careers evolving and fluid. It is therefore important strategy is the fact that there will be a to try and better understand the nature person in the secondary school who will of these roles in more detail. Yolande be responsible for that and we can have a Burgess (London Councils) outlined the proper relationship. We spend a lot of time need for schools to have someone acting reaching out to schools rather than schools as a liaison between the school and the coming to us. We find it is very difficult to world of work (this role has been described get traction with schools because they are in the previous chapter as a ‘Career- so busy in the curriculum. To have that link related learning Co-ordinator’), either is really important and also to have some internally if the school is large enough sort of structure in primary whether it’s the and has capacity, or externally if the staff same as the careers strategy or a different and resource capacity is more limited: model and flexible, in terms of being able to say to people in my business that ‘we “I think that more recently something need to do this at a younger age’, if there is over the last year certainly, what we’re not just research but actually processes and hearing back from the majority of procedures and policies to surround it then schools and a couple of people who have actually it would give more proof to that.” referenced it this afternoon, is having [Samantha Bulkeley, BP] somebody that really has the time to build those connections with employers, with Tian Barratt (Ark Schools) reiterated industry, at a very practical level. And concerns outlined by teachers interviewed certainly, where we have been talking to in the previous chapter, namely that schools have been seeing a really good despite there being a potential need programme of work, somebody has had for a specific careers co-ordinator the time that has really been carved out or careers leader in primary schools, for them to make the connections.” capacity issues in smaller schools means [Yolande Burgess, London Councils] that this may not always be feasible. 58 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

“Over the last couple of years, we have We do a lot of work brokering relationships been doing a huge amount of work with our with the two, but it can break down either side secondary schools particularly around the quite easily without that policy level buy in.” role of the careers leader. One thing that [Joy Parvin, University of York] we have found given the size of secondary schools and the staffing structures there that actually it’s not been impossible to find 5.2 Characteristics of a good/ senior or middle leaders that can take on interesting provision that role, which actually might fit a bit more In keeping with the findings gathered neatly. The question we’re asking ourselves from case study of primary schools now is given that staffing structures are for this study, contributors in the a bit smaller is there the room in existing panel also highlighted that career- senior leadership roles for this work.” related learning at this phase must [Tian Barratt, Ark Schools] fit in to the existing curriculum. Due to staff capacity issues and the Another theme that was discussed ever-growing pressure on metrics and by a number of contributors was the SATs results careers in primary must be importance of successful leadership of seen to contribute to or sit alongside the career-related learning within the school. ongoing learning objectives and outcomes Joy Parvin’s (University of York) discussion in subjects across the curriculum. It was underlines that without senior leaders outlined that career-related learning, at embedding careers in the ethos and long- a basic level, must be attractive to the term development plans of the school, classroom teachers expected to embed it: the responsibility can often fall on a single member of staff which carries risks “I’m not sure if it fits this question or later, if said member of staff retires of moves but in terms of talking about the national on from their role. Similar concerns were curriculum its helpful for the teacher if outlined in the existing literature and by it’s not an add on but it’s very strongly school staff interviewed for case studies. embedded into the curriculum. So, one of the things we do is embed it in the science “In terms of the senior management team, curriculum, so we’re supporting the teachers you don’t have to have that person in the role, to teach the science curriculum including but you definitely have to have the senior the sort of working scientifically aspects as management buy in. Whatever happens, they well as the biology, chemistry and physics have to be on board. We work with schools aspects. We’re also very aware that although where there isn’t necessarily that strong buy science is a core subject, it might not be in and there is a teacher who is really driving taught that much in a primary school. We it, but when they move on from that school also put as much as we can in the English it’s gone. But what’s interesting is that it’s the and maths curriculum as well because that same in industry. We have a lot of industry is attractive to teachers if you’re going to partners. If you have someone that is driving be supporting things they already teach, it and gets the idea of working with primary they need to find the time to do these schools, we get to work loads of companies careers activities. So, if they’re embedded and do great things, but when that person we need to show how these projects links retires or moves on it’s gone from the to people in the workplace and with the company too. It’s that buy in from the senior skills that are wanted in the workplace.” level whichever it’s the employer or the school. [Joy Parvin, University of York] Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 59

Drawing on her experience of working Looking at the issue of what constitutes with over 3,000 primary schools, Charlotte a ‘good’ school in this sphere, Julie Moote Thurston (Primary Futures) noted that (ASPIRES, UCL Institute of Education) careers learning in this phase of education went on to highlight the deficiencies is best provided throughout the year in the evidence when thinking about with a whole menu of activities and what ‘good’ schools provide. She programmes reinforcing and building on notes that most evaluations exploring each other, rather than one off activities: career-related learning in primary do not explore what the students feel “I think what we think works really well in they need and what is effective: schools is when there is a programme of activities and not a one-off thing. I think “I think just to start that answer, one piece that often a lot of it is down to capacity that is missing is what students think and resources within the school. We find what good looks like. Almost all of the that the really kind of effective stuff is policy findings and surveys reflect what where it is built in and there are regular the headteachers say and there really is activities going on throughout the year a pocket there about what students feel and they’re bring volunteers into the they need and want and what is effective classrooms or holding assemblies.” and what is not. I think as researchers we’re [Charlotte Thurston, Primary Futures] trying to plug that gap a bit and we have with students in Year 11 up to Year 13.” Joy Parvin also noted the importance of [Julie Moote, ASPIRES, UCL Institute of Education] inviting not only employee volunteers to speak to children, but also visitors from universities and further education colleges. 5.3 Possible outcomes of career- Her contribution echoed the findings from related learning in primary schools both the literature and case studies: Echoing findings gathered from the literature review, experts in the discussion highlighted “We have an aging workforce and we’ve that career-related learning at this stage not got enough STEM professionals coming should emphasise exploration over making through via apprenticeships or graduate concrete decisions. It should not be designed level. If we have as many women interested for children to make premature choices over as men we’d plug that gap because we need future careers; rather it is a process that to get more women interested in those jobs. encourages children to broadly consider I mean I’m based in a chemistry department a multitude of options that are available in a university and I don’t get that involved and not to restrict or limit their possibilities in students but I was recently part of a for their future aspirations. John Killeen discussion where we had 10 PhD students and (Primary Futures) emphasised that gender we were just chatting to them in this meeting stereotyping, and the perceptions about the and they all aspired to academic jobs and not suitability of jobs for children, needs to be jobs in industry and quite a number of them addressed in the primary phase of education: didn’t have much knowledge about what jobs were out there in industry at PhD level. You “I think the thing that really shocked and start at primary, but you don’t only do it there, surprised me sadly as an experienced head it is important to have a continuum and a teacher and really emphasises the need for strategy all through that starts at primary.” us to do something important with this is the [Joy Parvin, University of York] age that stereotyping is impacting our young 60 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

people, I was shocked as an experienced “About a year ago we published a report head in in quite an affluent school during a called ‘state of the nation: a baseline primary futures event we got visitors in to do report on UK primary science education, a ‘what’s my line’ type of assembly, where the and we asked pupils as part of that data children didn’t know what occupation came about their aspirations. We were looking with until the second part of the assembly. at all sort so different subjects, we weren’t And when there was the discussion with trying to make it biased towards STEM, but the visitors when they out of the room, the at the kind of aspirations they had. They stereotyped answers were that the girls felt seemed to all agreed that they liked to find that the attractive young lady was going out how thing worked, about 50% of the to be a beautician or popstar or singer.” pupils indicated towards a STEM related [John Killeen, Primary Futures] career and then when you looked at the boys and girls answers, the boys wanted Similarly, Janet Hanson (University of to be scientists, engineers and more hard Winchester) argues that early stereotyping aged type things. And the girls went to has certainly set in by the younger the more soft healthcare professionals, stages of primary, and echoing teachers medicine, vet type aspirations.” in our sample, she argues that parental [Louise Stubberfield, Wellcome Trust] engagement is key in tackling this:

