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Careers Related Learning (CRL) Programme 23-24

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Co-op Academy (Clarice Cliff) CRL programme & policy

2023-24

Approved by:

Date             :

Last reviewed on:

Next review due by:

Careers Leader :   Sameena Ashiq

1.0 Rationale and Vision

Co-op Academy Clarice Cliff is committed to ensuring all our students have access to high quality career related learning (CRL) opportunities throughout each stage of their development. Our CRL programmes will inspire, raise aspirations and give our students an optimistic outlook on life.

At Co-op Academy Clarice Cliff, the vision for the development of CRL is to provide the very best opportunities to enable our pupils to broaden their horizons and raise aspirations.  We want our children to see a clear link and purpose between their learning experiences and their future. Our programme promotes equality of opportunity, gives exposure to the world of work, celebrates diversity and challenges stereotypes.

1.1 We are always guided by our Coop values:

Do what matters most

What matters most is ensuring that our students achieve the best possible outcomes.

Be yourself, always

We bring our best self to work, so that we each contribute a bit of our own unique Co-op difference, and respect others for doing the same.

Show you care

We care about our Co-op, our colleagues, our members, our students, their parents and communities, now and for the future.

Succeed together

Co-operating is what makes us different; we’re better and stronger when we work together.

2.0 Intent

Our CRL program is unique to our academy and is reviewed on an annual basis to meet our children's needs based on internal monitoring and evaluation processes.  We are committed to providing a coherently planned and sequenced programme that reflects our academy’s context and core values. Our programme is designed to entitle all children to develop their knowledge, skills, understanding and cultural capital to support them to go on to positive destinations that meet their aspirations and interests.  With this in mind we aim:-

  • To broaden children’s horizons and raise aspiration with the ultimate aim of improving social mobility
  • To support the raising of standards of achievement and attainment for all children, especially by increasing motivation, attitude to learning and attendance
  • To reinforce the importance of numeracy and literacy in later life
  • To support inclusion, challenge stereotyping and promote equality of opportunity
  • To excite and motivate children about their curriculum learning by ensuring there are strong links between education and the world of work.
  • To develop enterprise and essential life skills
  • To help children to learn about, and develop, their skills and qualities to instill greater self confidence
  • To tailor CRL learning / events to meet the needs of all our children through appropriate differentiation
  • To involve parents and carers whenever appropriate
  • To use current labour market information (LMI) to enable children, staff and parents to engage actively with local and national CRL information  so that they can increase their knowledge and understanding about the world of work.
  • To use all feedback to reflect on our current provision to develop our future CRL program
  • To provide additional support to specific vulnerable groups such as SEND and pupil premium
  • To monitor and evaluate current provision in order to ensure our program is quality assured in line with other curriculum areas  
  • To share best practice with other Co-op academies at network events to ensure reflection and development of own program 
  • To ensure each key stage get a least 1 employer encounter
  • To achieve / work towards a Quality in Careers award in recognition of all that our academy offers.

2.1 Learner entitlement

All children are entitled to consistent and whole school delivery of CRL to ensure they understand who they may could become and develop a healthy sense of self to enable them to reach their full potential. This will include real life experiences of the workplace, physically in KS2 and virtually in EY / KS1

2.2 Planning & curriculum

Planning for CRL is included in the long term PSHE planning. Teachers are encouraged to explore links to careers through the core and non-core curriculum when possible both implicitly and explicitly. It is recognized that opportunities are often spontaneous, following the children’s learning, experiences and ideas.

2.3 Approaches to teaching and learning

The curriculum is approached in a variety of ways, using a range of teaching and learning styles. In CRL we place emphasis in active learning including the pupils in circle times, role play, research and enterprise activities. Visits, and visitors, will also form part of our CRL curriculum. Through the curriculum we will aim to give children real life, authentic experiences of the world of work.

