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.