“I think the other thing I wanted to respond 5.4 Expected positive impacts on children to was the idea about very early stereotyping Participants were also asked about what setting in. I’ve been working with schools the aims of career-related learning in trying to encourage primary schools to think primary should be, or the impacts that can about trying to introduce engineering into be expected. These discussions brought the curriculum. And we’re finding that the key about some familiar themes. Echoing influence there are parents and again that’s findings gathered from the literature backed up by research. I know parents are and interviews with primary teachers, difficult to get to but it is essential in trying participants felt careers learning should to change their minds. There is research broaden and raise aspirations, challenge that suggests that once they know more gender stereotyping and improve about, in this case engineering, they’re much the skills needed for life and work: happier for their girls for example to think of becoming engineers because they have a “What we see from our work, we work with wider perspective of what an engineer is.” children as young as 3 years old, is that you [Janet Hanson, University of Winchester] see the exact same gaps in these skills as you would see in literacy and numeracy in Louise Stubberfield (Wellcome Trust) kids’ first days at school. What we’ve seen highlighted how gender stereotyping is is when schools start sooner they are able especially prevalent when children are to get students to a much more equal thinking about STEM-related professions, place at the end of a couple of years.” with boys erring towards jobs and careers [Tom Ravenscroft, Enabling Enterprise] that involve working with things and objects such as engineering, whereas girls It was, however, highlighted that career- tended to aspire to careers that involve related learning, if done correctly working with people and animals such as and applied throughout the school as healthcare or veterinary professions: suggested by the Gatsby Benchmarks for Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 61

secondary, can provide children with the the evidence of impact. He argues that skills and behaviours that improve the consensus is needed, or at least some often-daunting transition to secondary: direction, on what exactly schools would like to measure. Once these areas of “We’re an area that was trialling the interest have been given thought and Gatsby benchmarks and we were testing deliberation, organisations such as Teach it with quite a wide cohort of schools. First can begin to decide how to deliver Interestingly, a couple of the pilot schools it within the curriculum and how to train were all through schools and they asked staff to set up learning environments to us right at the beginning whether it would allow for measurement. While offering be appropriate whether we should do it no direct solutions to this problem, his at primary using the same framework we contribution serves as a reminder that were using in secondary. So, it was a pilot the measurement of the outcomes of and we thought why not. We actually careers learning is no simple task, even found it incredibly successful. One school for those considered ‘good’ schools: in particular in the west part of Newcastle, which was in a particularly deprived area of “Just following on from what we were the country, it has something like 70% FSM. saying about impact. Tough question to What they found, we’re now in year 3 of this answer because there are different levels programme, students who worked through at the school impact but there is also the primary school and are now into secondary individual pupil impact. Also, to have a school, what they anecdotally told us is good understanding, you need to know that the transition period has been easier, where your starting point is in order to the transition into sort of secondary type measure your impact could or should be. education as in, why are you learning this, That requires effort and intuition. In many has been easier, the attendance rate has cases, I have nothing against intuition, a lot been much better because those students of schools have a very good intuition about understand why they are coming to school, where they currently are or what difference they understand what the learning is about.” they want to make. From the career mark [Michelle Rainbow, North East LEP] quality award for primary schools it’s the first of our standards, because unless you know what impact you want to make, you 5.5 Evaluation to evidence impact can’t set up structures to achieve it or know The difficult decision on exactly what to how to use the curriculum to deliver it or measure, and whether to measure at all, even know where to have staff training. when evaluating careers learning in this Impact is critically important and everybody phase is one that divided the practitioners is interested in doing something but not who were interviewed (as reported in everyone knows what they’re trying to chapter two). While most believed that achieve or have the intellectual time to think measuring improvements in skills needed about and build that up in the first place.” for life and work (enterprise skills and [Gary Longden, Complete Careers: Career Mark] social emotional skills) were relatively straightforward, measuring how much Other contributors made a number a child’s aspirations have broadened. of broad suggestions about what the Gary Longden (Complete Careers: impacts from career-related learning Career Mark) outlined his concerns about may be, and how these could be what should be measured when evaluating measured. Maria Wright (Ealing Council) 62 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

drew on her experiences of working level that is quite difficult to measure in Local Authorities14 and suggested but we’re really getting them thinking. that schools could carry out simple Not only are they thinking about the post-event or end of year or term wider world, but they are thinking about evaluations to show attitudinal changes themselves and what they’re capable of about the suitability of different and that it’s worth pushing themselves to jobs, for example understanding that try and reach one of these jobs or sectors women or men can do different jobs. that they didn’t know about before She goes on to argue that self-efficacy they had one of these careers fairs.” and confidence evaluations need not [Maria Wright, Ealing Council] be arduous either, noting that well- designed survey evaluations can help Tom Ravenscroft (Enabling Enterprise) indicate confidence in one’s own abilities, added further detail about the methods by asking whether a child felt they were and processes used by Enabling Enterprise suitable for a particular job, for example: to measure enterprise skills using their frameworks. He notes that schools “I think schools in Ealing are measuring should break down these skills when impact and the kind of things they are they are assessed at the beginning and measuring is an increased awareness the end of the year, to not only measure of children in primary schools and their quantifiable progress but to see where knowledge about the number of careers children need targeted support: there are out there. For example, we did So just on the point of measurability, a specific piece of work around careers so the work we do with a lot of the within the NHS. You know, simple things schools is based around our skills builder like, children writing on their evaluation framework. The idea behind it is to try forms ‘I didn’t know there were 350 jobs and help schools to better understand within the NHS’ and that’s 8 year olds and the existing skills of their students and 9 year olds which it would appear often so breaking it down into sort of chunks that they know more from that event allows us to understand the steps than your average adult knows about the students are working on at different NHS without sounding too patronising. points….but what that allows teachers Also, really simple things like girl writing to do is assess students at the beginning on evaluation sheet ‘I didn’t know that and end of the year against a framework women could work in the army’, you know of those skills and therefore to teach simple stuff but quite meaningful stuff. in a much more targeted way because Also, we had a ‘women in work’ event they know actually what the pieces they at primary school recently, and girls, are trying to teach and to relate it to particularly the boys also were outraged previous point about why start young at the fact that sometimes men earn [Tom Ravenscroft, Enabling Enterprise] more than women for doing the same 14 In England, a job. So, I wouldn’t say it’s difficult to 5.6 Frameworks, standards local authority evaluate but it’s about what’s important and accreditation is a form of local government to different schools and actually what Research and policy has until very that is officially we’re doing by schools running these recently focussed overwhelmingly on responsible for kinds of events and introducing to career- career-related learning in the form of all the public services and related learning at the primary level is career education, information, advice facilities in a really broadening children’s minds at a and guidance in post-primary schooling. particular area. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 63

The Department for Education (DfE) from the teachers and I’m afraid we’ve Careers Strategy (2017) sets out that had many years of initiative overload every school and academy providing and initiative short experience where secondary education should use schools embed a lot of time and effort the Gatsby Charitable Foundation’s to make something work and then Benchmarks (2014) to develop and it’s dropped. I think if it’s just another improve their careers provision. framework that just comes along, and its Contributors were asked whether a thing the moment that there is sadly a similar framework or standard was dispute about ‘how much effort should needed to provide an incentive for I there be put into it’ and I think if it’s primary schools to improve and deeply embedded into the curriculum develop career-related learning from and if they’re seeing an impact then an early age. Gary Longden (Complete they’re more likely to do that. […] If they Careers: Career Mark), mentioned can see that and see a model where that a common framework of some it’s built into the curriculum, teachers description is necessary to ensure are very creative, they can do that.” standards and optimum outcomes. [John Killeen, Primary Futures] However, he warns that any framework or benchmarks should Thinking about what a career-related not be constrictive, rather it should learning programme would look like, provide broad outlines that allow Julie Moote (ASPIRES, UCL Institute schools to design their own delivery of Education) highlighted the need to methods within the curriculum: define the terminology when designing a framework or benchmark. “I think it is an impossible question to Schools must be aware of what answer what is good and why. But I think ‘career-related learning’ actually there are a couple of parameters that refers to, in order to understand what are worth bearing in mind. One is there ‘good’ means in practice. Moreover, has got to be some common framework her contribution reinforced the need somewhere otherwise you just have to be cautious with the terms and anarchy. The second thing is that common definitions used in the primary phase. framework hasn’t got to be constrained Specifically, that career-related learning like the national curriculum is. […] This then in primary should not refer to careers allows the individual schools to create their guidance or careers advice in the same own curriculum delivery mechanism that way that it may do in secondary: is suitable to their own school’s needs.” [Gary Longden, Complete Careers: Career Mark] “We are wondering if there was some value in looking at the terminology such John Killeen (Primary Futures) similarly as what is career learning exactly. In noted that any framework for career- our work we really struggle with having related learning in primary must stipulate our definitions spot on and is it career that activities and programmes in this advice at primary or is it work related phase are built in to the curriculum to learning, or is it pathways learning, ensure school and teacher buy-in: or is career learning the most correct term to use in primary compared to “I totally agree with that. There has got secondary, is it careers awareness?” to be buy in from the schools and buy in [Julie Moote, ASPIRES, UCL Institute of Education] 64 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

