The Career-learning NETWORK www.hihohiho.com to help you to … > see why LiRRiC is being proposed now; > grasp how the elements fit together; > evaluate the key concepts; > help develop the policy; > find a place to start in your work: > plan for how that can develop. DVT 6 LiRRiC updated 6/7/06 life-role relevance in curriculum WHAT LiRRiC MEANS FOR CAREERS WORK? these ideas in LiRRiC - The Way Forward? www.hihohiho.com - in ‘the magazine’ this PowerPoint at the same url _________ handouts: print in fine colour/ copy in
Transcript
The Career-learning NETWORK
www.hihohiho.com
to help you to …
> see why LiRRiC is being proposed now;> grasp how the elements fit together;> evaluate the key concepts;> help develop the policy;> find a place to start in your work:> plan for how that can develop.
> getting off the edge of timetable - now or never.
for careers, citizenship, pshe, w-rl and e4e
is this such a good idea?
in economy, culture and environment;
useful, in one-life and with room-for-manoeuvre.
about respect, work-life balance and credibility;
If they change how they learn we must think again about how we help
trends:
attitudes:
LiRRiC:
trends, attitudes - and three core ideas
‘The school curriculum should equip pupils to make informed judgements and
independent decisions and to understand their responsibilities and rights... It should promote pupils' self-esteem and emotional well-being and help students to form and
maintain worthwhile and satisfying relationships.’
QCA - Curriculum Values, Aims and Purposes
usefulness in policy
‘The school curriculum should equip pupils to make informed judgements and
independent decisions and to understand their responsibilities and rights... It should promote pupils' self-esteem and emotional well-being and help students to form and
maintain worthwhile and satisfying relationships.’
QCA - About the National Curriculum: Values, Aims and Purposes
usefulness - what we can do
all life’s transition are accomplished in role:
1. ‘where you will be’;
2. ‘who you will be with’;
transfer ‘markers’ at start-up - transfer ‘expanders’ at follow-through
3. ‘what task you will be taking on’.
‘...develop enjoyment of, and commitment to, learning as a means of encouraging
and stimulating the highest attainment for all pupils... encouraging pupils to appreciate human aspirations and
achievements in aesthetic, scientific, technological and social fields...’
QCA – The Aims of the Curriculum
one-life in policy
‘...develop enjoyment of, and commitment to, learning as a means of encouraging
and stimulating the highest attainment for all pupils... encouraging pupils to appreciate human aspirations and
achievements in aesthetic, scientific, technological and social fields...’
QCA – The Aims of the Curriculum
one-life - what we can do
work-life balanced – life roles linking careers, citizenship, pshe, w-rl and e4e;
seeking common ground with the breadth and depth of ‘academic’ standards;
integrated - not marginal supplements to a separate main event
drawing on volunteered experience as well as on Connexions and other expertise.
joining together what curriculum puts asunder:
coherent:
unified:
community-linked:
‘A vital part of effective implementation will be securing maximum value – by
integrating more effectively the resources available through all services for young
people so that they have the biggest possible positive impact on young
people’s life chances.’
Next Steps
room-for-manoeuvre in policy
‘A vital part of effective implementation will be securing maximum value – by
integrating more effectively the resources available through all services for young
people so that they have the biggest possible positive impact on young
people’s life chances.’
Next Steps
room-for-manoeuvre - what we can do
integration means:
> restructuring habitual boundaries;
multi-disciplinary, cost-effective, joined-up
> timetabling focussed segments, episodic sequences and
sustained projects.
> with enough time, in the right block- lengths, at the right time;
‘Local involvement must give teenagers a real voice in decision-making and, increasingly, put spending power in
their hands. This will ensure that services improve and become more
responsive to what local people want.’Youth Matters
young people in policy
‘Local involvement must give teenagers a real voice in decision-making and, increasingly, put spending power in
their hands. This will ensure that services improve and become more
responsive to what local people want.’Youth Matters
young people - what we can do
– to check out;
– something to work out.
– with more to find out;
acknowledging yp’s experience - pushing their boundaries:
> many sources of information
> and all kinds of reasons for action
– to sort out;
> offering more options for action
> taking them on in their lives
the certainty of habits-of-mind - the possibility of change-of-mind
‘Skills enable people to participate and progress in education, training and employment as well as develop and
secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive
contribution to the communities in which they live and work.’
QCA - Functional Skills
skills in policy
‘Skills enable people to participate and progress in education, training and employment as well as develop and
secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive
contribution to the communities in which they live and work.’
