CPI

1
life-role relevance in curriculumWHAT LiRRiC
MEANS FOR CAREERS WORK?

• to help you to
• gt see why LiRRiC is being proposed now
• gt grasp how the elements fit together
• gt evaluate the key concepts
• gt help develop the policy
• gt find a place to start in your work
• gt plan for how that can develop.

these ideas in LiRRiC - The Way Forward?
www.hihohiho.com - in the magazine this
PowerPoint at the same url _________ handoutspr
int in fine colour/ copy in grey-scale
DVT 6 LiRRiC updated 6/7/06
The Career-learning NETWORK www.hihohiho.com
2
why now?
threats, opportunities - and commitments gt our
changing position - and habits-of- mind
gt the QCAs consultation on the 11-19 curriculum
gt getting off the edge of timetable - now or
never.
for careers, citizenship, pshe, w-rl and e4e
3
is this such a good idea?
in economy, culture and environment
about respect, work-life balance and credibility
useful, in one-life and with room-for-manoeuvre.
If they change how they learn we must think again
about how we help
4
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 - Curriculum
Values, Aims and Purposes
5
usefulness - what we can do
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
all lifes transition are accomplished in
role 1. where you will be
2. who you will be with
3. what task you will be taking on.
transfer markers at start-up - transfer
expanders at follow-through
6
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
7
one-life - what we can do
...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
work-life balanced life roles linking
careers, citizenship, pshe, w-rl and e4e
seeking common ground with the breadth and depth
of academic standards
drawing on volunteered experience as well as on
Connexions and other expertise.
integrated - not marginal supplements to a
separate main event
8
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
peoples life chances. Next Steps
9
room-for-manoeuvre - what we can do
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
peoples life chances. Next Steps
gt with enough time, in the right block- lengths,
at the right time
gt timetabling focussed segments, episodic
sequences and sustained projects.
multi-disciplinary, cost-effective, joined-up
10
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
11
young people - what we can do
acknowledging yps experience - pushing their
boundaries gt many sources of information
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
with more to find out
to sort out
gt offering more options for action
to check
out
gt and all kinds of reasons for action
something to work
out.
gt taking them on in their lives
the certainty of habits-of-mind - the possibility
of change-of-mind
12
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
13
skills - what we can do
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

• in a role-perspective skills are
• attitudes
• 2. knowledge
• 3. skills

beckoning yp into action and driving them through
it
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.
skill is the shorthand for the to-do uses of
learning
14
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 - CEG,
A National Framework
15
active learning - what we can do
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
gt learning-how-to-learn
gt looking deeper and wider - at inner life and
other people.
processes for curriculum
16
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 others
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
17
community-links - what we can do
The key to developing partnerships seems to be a
careful and sustained process of trust building
where partners seek to understand each others
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
our expertise and other peoples
experience gt experience new places to go
gt encounters unexpected people to meet
gt tasks challenging things to do.
other-than-experts helping other peoples
children
18
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
19
going local - what we can do
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
knowing your community means knowing
its gt economy and how money is spent
gt culture what that means for beliefs, values
and expectations
gt meanings purposes for learning and work.
in families, in neighbourhoods - in
school-catchments
20
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 - CEG, A National Framework
21
programme-management - what we can do
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

• like a head of department - but not like one
• building networks
• 2. developing schemes
• 3. supporting teams

experts / other-than-careers / other-than-professi
onal /
process-driven / locally-developed / transferable
/
credible / committed / firing up /
not-so-much institutional leader, more networking
team
22
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
23
curriculum reform - what we can do
reform - with careers work at its
centre gt LiRRiC adds value to curriculum -
usefulness, experience and credibility
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
gt links with academic learning means that
those gains are made curriculum-wide
gt that put us in a position to point to what
students now most need to learn.
changing society - changing curriculum
24
any hope here?
for
seeing why LiRRiC proposals are being made
now grasping how the elements fit
together evaluating the key concepts helping
develop the policy finding a place to start in
your work planning for how that can develop
yes/noyes/noyes/noyes/noyes/noyes/no
if yes - glad its been usefulif no - you
could tell Bill why at www.hihohiho.com
more on what LiRRiC means for careers
work www.hihohiho.com/magazine/features/caflirric.
html more on the underpinning thinking (August
2006) www.hihohiho.com/underpinning/cafculture.pd
f this PowerPoint www.hihohiho.com/magazine/featu
res/caflirric.ppt this text in html - linked to
further help (August 2006) www.hihohiho.com/magaz
ine/features/caflrrcpnts.html this text as a pdf
- with an additional QA section www.hihohiho.com/
underpinning/caflirric.pdf