5.6.1 Frameworks, training or specialist further education college that benchmarks needed for Special works with children with very complex Educational Needs schools autism and the trust and the college have A key discussion point, which did not arise taken aspects of London Ambitions and in the literature or in the discussions with their view is that if you took the right teachers, was whether career-related approach and didn’t try to come up with learning should be adapted or altered in something different. We started with Special Educational Needs (SEN) schools. the same aspirations and approach and Drawing on her extensive experience of that was the critical thing, but recognised working with, and creating frameworks and acknowledged that if you design a for, SEN schools, Yolande Burgess (London framework sufficiently well you’re saying Councils) argued that any framework or to people, ‘you told us what good looks training programme should be designed like in terms of careers work but you’re in such a way that it should not need to the experts as the teachers and careers be adapted for SEN schools. Put another experts, you tell us how to deliver it.” way, she notes that if a career-related [Yolande Burgess, London Councils] learning framework is sufficiently well designed, it should work for any child. She outlined that as the outcomes are 5.7 Teacher training and support need sufficiently similar for children attending There was also a remarkable degree of SEN and mainstream schools, namely consensus on the perceived training that programmes should broaden needs for primary teachers, such as a aspirations and improve the skills needed lack of labour market knowledge and for life and work, the framework should the need to give teachers’ experiences encompass all children, at all schools: of working in other sectors. Contributors repeated that these ‘externships’, be “When developing ‘London Ambitions’ they in initial training or once started one of the mini tussles came to head at a school, allow teachers to research when we were talking about designing a sectors related to their chosen subject. framework, when we needed a section on A number of contributors noted that the special educational needs, and a number benefits of these schemes were both for of us including me fought against that. the children and the teachers themselves: That was primarily to do with the fact that if it doesn’t work for a child with special “One of the things that came out of the educational needs why would you think North West pilot, was a series of externships it will work for any other child. Which that were created on the back of an ask then really made us think about, are we from the schools themselves for how you designing something that is sufficiently build careers into the curriculum. What fluid that can truly offer a framework we planned to do with the primary pilot that meets all children’s needs. We had was to work with Durham university a really sensible debate around, if you and Northumbria university to build design something that will work for teacher training so the students get to your most vulnerable children, you’ve go experience whatever they want to sort of cracked it. I know that’s a very experience in the world of work whether easy thing to say but that was the driver its engineering or STEM, that is the thing behind it. I’m also a trustee of a specialist that most teachers want to learn about.” academy trust and governor of a highly [Michelle Rainbow, North East LEP] Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 65

“I thought early this year when the Charlotte Thurston argued that any possibility of teachers practical was training or CPD should focus on local announced, and immediately got translated schools sharing best practice and into a year off for teachers. I thought signposting other schools in their cluster that sort of initiative [refers Louise to organisations and programmes Stubberfield] funded through a sort of that can support the delivery of a practical programme at that level would consistent career-related programme: enable thousands of teachers to come out of class for a day to do some research “One of the things I think we found or working with colleagues would be a really useful was when you tied into CPD real good use of that sort of fund. I did a sharing best practices. Schools learning number of interviews but I never saw it with other schools and seeing what as teachers getting a year out of the class. they have done. We’ve done some really You would be able to reach so many more great stuff where we’ve seen clusters people if you had schemes like that. As of schools in particularly areas, such a headteacher where the vast majority as Wakefield, where the schools have of my staff have done what was the really driven it themselves. It’s that local graduate teacher programme and schools understanding of the issues and the direct, there is an aspect of their training things that we want to do, and they can that isn’t there that they really need.” see other schools doing it well and it [Anne Lyons, NAHT] grows and grows across the area. I think when you’re looking at CPD for schools I Julie Moote (ASPIRES, UCL Institute of think that local thing is brought into it.” Education) also noted that teachers [Charlotte Thurston, Primary Futures] need training or guidance when briefing employers and businesses The evidence gathered from the panel about what is expected of them when of key experts and thought leaders they come in and speak to children. provides a number of important Given that the audience and message insights in to developing a successful are quite different to secondary, career-related programme. teachers need to be able to give clear Thinking about teacher roles, instructions about the messages for contributors outlined that an invested children to ensure the maximum impact: senior leader or leadership team and a key liaison point for external organisations “I think an important point if we’re are needed to ensure the longevity of talking about teacher training and greatest impact for any careers learning getting employers involved is giving the programme. In terms of measuring employers support and guidance on impact, well-designed evaluation what’s appropriate for students and to surveys for both assessing non-academic tackle the inequalities. I think it is often skills and aspirations can be useful in forgotten because we assume they have demonstrating quantifiable impact, if the business know how to come in and they are delivered at the beginning and digest those issues for students.” end of the year. It is also clear that any [Julie Moote, ASPIRES, UCL Institute of Education] career-related programme in primary should be delivered across the whole- Echoing findings gathered from the school, consistently through the year with case studies in the earlier chapter, a number of activities and exercises. 66 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 67

6 Conclusion

This paper provides evidence on the ‘what’s my job’ events), career-related benefits of career development activities learning in the curriculum (such as topic- for children in the primary phase, and the based activities, themed weeks and range of teacher roles when delivering it. discrete lessons) and careers learning to In doing so the research attempts to map improve non-academic skills (activities what primary schools are doing to tackle often based in the curriculum but the influence of socio-economic issues geared towards improving enterprise that affect children’s future transition to skills, financial capabilities and socio- secondary school and beyond, how they emotional skills). In carrying out the approach career-related learning and how in-depth interviews with teachers we can get a step closer to ensure best another key outcome or aim came to practice in primary career provision. light that did not arise when reviewing The paper began by collating and the literature; engaging parents. analysing evidence from contemporary Among the teachers responding to literature, we presented an overview of our online qualitative survey, the why primary school experiences are so majority noted that the most frequently important in a child’s career development organised career-related activity journey. The research evidence showed in their school was an aspirational the biggest obstacle to designing and parental engagement activity. delivering impactful career-related Teachers were then asked to learning in primary schools is insufficient outline whether they felt there was buy in from the school leadership team. any training needs and demand for The evidence collected from primary careers and employability support. A schools reiterated findings from the number of senior leaders highlighted literature, namely the importance of a either themselves or their curriculum whole-school, collaborative approach. teachers needed some form CPD which Effective careers work should be related to the current labour market. embedded in the curriculum driven Given that the majority of interviewees down from senior leadership teams highlighted that any form of career- combined with support from curriculum related learning had to be embedded leaders, classroom teachers and in the curriculum it is unsurprising partner organisations. The paper also that a number of teachers also voiced outlined the roles and responsibilities demands for support with teaching of the senior leader, career-related resources, topic ideas and lesson plans. learning co-ordinator and classroom These concerns were often centred on teacher. All of which are important finding ways of embedding careers and and often overlapping roles needed the development of non-academic skills when carrying out career-related in to the already crowded curriculum. learning, from the perspective of Interviewees also noted that primary teachers and senior leaders. schools could be supported by being The findings from extended telephone provided with better signposting interviews outline detailed information to organisations that can broker about the types of different types of connections to employers and career-related learning reported as taking deliver activities that develop place in schools. Teachers reported that academic skills and guidance on they carried out activities that involved how to set up and maintain formal employers (such as aspiration talks and links with such organisations. 68 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