QCA - Functional Skills
skills - what we can do
in a role-perspective skills are:
1. attitudes:
2. knowledge:
3. skills:
beckoning yp into action and driving them through it;
‘skill’ is the shorthand for the ‘to-do’ uses of learning
explaining ‘how did it get like this?’ and anticipating ‘what would happen if...?’;placing yp in a position to do it and equipping them for it.
‘Developments in learning and work make it essential that young people
take a more active role in their career learning. It is, for example, better that
young people develop the skills to investigate opportunities than that they
are simply made aware of them.’DfES - CEG, A National Framework
active learning in policy
‘Developments in learning and work make it essential that young people
take a more active role in their career learning. It is, for example, better that
young people develop the skills to investigate opportunities than that they
are simply made aware of them.’DfES - Careers Education and Guidance: A National Framework
active learning - what we can do
> learning-how-to-learn;
process-driven methods:
> marking learning for transfer;
> looking deeper and wider - at ‘inner life and other people’.
processes for curriculum
‘The key to developing partnerships seems to be a careful and sustained
process of trust building where partners seek to understand each other’s aims,
priorities and working methods, not just imposing professional views of what is
“needed” on the communities they serve.’ DfES - Evaluation of Extended Schools Project
community-links in policy
‘The key to developing partnerships seems to be a careful and sustained
process of trust building where partners seek to understand each other’s aims,
priorities and working methods, not just imposing professional views of what is
“needed” on the communities they serve.’ DfES - Evaluation of the Full Service Extended Schools Project
community-links - what we can do
our expertise and other people’s experience:
> experience – new places to go;
> tasks – challenging things to do.
> encounters – unexpected people to meet;
other-than-experts helping other people’s children
‘Underpinning the local offer would be a detailed analysis of the things to do and
places to go for teenagers in the local area. It would an analysis of the full range of local
activities from all sectors, what young people say they need, the views of parents and voluntary and community organisations,
including faith communities.’ Youth Matters
going local in policy
‘Underpinning the local offer would be a detailed analysis of the things to do and
places to go for teenagers in the local area. It would an analysis of the full range of local
activities from all sectors, what young people say they need, the views of parents and voluntary and community organisations,
including faith communities.’ Youth Matters
going local - what we can do
knowing your community means knowing its:
> economy – and how money is spent;
> meanings – purposes for learning and work.
> culture – what that means for beliefs, values and
expectations;
in families, in neighbourhoods - in school-catchments
‘A management group brings coherence to the support offered to learners. It agrees how to integrate the work, set up coherent recording and referral systems and monitors practice to check that things are going as planned. This
forum will also want to consult with young people about provision.’
DfES - CEG, A National Framework
programme-management in policy
‘A management group brings coherence to the support offered to learners. It agrees how to integrate the work, set up coherent recording and referral systems and monitors practice to check that things are going as planned. This
forum will also want to consult with young people about provision.’
DfES - Careers Education and Guidance: A National Framework
programme-management - what we can do
like a head of department - but not like one:
1. building networks:
2. developing schemes:
3. supporting teams:
experts / other-than-careers / other-than-
professional /
not-so-much institutional leader, more networking team
process-driven / locally-developed /
transferable /
credible / committed / firing up /
‘The curriculum cannot remain static. It must be responsive to the impact of economic, social and cultural change.
Education only flourishes if it successfully adapts to the demands
and needs of the time.’DfES – The National Curriculum
curriculum reform in policy
‘The curriculum cannot remain static. It must be responsive to the impact of economic, social and cultural change.
Education only flourishes if it successfully adapts to the demands
and needs of the time.’DfES – The National Curriculum
curriculum reform - what we can doreform - with careers work at its centre:
> LiRRiC adds value to curriculum - usefulness, experience and credibility;
> that put us in a position to point to what students now most need to learn.
> links with ‘academic’ learning means that those gains are made
curriculum-wide;
changing society - changing curriculum
any hope here?seeing why LiRRiC proposals are being made now
grasping how the elements fit togetherevaluating the key conceptshelping develop the policy
finding a place to start in your workplanning for how that can develop
for…
if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com
yes/noyes/noyes/noyes/noyes/noyes/no
more on what LiRRiC means for careers workwww.hihohiho.com/magazine/features/caflirric.html
more on the underpinning thinking (August 2006) www.hihohiho.com/underpinning/cafculture.pdf
this PowerPointwww.hihohiho.com/magazine/features/caflirric.ppt
this text in html - linked to further help (August 2006) www.hihohiho.com/magazine/features/caflrrcpnts.html
this text as a pdf - with an additional Q&A sectionwww.hihohiho.com/underpinning/caflirric.pdf