Teaching staff use the Skills Builder framework during class assemblies, to raise the profile and importance of ‘building skills’ and to create challenge. https://docs.google.com/document/d/1ZD-Qg4RmeOUtFWI5xxWWl6Db4x0p1mrw/edit?rtpof=true

2.4 Visitors and visits 

It is recognized that visits and visitors will form part of CRL. Our CRL leader will actively seek relevant and meaningful encounters from a wide range of sectors and providers. Please also see the Trust Health and Safety Policy regarding risk assessment for visits and our Safeguarding Policy for visitors on site. Please see link

https://docs.google.com/spreadsheets/d/1RLaVAJb710VIS4Y5zGpukK0usaTrW_NDrU3f-Kc-Avs/edit?usp=gmail_thread

2.5 Assembly programme

The Skills builder programme for CRL is devised by our CRL lead and will support teaching in class through a range of different approaches. Our CRL lead will deliver and share with staff a range of assemblies on job opportunities within different subjects to link learning to life.  Teachers will also deliver Skills Builder assemblies and use Stem to explore different careers which will reflect the results of our aspirations survey in KS1/2. https://docs.google.com/document/d/1fesCu-QnKgpTto5M8LfrVrmQPvL5a7yQtem1IgcuHTM/edit

2.6 Parental Engagement

Parental engagement in CRL is based around raising parents’ awareness of the nature of their supportive role in their child’s future. Engaging parents is a key driver when delivering career development activities and CRL should raise aspirations for the parents and their children. We closely work with the JET Team and Adult Learning who are external to our school. They deliver family learning workshops such as writing CV’s to offering L2 courses for parents within our school community. We always look for Parental CRL opportunities to complement our CRL program.

 

3.0 Implementation

Our program is taught via bespoke activities and events, subject curriculum and extracurricular activities, and a wide range of enrichment activities. CRL is delivered by a range of providers such as teachers and support staff, FE Colleges, Universities, visiting speakers, employers and employees.  This delivery includes workshops, assemblies, enterprise days, Careers Week and via subject curriculum.  Our staff receive regular CPD to support them in embedding essential skills into their subject areas.  Our parents can access our academy's website which provides clear links to a range of CRL related events and information about local market information (LMI). The CRL events / activities outlined below are all planned to take place over the year in addition to CRL in the curriculum.

Autumn Term

Key stage

Activity / event / curriculum (linked to BM)

Intended learning outcome

EYFS

  1. Curriculum Mapping / Auditing
  2. Understanding of the World- People who help us (School Community links)

  1. To identify where/how careers is taught within EYFS Curriculum.
  2. For children to understand how community outreach has an impact on young people’s health.

KS1

  1. Curriculum Mapping / Auditing
  2. Use of Diverse voices/Authors within the English Curriculum/Art/Geography/History Curriculum https://drive.google.com/drive/folders/14cJr-Hf4vwLCY6VCEZgLf7jkhLlXPEPm
  3. Use of Significant People within the Curriculum https://docs.google.com/document/d/1YJiLJ1f-O1OJPTCBb_kH2QY9tpLQZn0Q/edit
  4. Forest School (After-school club)

  1. To identify where/how careers is taught within KS1.
  2. To expose pupils to diverse authors/professions which are representative of other cultures within the curriculum.
  3. To expose pupils to the lives of diverse, influential and inspirational people within the curriculum.
  4. Children to understand what is involved in protecting the environment and learning from what is around us.
  5. For children to understand how community outreach has an impact on young people’s health.

KS2

  1. Curriculum Mapping / Auditing
  2. Use of Diverse voices/Authors within the English Curriculum/Art/Geography/History Curriculum https://drive.google.com/drive/folders/14cJr-Hf4vwLCY6VCEZgLf7jkhLlXPEPm
  3. Use of Significant People within the Curriculum https://docs.google.com/document/d/1YJiLJ1f-O1OJPTCBb_kH2QY9tpLQZn0Q/edit
  4. Keep Stoke Smiling Workshop with a visit from the CEO of Stoke City Football Club
  5. Co-op Young Leaders/Junior Leadership Team
  1. To identify where/how careers is taught within KS2.
  2. To expose pupils to diverse authors/professions which are representative of other cultures within the curriculum.
  3. To expose pupils to the lives of diverse, influential and inspirational people within the curriculum.  
  4. For children to understand how community outreach has an impact on young people’s health.
  5. For children to develop leadership skills and to act as ambassadors for the school e.g. attendance ambassadors/meet and greet external visitors and give them a tour around our school.