The evidence gathered from the and the aims and ethos of the school panel of key experts and thought explicit, thereby ensuring buy-in from leaders provides a number of important staff and other key stakeholders. insights in to developing a successful career-related programme. Thinking Recommendation No 3 In order to about teacher roles, contributors achieve a stronger role for teachers in this outlined that an invested senior regard, there is a need to professionalise leader or leadership team and the area. This should include stronger a key liaison point for external acknowledgement of CRL in initial teacher organisations are needed to ensure education (ITE), the development of a the longevity of greatest impact for range of levels of CPD, and a rise in the any careers learning programme. status of CRL and associated leadership In terms of measuring impact, within primary schools. Teach First has well designed evaluation surveys the opportunity to lead by example. The for both assessing non-academic organisation’s focus offers it a number skills and aspirations can be useful in of opportunities to lead new CRL activity demonstrating quantifiable impact, if (complementary to the existing post- they are delivered at the beginning and primary careers and employability end of the year. It is also clear that any leadership programme) through its career-related programme in primary CPD offer and with its alumni who have should be delivered across the whole- left the education system but who are school, consistently through the year with keen to remain connected with it. a number of activities and exercises. Recommendation No 4 Primary schools 6.1 Recommendations should aim to develop an approach to Five key recommendations are set CRL that articulates how all year groups out below for consideration of Teach progressively engage in a wide range of First and other allied interested experiences of and exposure to education, organisations and professionals. transitions and the world of work. Teach First is potentially well placed to further Recommendation No 1 The taxonomy develop current practice and diagnosis of career-related learning roles should of need linked to shared and improved be tried and tested in practice by understanding of CRL inputs, processes, Teach First, as part of an evolving CELP outcomes and impact measures. for primary schools in England and Wales. This can also be used by primary Recommendation No 5 New and differing schools as a major catalyst for change forms of in-service training and CPD linked to the ‘Theory of Change’ model are necessary that can support senior outlined in Annex 1 alongside more leaders and teachers to develop their detailed evidence-based findings. knowledge and skills in the provision of CRL and the fast-changing world Recommendation No 2 Strong of work. Table 6 in the main report leadership is necessary to support provides some concrete examples. teachers integrating CRL within and outside of the classroom. Primary school senior leadership teams should make the relationship between CRL Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 69

Findings from this research can be used in has relevance to other providers of the first instance to support Teach First’s initial teacher education and continuing initial teacher education and continuous professional development, as well as to professional development programme. schools and educational policy-makers. Much of the report advocates greater It may also be of interest to researchers, support for teachers in the leadership, academics and students in the fields of planning, delivery and monitoring of education, career development, career CRL. The content in this report also guidance, and child development.

‘Education is not the filling of a pail, but the lighting of a fire’ (W.B Yeats) 70 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

7 Bibliography

Ahn, J. (2011) “Review of Children’s Identify Auger, R. W., Blackhurst, A. E., & Wahl, K. H., Career Mark Primary (2018) What is Career Construction via Narratives”, Creative (2005) “The Development of Elementary- Mark Primary, Complete Careers, available Education, 2: 415-417. Aged Children’s Career Aspirations at: https://www.complete-careers.com/ and Expectations”, Professional School career-mark/quality-in-careers-standard/ Akerlof, G. A. and Kranton, R. E. (2000) Counselling, 8 (4): 322-329. primary/career-mark-primary/, [accessed “Economics and identity”. Quarterly Journal 10/08/2018]. of Economics 115 (3): 715-753. Baker, D. P., & Stevenson, D. L. (1986) “Mothers’ Strategies for Children’s School Carneiro, P, Crawford, C. & Goodman, A. Archer, L. (2014) “Conceptualising Achievement: Managing the Transition to (2007) The Impact of Early Cognitive and Aspiration”, In Stanley, J., Mann, A., & Non-Cognitive Skills on Later Outcomes, Archer, L. (eds) Understanding Employer High School”, Sociology of Education, 59 (3): 156-166. London: Centre for the Economics of Engagement in Education: Theories and Education. evidence. London: Routledge. Bandura, A., Barbaranelli, C.,Caprara, Cefai, C. & Cavioni, V. (2014) Social and Archer, L., & Dewitt, J. (2017) “Participation G.V., and Pastorelli, C. (2001) “Self- Emotional Education in Primary School: in Informal Science Learning Experiences: efficacy beliefs as shapers of children’s integrating theory and research into The rich get richer?” International Journal of aspirations and career trajectories”, Child practice, London: Springer. Science Education, Part B: Communication Development, 72: 187-206. and Public Engagement 7 (4): 356-373. Chambers, N., Elnaz, T. K., Rehill, J., & Percy, Barnes, A., & McGowan, B. (2017) “Targeted Archer, L., DeWitt, J. and Dillon, J. (2014) C. (2018) Drawing the Future: Exploring Career Exploration and Development the career aspirations of primary school “’It Didn’t Really Change My Opinion’: Programmes”, In McMahon, M., & Exploring what works, what doesn’t children from around the world, London: Watson, M. (eds) Career Exploration and and why school science, technology, Education and Employers. engineering and mathematics careers Development in Childhood: Perspectives intervention”, Research in Science and from theory, practice and research, 172-185, Confederation of British Industry Technological Education, 32 (1): 35–55. Abingdon: Routledge. (2014) Gateway to Growth: CBI/Pearson education and skills survey 2014, London: Archer, L., DeWitt, J., & Wong, B. (2014) Blenkinsop, S., McCrone, T., Wade, P. and Confederation of British Industry, available “Spheres of Influence: what shapes young Morris, M. (2006) How do Young People at: http://www.ucml.ac.uk/sites/default/ people’s aspirations at age 12/13 and what Make Choices at Age 14 and Age 16?, DfES files/shapingthefuture/101/gateway-to- are the implications for education policy?” Research Report 773, London: DfES. growth.pdf, [accessed 08/08/2018]. Journal of Education Policy 29 (1): 58-85. Breen, R., & Garcia-Penalosa, C. Crause E., Watson, M., & McMahon, M. Archer, L., DeWitt, J., Osborne, J., Dillon, (2002) “Bayesian Learning and Gender (2017) “Career Development Learning in J., Willis, B., & Wong, B. (2012) “Science Segregation”, Journal of Labor Economics, Childhood: Theory, research, policy and aspirations and family habitus: How 20 (4): 899-922. practice”, In McMahon, M., & Watson, M. families shape children’s identification (eds) Career Exploration and Development and engagement with science”, American Cahill, M., & Furey, E. (2017) The Early Years: in Childhood: Perspectives from theory, Educational Research Journal, 49 (5): practice and research, 186-198, Abingdon: 881–908. Career development for young children – A guide for educators, Toronto: CERIC. Routledge. Archer, L., DeWitt, J., Osborne, J., Dillon, Dempster, N., Townsend, T., Johnson, Canadian Career Development Foundation J. & Wong, B. (2013) “‘Not girly, not sexy, G, Bayetto, A., Lovett, S., & Stevens, not glamourous’: primary school girls’ (2016) Prince Edward Island Teacher Training E. (2017) Leadership and Literacy: and parents’ constructions of science Programme, Ontario aspirations”, Journal of Pedagogy, Culture Principals, Partnerships and Pathways to Improvement, Springer. and Society, 21 (1): 171–194. Care, E., Deans, J. & Brown, R. (2007) “The Realism and Sex Type of Four- to Five-Year- Archer, L., DeWitt, J., Osborne, J., Dillon, Department for Children, Schools and Old Children’s Occupational Aspirations”, Families (2010) Statutory Guidance: J., Willis, B. & Wong, B. (2010) “’Doing’ Journal of Early Childhood Research, 5 (2): Science versus ‘Being’ a Scientist: Impartial Careers Education for students 155-168. Examining 10/11-year-old schoolchildren’s aged 7-19, London: Department for constructions of science through the lens Children, Schools and Families, available of identity” Science Education, 94: 617-639. Career Development Institute (2013) The at: http://webarchive.nationalarchives. ACEG Framework for Careers and Work- gov.uk/20111122050641/https://www. Arthur, J., Kristjánsson, K., Walker, D., Related Education: A practical guide, London: education.gov.uk/publications/ Sanderse, W., & Jones, C. (2015) Character Career Development Institute, available at: eOrderingDownload/Careers-ed- Education in UK Schools, Birmingham: http://www.thecdi.net/write/CWRE_User_ framework_7-19.pdf, [accessed Jubilee Centre for Character and Virtues. Guide.pdf, [accessed 08/08/2018]. 06/08/2018]. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 71

Department for Education (2017) Careers Epstein, J. L. (1983) “Longitudinal Effects Gore, J., Holmes, K., Smith, M., Fray, L., Strategy: Making the most of everyone’s of Family-School-Person Interactions on McElduff, P., Weaver, N., & Wallington, C. skills and talents, London: Department Student Outcomes”, In A. Kerckhoff (eds) (2016) “Unpacking the Career Aspirations for Education, available at: https://assets. Research in Sociology of Education and of Australian School Students: Towards an publishing.service.gov.uk/government/ Socialization, (101-128), Greenwich, CT: JAI. evidence base for university equity initiatives uploads/system/uploads/attachment_ in schools”, Higher Education Research and data/file/664319/Careers_strategy.pdf, Epstein, J. L. (1987) “Toward a theory Development 36(7), 1383-1400. [accessed 07/08/2018]. of family-school connections: Teacher practices and parent involvement”, In Gottfredson, L. (2002) “Gottfredson’s Department of Education and Workplace Theory of Circumscription, Compromise K. Hurrelmann, F. Kaufmann, & F. Losel Relations (2015) Australian Blueprint for and Self-Creation”, In Brown, D. (eds) (eds) Social intervention: potential and Career Development, available at: https:// Career Choice and Development, San docs.education.gov.au/system/files/doc/ constraints (121-136). New York: DeGruyter. Francisco: Jossey-Bass. other/australian_blueprint_for_career_ development.pdf, [accessed: 08/08/2018]. Epstein, J. L., & Connors, L. J. (1995) “School Gottfredson, L. S. (2005) “Implications of and family partnerships in the middle Cognitive Differences for Schooling within Dumais, S. A., (2002) “Cultural Capital, Gender grades” In B. Rutherford (eds), Creating Diverse Societies”, In C. L. Frisby & C. R. and School Success, The role of habitus, family-school partnerships, 137-166, Reynolds (eds) Comprehensive Handbook Sociology of Education, 75 (1): 44-68. Columbus, OH: National Middle School of Multicultural School Psychology, 517-554, Association. New York: Wiley. Edcoms (2010) “Business in Schools Research Findings: weighted data 12th Erikson, E. H. (1985) Childhood and Society, Grolnick, W. S., Kurowski,C. O. & Gurland, November 2007”, Edcoms and Business in (35th Anniversary Edition), New York, NY: S. T. (1999) “Family Processes and the the Community Conference: Maximising Norton. Development of Children’s Self-Regulation”, impact, London: Edcoms, available at: Feinstein, L. (2015) Social and emotional Educational Psychologist, 34 (1): 3-14. https://www.educationandemployers.org/ learning: Skills for life and work, Early wp-content/uploads/2014/06/business- Intervention Foundation. London: Author. Gutman, L. & Schoon, I. (2013) The impact in-schools-research-findings-edcoms.pdf, of non-cognitive skills on outcomes [accessed 08/08/2018]. Flouri, E. & Panourgia, C. (2012) Do Primary for young people, London: Education Endowment Foundation, available at: School Children’s Career Aspirations Education and Employers (2017) Teachers https://educationendowmentfoundation. Perception on the Impact of the Engagement Matter? The relationship between family org.uk/public/files/Publications/EEF_Lit_ with the World of Work on Students’ poverty, career aspirations and emotional Review_Non-CognitiveSkills.pdf, [accessed Academic Achievement in Primary Education, and behavioural problems, Working Paper, 08/08/2018]. London: Education and Employers, available London: Centre for Longitudinal Studies. at: https://www.educationandemployers. Gutman, L. M., & Akerman, R. (2008) org/wp-content/uploads/2017/08/Primary- Gatsby (2014) Good Career Guidance, Determinants of Aspirations, London: teachers-perception-Headline-Stats-Final. Gatsby , available at: http://www.gatsby. Institute of Education Centre for Research pdf, [accessed 07/08/2018]. org.uk/uploads/education/reports/pdf/ on the Wider Benefits of Learning. gatsby-sir-john-holman-good-career- Halstead, M. J., & Taylor, M. (2000) The Education and Employers (2018) guidance-2014.pdf, [accessed 10/08/2018]. Development of Values, Attitudes, and Introducing Primary Children to the Personal Qualities, Slough: National World of Work, Working Paper, London: Goodall, J. & Vorhaus, J. (2010) Review of Foundation for Educational Research. Education and Employers, available at: Best Practice in Parental Engagement, https://www.educationandemployers.org/ Research Report, London: Department Harkins, M. A. (2000) “Career Education in wp-content/uploads/2018/07/Introducing- for Education, available at: https://assets. Primary Grades: Building work-readiness children-to-the-world-of-work-FINAL.pdf, publishing.service.gov.uk/government/ through an experiential curriculum”, [accessed 08/08/2018]. uploads/system/uploads/attachment_ Childhood Education, 76: 219-224. data/file/182508/DFE-RR156.pdf, [accessed Edwards, L. J. and Muir, E. J. (2012) Hill, N. E., & Taylor, L. C. (2004) “Parental [08/08/2018]. “Evaluating enterprise education: Why do School Involvement and Children’s it?”, Education and Training, 54 (4): 278-290. Academic Achievement: Pragmatics and Goodman, A., Joshi, H., Nasim, B., & Tyler, Issues”, Current Directions in Psychological Enabling Enterprise (2015) A Complete C. (2015) Social and Emotional Skills in Science, 13 (4): 161 – 164. Approach to Transforming Students’ Childhood and their Long-Term Effects Enterprise Skills, London: Enabling Enterprise, on Adult Life, London: Early Intervention Hoover-Dempsey, K. V. Battiato, A. C., available at: http://enablingenterprise.org/ Foundation, available at http://www.eif. Walker, J. M. T., Reed, R. P., DeJong, J. M., & wp-content/uploads/2015/03/EE-Primary- org.uk/wp-content/uploads/2015/03/ Jones, K. P. (2001) “Parental Involvement in School-Brochure-2015-vFinal.pdf, [accessed EIF-Strand-1-Report-FINAL1.pdf, accessed Homework”, Educational Psychologist, 36 08/08/2018]. [07/08/2018]. (3): 195-209. 72 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

Howard, K. A., Kimberly, A. S., Flanagan, S., KidZania (2017) “’Children can only aspire Miller, S., & Connolly, P. (2013) “A Castine, E., Walsh, M. E. (2015) “Perceived to what they know exists.’ Making role-play Randomized Controlled Trial Evaluation Influences on the Career Choices of real play: Building a creative approach to of Time to Read, A volunteer tutoring Children and Youth: An exploratory study”, social mobility”, KidZania and Havas Helia. program for 8- to 9-year-olds”, Educational International Journal for Educational and Evaluation and Policy Analysis, 35 (1): 23-37. Vocational Guidance, Vol.15/2, pp.99-111. Kirkman, E., Sanders, M., Emanuel, N. and Larkin, C. (2016) Does Participating in Minister for Employment and Learning and Huber, L. R., Sloof, R., Praag, M. V. (2012) Social Action Boost the Skills Young People the Minister for Education (2016) Preparing The Effect of Early Entrepreneurship Need to Succeed In Adult Life? Evaluating for success 2015-2020; A strategy for Education: Evidence from a Randomized Youth Social Action: Final report, London: careers education and guidance, Belfast. Field Experiment. Bonn: Institute for the Behavioural Insights Team. Available at: https://www.education-ni.gov. Study of Labor. uk/publications/preparing-success-2015- Knight, J. L. (2015) “Preparing Elementary 2020-strategy-careers-education-and- Hughes, D., Mann, A., Barnes, S-A., School Counselors to Promote Career guidance Baldauf, B., and Mc Keown, R. (2016) Development, Recommendations for School Careers Education: International literature Counselor Education Programs”, Journal of Moote, J., & Archer, L. (2017) “Failing to review, London: Education Endowment Career Development, 42 (2): 75-85. deliver? Exploring the current status of Foundation. career education provision in England”, Kolb, D. A. (1984) Experiential learning: Research Papers in Education, 33 (2): 187- Hutchings, M. (1993) ‘What will you do Experience as the source of learning and 215. when you grow up?’: Some origins of development, (Volume 1). Englewood Cliffs, primary school children’s ideas about work, NJ: Prentice-Hall. Morris, K. (2014) Number Partners: Impact London: Primary Schools and Industry Report 2014, London: Education and Centre, University of North London. Lackéus, M. (2015) Entrepreneurship Employers Taskforce, available at: https:// Education: What, Why, When, How, Paris: www.educationandemployers.org/ Hytti, U., & O’Gorman, C. (2004) “What is OECD Publishing. wp-content/uploads/2014/07/Number- ‘Enterprise Education’? An analysis of the Partners-Impact-Report.pdf, [accessed objectives and methods of enterprise Mann, A. & Dawkins, J. (2014) Employer 09/08/2018]. education programmes in four European Engagement in Education: Literature review, NSW Government, Education & countries”, Education and Training, 46 (1): Reading: CfBT Education Trust. Communities (2014) “The Case for Career- 11-23. Related Learning in Primary Schools: An Mann, A., Rehill, J. & Kashefpakdel, invitation to primary school principals”, E. T., (2018) Employer Engagement in Jones, B. and Iredale, N. (2010) “Enterprise available at https://www.det.nsw.edu.au/ Education as Pedagogy”, Education and Education: Insights from international vetinschools/documents/schooltowork/ Training, 52 (1): 7-19. evidence for effective practice and future Career-Related_Learning_in_Primary_ Katznelson, N., & Pless, M. (2007) ‘Parents, research, London: Education Endowment Schools_2014%20.pdf, [accessed choice of education and guidance: on Foundation. 08/08/2018]. parents’ direct and indirect influence on young peoples’ choices’, in Plant, McMahon, M., & Watson, M. (2017) ‘Telling OECD (2018) The Future of Education P.(ed.) Ways: on Career Guidance. 1st Stories of Childhood Career Development’, and Skills: Education 2030, Paris: OECD edn. Copenhagen: Danish University of In McMahon, M., & Watson, M. (eds) Career Publishing, available at: https://www. Education Publishers, pp. 127-147. Exploration and Development in Childhood: oecd.org/education/2030/E2030%20 Perspectives from theory, practice and Position%20Paper%20(05.04.2018).pdf, Kautz, T., Heckman, J. J., Diris, R., Weel, research, 1-8, Abingdon: Routledge. [accessed 08/08/2018]. B., Borghans, L. (2014) Fostering and Measuring Skills: Improving Cognitive and McMahon, M., Patton, W., & Tatham, P. Patton, W., & McMahon, M. (1997) “Gender Non-Cognitive Skills to Promote Lifetime (2002) Managing Life, Learning and Work differences in children and adolescents’ Success, Germany: National Bureau of in the 21st Century, Australian Blueprint perceptions of influences on their career Economic Research. for Career Development, Subiaco: Miles development”, School Counselor, 44, Morgan Australia. 368–376. Kelly, A. (1989) “’When I grow up I want to be a…’: A longitudinal study of the Millard, W., Menzies, L., & Baars, S. (2017) Payton, J., Weissberg, R. P., Durlak, J. A., development of career preferences”, Enterprise Skills: Teachability, Measurability Dymnicki, A. B., Taylor, R. D., Schellinger, K. British Journal of Guidance and Counselling, and Next Steps. A review of the evidence, B., Pachan, M. (2008) The Positive Impact 17: 179-200. London: Enabling Enterprise, available of Social and Emotional Learning for at: http://enablingenterprise.org/wp- Kindergarten to Eighth-Grade Students: Kelly, P. (2004) “Children’s Experiences of content/uploads/2017/09/Enterprise-Skills- Findings from three scientific reviews, Mathematics”, Research in Mathematics Teachability-Measurability-and-Next- Chicago: Collaborative for Academic, Education 6 (1): 37-57. Steps.pdf, [accessed 08/08/2018]. Social, and Emotional Learning. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 73