Staff

  1. All staff conducted a CRL audit to establish CPD and identify next steps. Careers-related Learning Audit 2022-2023 - Google Forms
  2. (Half-termly pupil voice surveys will be conducted) https://docs.google.com/document/d/1wRFGaBqpflqPGMnLmbJx8YwaEhdsQRrP/edit
  3.  Co-op Values Curriculum taught as part of our PSHE curriculum.
  4. PSHE Lead created an Alumni Network Forum- Alumni Form - Google Forms- 11 responses and links established.
  5. All staff to insert trip/visit/visitor information onto spreadsheet for 23-24 along with STEM links  https://docs.google.com/spreadsheets/d/1RLaVAJb710VIS4Y5zGpukK0usaTrW_NDrU3f-Kc-Avs/edit#gid=2112482710
  6. Introduction to Children’s university – Date pending.

  1. To identify where/how careers is taught within the curriculum/ assess staff knowledge and understanding of LMI terminology and source CPD for staff.
  2. To identify how to assess PSHE/CRL curriculum.
  3. To identify the employment data and the needs of our local school community.
  4. To promote the successes of our ex-pupils through the implementation of Alumni Profiles.
  5. To keep a record and identify all events/trip/visitors/visit information with curriculum links from Nursery- Years 6.

Spring Term

Key stage

Activity / event / curriculum

Intended learning outcome

EYFS

  1. Skills Builder Assemblies- 2 skills per half term (Speaking/Listening) (Problem Solving/Creativity) https://docs.google.com/document/d/1SZ7p3Vxm5ItlFAwf7NpQgSMoeYfefv7H/edit?rtpof=true
  2. PSHE unit- Dreams and Goals Unit
  1. Careers Week– Mon 6th March-10th March
  2. Nursery- UTW overview- Unit on people and Communities-
  3. Completed PSHE Floor book monitoring.   PSHE Floorbook Monitoring 23.docx - Google Docs
  4. Forest School (After-school club)

  1. To develop pupil’s skills by helping them set realistic goals, taking active steps towards achieving them.
  2. To identify goals, overcome challenges and develop resilience within the PSHE Unit.
  3. To raise the aspirations of our pupils and help to explore unknown careers and challenge gender stereotypes.
  4. To know that there are different people in school who help us and see this in action.
  5. To identify the provision of PSHE/CRL and to identify next steps and to review, monitor and evaluate the provision of PSHE/CRL to ensure progress is being made.
  6. Children to understand what is involved in protecting the environment and learning from what is around us.

KS1

  1. Skills Builder Assemblies- 2 skills per half term. (Speaking/Listening) (Problem Solving/Creativity)
  2. PSHE unit- Dreams and Goals Unit
  3. Careers Week/Fair – Mon 6th March-10th March
  1. To develop pupil’s skills by helping them set realistic goals, taking active steps towards achieving them.
  2. To identify goals, overcome challenges and develop resilience.
  3. To raise the aspirations of our pupils and help to explore unknown careers and challenge gender stereotypes.

KS2

  1. Skills Builder Assemblies- 2 skills per half term. (Speaking/Listening) (Problem Solving/Creativity)
  2. PSHE unit- Dreams and Goals Unit
  3. Careers Week/Fair – Mon 4th March 24
  1. To develop pupil’s skills by helping them set realistic goals, taking active steps towards achieving them.
  2. To identify goals, overcome challenges and develop resilience.
  3. To raise the aspirations of our pupils and help to explore unknown careers and challenge gender stereotypes.

Staff

  1. Staff LMI- CPD
  2. PSHE Education Offer from Ormiston Horizon Academy.
  3. To use Primary Futures to plan activities- Share with all staff to link curriculum learning to the wider world.
  4. Have a Careers Display in the hall/library- tackling gender stereotypes and displaying known/unknown career sectors.
  5. KS2 to complete x1 Careers focus Reading skill session every half term. (A bank of influential People to be made and uploaded on the drive by PSHE Lead)

  1. To provide staff with local data/statistics related to LMI so they can support the pupil’s understanding of the LMI in relation to CRL.
  2. To access external CPD to upskill staff on CRL.
  3. To utilize Primary Future website and link to different curriculum areas and the world of work.
  4. To provide pupils with careers guidance/support.
  5. To use Literacy as a vehicle to support the promotion of CRL.