Phipps, B. J. (1995) “Career dreams of Schultheiss, D. E. P., Palma, T. V., Torgerson, C. J., King, S. E. & Snowden, A. preadolescent students”, Journal of Career Predragovich, K. S., & Glasscock, J. M. J. J., (2002) “Do Volunteers in Schools Help Development, 22: 19-32. (2002) “Relational Influences on Career Children Learn to Read? A systematic Paths: Siblings in context”, Journal of review of randomised controlled trials”, Piaget, J. (1977) Epistemology and psychology Counseling Psychology, 49 (3): 302-310. Educational Studies, 28 (4): 433-444. of functions Dordrecht, Netherlands: D. Reidel Publishing Company. Sénéchal, M., & LeFevre, J. (2002) “Parental Tough, P. (2016) Helping Children Succeed: Involvement in the Development of What works and why, Mariner Books. Pomerantz, E. M., Grolnick, W. S., & Price, Children’s Reading Skill: A five-year C. E. (2005) “The Role of Parents in How longitudinal study”, Child Development, 73 Vygotsky, L. S. (1978) Mind in society: The Children Approach Achievement”, In Elliot, (2): 445-460. development of higher psychological A. J., & Dweck, C. S., (eds) Handbook of processes, Cambridge, MA: Harvard Competence and Motivation, 259-278, New Skorikov, V. B., & Vondracek, F. W. (2011) University Press. York: The Guildford Press. “Occupational Identity”, In S. J. Schwartz, Wade, P., Bergeron, C., White, K, Teeman, Pomerantz, E. M., Moorman, E. A., Litwack, K. Luyckx, & V. L. Vignoles (eds), Handbook of Identity Theory and Research, 693-714, D., Sims, D., & Mehta, P. (2011) Key Stage S. D. (2007) “The How, Whom, and Why of 2 career-related learning pathfinder Parents’ Involvement in Children’s Academic New York, NY, US: Springer Science and Business Media. evaluation, London: Department for Lives: More is not always better”, Review of Education. Educational Research, 77 (3): 373-410. Specialist Schools and Academies Trust Watson, M., McMahon, M., & Liu, J. (2015) (2010) Enterprise education in primary Poole, M. E., & Low, B. C. (1985) “Career and “Parental influence on mainland Chinese schools, London: Specialist Schools and Marriage: Orientations of adolescent girls”, children’s career aspirations: child and Academies Trust. Australian Journal of Education, 29 (1): 36-46. parental perspectives”, International Journal for Educational and Vocational Quaglia Institute for School Voice and Stanley, J., Mann A., & Archer, L, (2014) Guidance, 15 (2): 131–143. Aspirations (2016) School Voice Report Understanding Employer Engagement in 2016, available at: http://quagliainstitute. Education: Theories and research, London: Watts, A.G, (2002) “Connexions: Genesis, org/dmsView/School_Voice_Report_2016, Routledge. Diagnosis, Prognosis”, In Career Guidance: accessed [08/08/2018]. Constructing the future, Stourbridge: State Government of Australia (2013a) Institute of Career Guidance. Qualifications and Curriculum Development Engaging Parents in Career Conversations Agency (2010) QCDA review of work-related Framework. Available at: http://www. Young, D. (2014) Enterprise for All: The learning for young people aged 5-19, Coventry: education.vic.gov.au/school/teachers/ relevance of enterprise in education, Qualifications and Curriculum Development teachingresources/careers/parentsframe/ Agency (unpublished). London: Department for Business, Pages/default.aspx (Accessed: 5 August Innovation and Skills (BIS). 2014). Roffey, S. (2010) “Content and Context for Learning Relationships: A cohesive framework State Government of Australia (2013b) for individual and whole school development”, Educational & Child Psychology, 27 (1): 156-167. Career Conversations. Available at: http://www.education.vic.gov.au/ Savickas, M. L. (1991). “Career as a story: careerconversations (Accessed: 5 August Explorations using the narrative paradigm”, 2014) Paper presented at the Conference of the International Association for Educational Super, D.E. (1980) “A Life-Span, Life-Space and Vocational Guidance, Lisbon, Portugal. Approach to Career Development”, Journal of Vocational Behaviour, 13: 282-298. Savickas, M. L. (2002) “Career Construction: A developmental theory of vocational Super, D.E. (1990) “A Life-Span, Life-Space behaviour”, In Brown, D. (eds), Career Approach to Career Development”, In D. choice and development, 149-205 (4th Brown, L. Brooks, and Associates, Career edition), New York: Wiley. Choice and Development (2nd edition), San Francisco: Jossey-Bass. Savickas, M. L. (2013) “Career Construction Theory and Practice”, In Brown, S. D., & Super, D.E., Savickas, M.L., & Super, C.M. Lent, R. W. (eds) Career Development and (1996) “The Life-Span, Life-Space Approach Counseling Handbook: Putting theory and to Careers”, In D. Brown & L. Brooks (eds), research to work, 147-183 (2nd edition), New Career Choice and Development, (3rd York: Wiley. edition). San Francisco: Jossey-Bass. 74 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 75

8 Appendix

8.1 Keyword search terms used in literature search strategy. Keywords search for literature review

Location Time Period Sample Input Outcome

OECD Employer 2000 onwards Primary AND AND Aspirations countries Employability Primary Career(s) Attainment School Kindergarten Career(s) learning Achievement Broadened Horizons Children Enterprise Choices Cultural Capital Progression Employer School Social mobility engagement Multiculturalism Parents Teamwork Stereotypes Transitions Teachers Workplace visits Employer visits Knowledge

World of work Skills

Workplace Attitudes Work related learning

8.2 Case Study Interview Questions Activities and Impact – Career-Related Learning Demographics Questions 8 Which type of career-related learning activities 1 Which geographical region is your school in? for children has your school been organising 2 Approximately, what percentage over the last 12 months? (tick all that apply) of pupils at your school receive 9 Have you worked with any programmes Free School Meals (FSM?) or delivery partners when delivering career- 3 How many children attend related learning in your school? (e.g. Primary your primary school? Futures, Enabling Enterprise, Primary Engineers) 4 School type 10 How often do you try and carry out 5 Are you part of, or linked career-related learning activities? to, a secondary school? 11 Thinking about the activities your 6 What was your school’s most school provides, do any of them target a recent Ofsted rating? specific outcome or number outcomes? 12 At what age does your school Role within the School start offering specific career-related 7 What is your role within the school? learning activities to learners? 76 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

13 Do you target any learner groups Frameworks and when carrying out specific career-related Responsibility learning activities? 25 Does your school use any career-related 14 Please describe the career-related frameworks or benchmarks? (e.g. Gatsby, CDI, etc.) learning activities you provide 26 Who do you think should be responsible to specific learner groups. for designing and implementing career- related learning in primary? (e.g. Teachers, Planning Delivery and Senior Leadership, Councils, Academy Trusts) Teacher Roles 15 Is careers guidance and career-related 8.3 Expert Panel Discussion Attendee List learning part of your school wide strategy?? 16 Please give brief examples below of your Full Name Organisation schools’ strategic approach (For example, Amy Cuffley Future First use of technology, linking with the local National Association of Anne Lyons community, paid services, teacher training) Head Teachers (NAHT) 17 Who is responsible for the design Charlotte Thurston Primary Futures and implementation of career- Chris Fairbank Teach First related learning in your school? 18 Are teachers at your school David Woodburn AKO Foundation embedding career-related learning Deirdre Hughes University of Warwick in the school curriculum? Gary Longden Complete Careers 19 Do you or your school carry out any Hannah Purkiss Into University specific evaluation and/or monitoring of the school’s career-related learning programme? Jane Dowden British Science Association 20 (If yes) Do the findings from the Janet Hanson University of Winchester evaluation and/or monitoring feed John Cope CBI into future career-related learning John Killeen Primary Futures curriculum developments? Joy Parvin York University Challenges in Implementation Julia Clement First News 21 Which challenges, if any, you ASPIRES UCL Institute Julie Moote have faced in implementing career- of Education related learning at your school? Laura Blake Teach First 22 Can you think of any specific solutions Laura Haigh L'Oreal (and/or strategies) you or your school used to overcome these challenges? Louise Stubberfield Wellcome Trust Maria Ancupova AKO Support and Training Maria Wright Ealing Council 23 Which areas, if any, do you feel teachers Michelle Rainbow North East LEP and other school staff need additional Nicolette Smallshaw First News career-related learning training or continuous professional development (CPD)? Rachel Mackenzie Greenwood Academies 24 Does your school or local authority Samantha Bulkeley BP provide any training or continuous Tian Barratt Ark professional development (CPD) to Tom Ravenscroft Enabling Enterprise support those involved in career- related learning in your school? Yolande Burgess London Councils Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 77

8.4 Expert Panel Discussion Questions 6 What role should employers 1 Why is career-related learning or businesses take in providing in primary important? careers provision in primary? 2 Are there particular factors that Should they have a role? limit the aspirations of children? When 7 Do you think there should be framework should these issues be tackled? for primary schools similar to Gatsby 3 What impact would you expect primary benchmark? If so, how would that look like? programmes to have? For who? 8 From your perspective which 4 Are schools responsible for career career-related learning activities learning in primary? If not, who is? What is can have a positive impact on: the role of government? If yes, how should n Learning outcomes schools approach career learning primary? n Skills for 21st century labour market 5 What are the challenges in designing n Broadened aspiration and implementing a good career provision? 9 How does a good career provision What should they prioritise given the in primary looks to you? What resources and time limitation? characteristics it should have? 78 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 79

9 Annex

Annex 1 Theory of change model Theory of Change for the Teach First Approach to Career-Related Learning in Primary Schools Without effective leadership, teaching quality and pupil outcomes cannot be achieved in priority areas. We have set out how the programme will address this below: The issue: There is a need to understand more holistically the influences on and processes of teaching career-related learning to improve children’s education, social and economic outcomes. The rationale: Much work still needs to be done to provide information, training and support for those designing and delivering intentional career- related learning for children. Teach First could extend existing activity into a high-quality career-related learning development programme delivered in primary schools in priority areas, bringing together career and childhood development skills from across the education business world to support schools where great teaching can occur.

Funding to design and support leadership teams in priority areas

inputs Recruitment of programme delivery team Allocation of existing CPD time by participating schools

activities Career and childhood High quality training Network and Leadership development to upskill leaders in learning events to development plan theory, research technical skills and world foster inter-school to assess impact and practice of work perspectives collaboration

outputs Leadership teams are trained Schools can learn from Leadership teams through structured curriculum each other and form are fully committed support, delivery mechanisms and enduring CRL action to test and learn and coached through to implementation learning networks measure impact

short-term Barriers for accessing career-related An improved, local and sustainable offer is available outcomes learning and CPD are removed for teachers/learners in challenging schools/areas

long-term outcomes Teachers are well Culture of continuous Improved level of Improved quality of equipped to apply improvement and careers leaders teachers and effective high quality CRL challenge across schools at all levels teaching in classrooms

impact improved pupil outcomes 80 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

EVIDENCE

Why it is necessary to focus on Why these activities will work Why Teach First is Well Placed to Deliver Why these activities will lead to impact career-related learning? By enriching their real-life experiences, pupils can be these Activities and Outcomes Research has shown that early interventions Childhood experiences are foundational in the encouraged to think again about the meanings and can bring a lasting impact on children’s construction of identity; observations of attitudes implications of what they are being taught in class. Teach First is particularly well placed to impact development and perceptions of different towards work within families, cultural stereotypes, Career-related learning is a useful tool in developing upon the development of career-related learning occupations and of the subjects thus enabling and influence of the media may influence children’s emotional skills and positive behaviours, which can as it is a national programme that has teachers in access to them (Howard et al. 2015). meaning of work and in turn their occupational go on to impact on the retention of pupils at risk schools across the country, and because it covers CRL activities that deeply engage children in identities (Skorikov & Vondracek, 2011). of disengagement, attendance, and a reduction in the whole of schooling from primary to secondary. meaningful, personally relevant explorations of negative behaviour. It also can enhance cross- cultural There are a number of pieces of literature which self and possible educational and world-of-work Holding biased assumptions and having narrow understanding from an early age (Watson et al, 2015). emphasise the importance of an all-through futures positively impact academic achievement. aspirations can, and does, go on to influence the Childhood proficiency in the skills of resilience, approach to careers learning, which suggests In an early Pathfinder programme, results showed academic effort children exert in certain lessons conscientiousness, self-awareness and that it can be most effective when built upon in all children generally became more confident, but (Flouri and Pangouria, 2012; Bandura, 2001; Gutman motivation have also been found to be closely secondary education (Magnuson and Starr, 2000). there were significant differences regarding gender, and Akerman. 2008), the subjects they choose associated with educational attainment special educational needs, and age group in terms of to study (Kelly, 1989; Archer, Dewitt), and the (Kautz et al. 2014; Goodman et al. 2015). The report also argues that career-related learning children’s confidence to do different types/levels of jobs they end up pursuing (Akerlof and Kranton, When schools embrace career-related learning and is best delivered when it is driven by strong jobs. There was particular evidence of value-added 2000; Breen and Garcia-Penalosa, 2002). connect their student’s educational experiences leadership and embedded as a whole-school impact within pathfinder schools relating to children to the community, children gain ‘a sense of what approach. Teach First is in a unique position, as receiving FSM and ten-year-olds, who showed a By the age of eight, girls and boys routinely they could do in the future, they experience social a provider of CPD and initial teacher training, significant increase in confidence in their ability to do develop gendered ideas about jobs and careers engagement, a sense of belonging and they have to be able to drive a system and perspective a professional job in the future (Wade et al., 2011). and with long term implications. Such ‘naïve an increased capacity to network with others, change among school leaders to appreciate the early understandings have already turned them building the belief that they can create a positive value of providing both the skills for work, and The likely impact relating to improved pupil towards some possible futures and away from future’ (NSW Government, Australia, 2014, p.3) knowledge about work from the youngest ages. outcomes includes: more pupils and teaching others’ argue Gutman and Akerman (2008, p.5) Technology-based learning activities can also staff learn about themselves and develop a better US and Australian studies have found links between the support the child as a unique individual and view of their self-efficacy; increased pupils and nature of occupational aspirations of primary school encourage exploration, experimentation, teacher’ awareness of career/work opportunities; age pupils and later educational outcomes, with higher risk taking, critical thinking, decision making, Increased pupil and teacher understanding of the aspirations being positively related to higher levels of and problem solving (Crause et al, 2017). link between education, qualifications, skills and attainment and lower dropout rates (Knight, 2015, p. 76) work opportunities, preparing pupils for adulthood from the earliest years;; gender stereotypes The desired outcomes of career-related learning identified and addressed linked to opportunities are linked to at least seven outcomes, including to overcome barriers; pupils’ evolving perception (i) improved educational outcomes; (ii) greater of their own potential place in a future world of awareness of enterprise and entrepreneurship; work is explored and nurtured; pupils and teachers (iii) a broadening and raising of pupil career exposed to businesses and the world of work to aspirations; (iv) increased confidence and self- develop a realistic view of differing occupations efficacy; (v) improved understanding of the link and sectors skills gaps; amelioration of restricted between education, qualifications and careers and views by broadening horizons and raised aspirations, decreased gender stereotyping; (vi) improved social particularly for pupils with special educational emotional skills and behaviours; and (vii) improved needs and disabilities; parents/carers’ attitudes, attendance and attainment. However, the evidence- perceptions and aspirations broadened relating to base for the latter is largely underdeveloped. their children’s education and career preferences.