Summer Term

Key stage

Activity / event / curriculum

Intended learning outcome

EYFS

  1. Skills Builder Assemblies- 2 skills per half term (Staying positive/Aiming high) (Leadership/Teamwork)
  2. Workplace Experience encounter

  1. To develop pupil’s skills by helping them set realistic goals, taking active steps towards achieving them.
  2. To give children the experience of what a workplace environment is like and give opportunities to ask questions.

KS1

  1. Skills Builder Assemblies- 2 skills per half term. (Staying positive/Aiming high) (Leadership/Teamwork)
  2. Workplace Experience encounter
  1. To develop pupil’s skills by helping them set realistic goals, taking active steps towards achieving them.
  2. To give children the experience of what a workplace environment is like as well as ensure that they gain some key employability skills – such as communication, independence and teamwork.

KS2

  1. Skills Builder Assemblies- 2 skills per half term. (Staying positive/Aiming high) (Leadership/Teamwork)
  2. Workplace Experience encounter
  3. Year 6- Enterprise Project
  4. Visit to Staffordshire University (The Children’s University)
  5. Year 6 (Residential Trip)
  1. To develop pupil’s skills by helping them set realistic goals, taking active steps towards achieving them.
  2. To give students the experience of what a workplace environment is like as well as ensure that they gain some key employability skills – such as communication, independence and teamwork.
  3. To become aware of some entrepreneurial skills such as developing employability skills including creativity, problem solving and opportunity spotting.
  4. To visit a university to gain an insight into different career pathways.
  5. To take part in various challenges- linked to building their key skills throughout the trip.

Staff

  1. CRL Lead to have a dedicated section on the school website related to CRL.
  2. CRL Lead to review and evaluate provision.
  1. To provide parents and pupils with access to career links, labour market information and other CRL websites.
  2. CRL to identify next steps within CRL provision and evaluate impact through pupil voice survey, aspirations audit and staff survey.

Possible events 

  • Visits to Universities   (BM1,7)
  • Visits to FE College   (BM1,7)
  • Visits / trips (remember all visits are to someone's place of work!)  (BM1,2,3,5,6)
  • Co-op core offer (BM1,2,3,4,5,6)
  • PSHCE CRL element of SoL (BM1,2,3,4,5,7)
  • Career sector insight  assemblies  (BM1,2,3,5,7)
  • Challenge / enrichment days or  week (BM1,2,3,4,5,6,7)
  • Aspiration audit  (BM1,3,8)
  • External providers such as Primary Frutures  i.e Enterprise activities / assemblies  (BM1,2,3,4,5)
  • Workplace visits (BM1,2,3,4,5,6) 
  • Curriculum links to employers (BM1,2,3,4,5,6,)
  • STEM activities (BM1,2,3,4,5,6)
  • Staff LMI  CPD (BM1,2,3,4,8)
  • Curriculum mapping (BM1,2,3,4,5,6,7,8)
  • Skills builder resources / development (BM1,3,4,8)

Staff

  • Annual update on LMI (BM1,3)
  • Directed time to develop CRL in the curriculum (BM1,4,8) 
  • PSHE curriculum review (BM1,4,8)
  • External CRL CPD ie visiting a local subject related business (BM1,2,4,5,6)

4.0 Impact 

Measuring the impact of our CRL programme supports us to develop it on a termly / annual basis and to know that we are making a positive and empowering difference. We value quantitative and qualitative feedback from all stakeholders and ensure our evaluations lead to change / amendments in our future planning. We undertake internal and external quality assurance to ensure our intent and implementation is in-line with our expectations. Our CRL program aims to demonstrate the following impact:

  • Raise in aspirations (aspiration data)
  • Collect feedback and evaluate parental involvement (CRL Workshops)
  • Increased understanding of stereotypical jobs (google forms)
  • Feedback and evaluation for all events, both quantitative and qualitative ie (pupil voice post it notes for every trip/visit encounter)
  • Increase in attendance / reduction in PA over time
  • Reduction in behaviour incidents.
  • Increase in progress  / attainment over time
  • Progress and achievement data over time with reference to vulnerable groups i.e SEND
  • Development of employability skills after key events
  • Range of employer engagement increasing