ASSUMPTIONS AND POTENTIAL BARRIERS

Assumptions around programme Assumptions around resource Potential barriers to implementation Barrier to potential sustainability launch in priority areas needs in some priority areas To ensure the programme can deliver without Once the initial dedicated funding is spent we will Relationship managers create enough demand We have assumed schools on the programme increasing teacher workload, school leaders will need need to secure funds to ensure costs are not passed and leadership teams have sufficient ‘buy in’ will need some teaching and learning resource to put in place staff cover and/or allocate INSET days onto schools. Teach First will create a CRL resource Career experts of high quality can be found to work input and materials that can be applied in the and pre-existing CPD time to this programme. bank to support of ongoing CPD for leaders intensively in the priority areas without undermining classroom. This should complement existing existing strength present in some schools best practice and add-value to local practice. We have also assumed staff cover may be needed to allow staff to attend CPD training and events. Career-related learning in primary: The role of primary teachers and schools in preparing children for the future 81

EVIDENCE

Why it is necessary to focus on Why these activities will work Why Teach First is Well Placed to Deliver Why these activities will lead to impact career-related learning? By enriching their real-life experiences, pupils can be these Activities and Outcomes Research has shown that early interventions Childhood experiences are foundational in the encouraged to think again about the meanings and can bring a lasting impact on children’s construction of identity; observations of attitudes implications of what they are being taught in class. Teach First is particularly well placed to impact development and perceptions of different towards work within families, cultural stereotypes, Career-related learning is a useful tool in developing upon the development of career-related learning occupations and of the subjects thus enabling and influence of the media may influence children’s emotional skills and positive behaviours, which can as it is a national programme that has teachers in access to them (Howard et al. 2015). meaning of work and in turn their occupational go on to impact on the retention of pupils at risk schools across the country, and because it covers CRL activities that deeply engage children in identities (Skorikov & Vondracek, 2011). of disengagement, attendance, and a reduction in the whole of schooling from primary to secondary. meaningful, personally relevant explorations of negative behaviour. It also can enhance cross- cultural There are a number of pieces of literature which self and possible educational and world-of-work Holding biased assumptions and having narrow understanding from an early age (Watson et al, 2015). emphasise the importance of an all-through futures positively impact academic achievement. aspirations can, and does, go on to influence the Childhood proficiency in the skills of resilience, approach to careers learning, which suggests In an early Pathfinder programme, results showed academic effort children exert in certain lessons conscientiousness, self-awareness and that it can be most effective when built upon in all children generally became more confident, but (Flouri and Pangouria, 2012; Bandura, 2001; Gutman motivation have also been found to be closely secondary education (Magnuson and Starr, 2000). there were significant differences regarding gender, and Akerman. 2008), the subjects they choose associated with educational attainment special educational needs, and age group in terms of to study (Kelly, 1989; Archer, Dewitt), and the (Kautz et al. 2014; Goodman et al. 2015). The report also argues that career-related learning children’s confidence to do different types/levels of jobs they end up pursuing (Akerlof and Kranton, When schools embrace career-related learning and is best delivered when it is driven by strong jobs. There was particular evidence of value-added 2000; Breen and Garcia-Penalosa, 2002). connect their student’s educational experiences leadership and embedded as a whole-school impact within pathfinder schools relating to children to the community, children gain ‘a sense of what approach. Teach First is in a unique position, as receiving FSM and ten-year-olds, who showed a By the age of eight, girls and boys routinely they could do in the future, they experience social a provider of CPD and initial teacher training, significant increase in confidence in their ability to do develop gendered ideas about jobs and careers engagement, a sense of belonging and they have to be able to drive a system and perspective a professional job in the future (Wade et al., 2011). and with long term implications. Such ‘naïve an increased capacity to network with others, change among school leaders to appreciate the early understandings have already turned them building the belief that they can create a positive value of providing both the skills for work, and The likely impact relating to improved pupil towards some possible futures and away from future’ (NSW Government, Australia, 2014, p.3) knowledge about work from the youngest ages. outcomes includes: more pupils and teaching others’ argue Gutman and Akerman (2008, p.5) Technology-based learning activities can also staff learn about themselves and develop a better US and Australian studies have found links between the support the child as a unique individual and view of their self-efficacy; increased pupils and nature of occupational aspirations of primary school encourage exploration, experimentation, teacher’ awareness of career/work opportunities; age pupils and later educational outcomes, with higher risk taking, critical thinking, decision making, Increased pupil and teacher understanding of the aspirations being positively related to higher levels of and problem solving (Crause et al, 2017). link between education, qualifications, skills and attainment and lower dropout rates (Knight, 2015, p. 76) work opportunities, preparing pupils for adulthood from the earliest years;; gender stereotypes The desired outcomes of career-related learning identified and addressed linked to opportunities are linked to at least seven outcomes, including to overcome barriers; pupils’ evolving perception (i) improved educational outcomes; (ii) greater of their own potential place in a future world of awareness of enterprise and entrepreneurship; work is explored and nurtured; pupils and teachers (iii) a broadening and raising of pupil career exposed to businesses and the world of work to aspirations; (iv) increased confidence and self- develop a realistic view of differing occupations efficacy; (v) improved understanding of the link and sectors skills gaps; amelioration of restricted between education, qualifications and careers and views by broadening horizons and raised aspirations, decreased gender stereotyping; (vi) improved social particularly for pupils with special educational emotional skills and behaviours; and (vii) improved needs and disabilities; parents/carers’ attitudes, attendance and attainment. However, the evidence- perceptions and aspirations broadened relating to base for the latter is largely underdeveloped. their children’s education and career preferences.

ASSUMPTIONS AND POTENTIAL BARRIERS

Assumptions around programme Assumptions around resource Potential barriers to implementation Barrier to potential sustainability launch in priority areas needs in some priority areas To ensure the programme can deliver without Once the initial dedicated funding is spent we will Relationship managers create enough demand We have assumed schools on the programme increasing teacher workload, school leaders will need need to secure funds to ensure costs are not passed and leadership teams have sufficient ‘buy in’ will need some teaching and learning resource to put in place staff cover and/or allocate INSET days onto schools. Teach First will create a CRL resource Career experts of high quality can be found to work input and materials that can be applied in the and pre-existing CPD time to this programme. bank to support of ongoing CPD for leaders intensively in the priority areas without undermining classroom. This should complement existing existing strength present in some schools best practice and add-value to local practice. We have also assumed staff cover may be needed to allow staff to attend CPD training and events. 82 Career-related learning in primary: The role of primary teachers and schools in preparing children for the future

Notes

Quantum House 6 Mitre Passage 61 Conduit Street 22-24 Red Lion Court London London Fleet Street SE10 0ER W1S 2GB London EC4A 3EB Telephone 020 3862 8000 Telephone 020 7070 2400 Telephone 0207 566 4880 www.teachfirst.org.uk www.akofoundation.org www.educationandemployers.org @TeachFirst @Edu_employers Registered Charity 1130760