5.0 Useful websites

5.1 For staff

https://www.firstcareers.co.uk/

Offers guidance to primary and secondary school students in making decisions about future careers and professions).

https://primary-careers.careersandenterprise.co.uk/

Special section dedicated to primary resources / best practice

https://www.stem.org.uk/system/files/elibrary-resources/2017/04/STEM%20PRIMARY%2006%20WEBRES%20%28online%20version%29.pdf

Information on STEM related careers for primary age students

https://www.twinkl.co.uk/resources/ks2-pshe/living-in-the-wider-world-pshce-subjects-key-stage-2/ks2-the-world-of-work

The world of work resources and activities for KS2

https://www.bbc.co.uk/teach/class-clips-video/pshe-ks1-ks2-what-is-my-job/zrdkt39

PSHE KS1 / KS2: What's my job?

https://www.pshe-association.org.uk/curriculum-and-resources/resources/loud-network-ks2-lessons-%E2%80%98job-skills-influencesLOUD! Network KS2 lessons: ‘Job skills, influences and goals’

https://www.nurseryworld.co.uk/features/article/eyfs-activities-essential-experiences-learning-about-jobs

EYFS Activities: Essential experiences… Learning about jobs

https://primaryfutures.org/career-related-primary/ 

Resources for primary staff to deliver engaging career-related learning for their pupils, with tools, information and resources available including a self-assessment quiz for schools and examples of innovative practice

https://www.myworldofwork.co.uk/partner-resources

Career resources that work in the classroom. These are designed to support young people at different stages, from primary five through secondary and beyond.

https://www.skillsbuilder.org/homelearning

Everyone needs eight essential skills to succeed - whatever their path in life. Skills builder provides a range of resources for building these skills in a home setting - all underpinned by the Skills Builder Framework. Resources are available for learners aged 4 to 20+.

5.2 Research

https://www.educationandemployers.org/wp-content/uploads/2018/01/DrawingTheFuture.pdf

Exploring the career aspirations of primary school children from around the world

https://www.careersandenterprise.co.uk/sites/default/files/uploaded/1145_what_works_primary_v7_digital.pdf

What works? Career-related learning in primary schools

https://www.thecdi.net/New-Career-Development-Framework 

Framework for implementing CRL

5.3 Careers Games

 https://panjango.com/pages/panjango-online  (KS2)

 https://icould.com/buzz-quiz/    (KS2)

Which Animal Are You? In under five minutes, discover:  your strengths and what makes you tick  / what you're like as a boyfriend or girlfriend /  which celebrities share your personality type. There are 16 possible results, each connected to an animal

5.4 Labour Market Information (LMI)

https://www.lmiforall.org.uk/

Leeds

https://www.the-lep.com/research-and-publications/research-publications-archive/leeds-city-region-labour-market-information-report-20182019/

Futuregoals.co.uk

Provide career inspiration to help you make that important next step to reach your FutureGoals. Creative Industries, Digital, Manufacturing and Engineering, Construction, Professional services and Health and Social Care are all key sectors for Leeds City Region. https://futuregoals.co.uk/careerstarters/ Our way of living has changed quite a lot recently. Now, more than ever, it’s really important to keep our brains active and challenged. Without the daily structures that we’re used to, self-motivation is a really vital skill that we need to nurture and develop.

www.futuregoals.co.uk/remote

FutureGoals Remote tests your communication and planning skills, it develops your creative thinking and challenges you to think outside of the box. You will tackle activities that help you to problem solve, become innovative and step into a range of different career sectors. These resources have been designed to help you learn skills that local employers are looking for such as; communication, planning and research, problem solving, creativity, organisation and self-reflection FutureGoals Remote resources - “Create it!” -

Manchester

https://bridgegm.co.uk/labour-market-information

Stoke

https://lhs.ttlt.org.uk/wp-content/uploads/sites/9/2019/07/Stoke-on-Trent-and-StaffordshireApril-2019-LMI-Report.pdf 

5.5 Parents

https://targetcareers.co.uk/parents-and-teachers

https://careerready.org.uk/parents

https://www.careeralchemy.co.uk/choosing-career-paths.html

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