Transcript CPI

life-role relevance in curriculum
WHAT LiRRiC MEANS FOR CAREERS WORK?
to help you to …
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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:
these ideas in
plan for how that can develop.
LiRRiC - The Way
Forward?
www.hihohiho.com in ‘the magazine’
DVT
The Career-learning NETWORK
6
www.hihohiho.com
LiRRiC
updated 6/7/06
this PowerPoint at
the same url
_________
handouts:
print in fine colour/ copy in
grey-scale
why now?
threats, opportunities - and commitments:
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our changing position - and habits-ofmind;
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the QCA’s consultation on the 11-19
curriculum;
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getting off the edge of timetable now or never.
for careers, citizenship, pshe, w-rl and e4e
is this such a good idea?
trends, attitudes - and three core ideas
trends:
in economy, culture and
environment;
attitudes: about respect, work-life balance
and credibility;
LiRRiC:
useful, in one-life and with
room-for-manoeuvre.
If they change how they learn we must think again about how we help
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
usefulness - what we can do
‘The school curriculum should equip pupils
all life’stotransition
are accomplished
in role: and
make informed
judgements
decisions
and to understand
1.independent
‘where you
will be’;
their responsibilities and rights... It should
promote
self-esteem
and emotional
2.
‘who pupils'
you will
be with’;
well-being and help students to form and
3. maintain
‘what task
you willand
be satisfying
taking on’.
worthwhile
relationships.’
QCA - About the National Curriculum: Values, Aims and Purposes
transfer ‘markers’ at start-up - transfer ‘expanders’ at follow-through
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
joining together what curriculum puts asunder:
‘...develop enjoyment of, and commitment
coherent: work-life balanced – life roles
to, learning
as acareers,
means citizenship,
of encouraging
linking
pshe, w-rl
e4e; attainment for
and stimulating
the and
highest
seekingencouraging
common groundpupils
with the
all pupils...
to
unified:
breadth
and depth
of ‘academic’
appreciate
human
aspirations
and
standards;
achievements in aesthetic, scientific,
community drawing on volunteered experience
technological
and
social
fields...’
-linked: as well as on Connexions and
QCA – The Aims of the Curriculum
other expertise.
integrated - not marginal supplements to a separate main event
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
‘A vital part of effective implementation
integration means:
will be securing maximum value – by
>
restructuring
habitual the
boundaries;
integrating
more effectively
resources
>
withthrough
enough time,
in the right
blockavailable
all services
for young
lengths, at the right time;
people so that they have the biggest
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timetabling focussed segments,
possible
positive
impact
on young
episodic
sequences
and sustained
people’s life chances.’
projects.
Next Steps
multi-disciplinary, cost-effective, joined-up
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
acknowledging yp’s experience - pushing their boundaries:
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‘Local involvement must give teenagers
many sources of information – with
a
realtovoice
decision-making and,
more
find in
out;
increasingly,
put spending power in
offering more options for action
hands.
–their
to sort
out; This will ensure that
services
improve
and become
more
and all kinds
of reasons
for action
– to check to
out;
responsive
what local people want.’
taking them on in their lives –Youth Matters
something to work out.
the certainty of habits-of-mind - the possibility of change-of-mind
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
‘Skills enable people to participate and
in a role-perspective skills are:
progress in education, training and
employment
as wellypas
develop
beckoning
into
actionand
and
1. attitudes:
through
it;
secure the driving
broaderthem
range
of aptitudes,
attitudesexplaining
and behaviours
that
will
‘how
did
it
get
2. knowledge:
enable like
themthis?’
to make
positive
and aanticipating
‘whattowould
happen if...?’;
contribution
the communities
in
3. skills:
placing yp in a position to
which
they live and work.’
do it and equipping them for
QCA - Functional Skills
it.
‘skill’ is the shorthand for the ‘to-do’ uses of learning
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
active learning - what we can do
‘Developments in learning and work
process-driven methods:
make it essential that young people
a more
active for
roletransfer;
in their career
> take
marking
learning
learning. It is, for example, better that
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learning-how-to-learn;
young people develop the skills to
>investigate
looking deeper
and wider
- atthat they
opportunities
than
‘inner
life made
and other
people’.
are
simply
aware
of them.’
DfES - Careers Education and Guidance: A National Framework
processes for curriculum
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 Extended Schools Project
community-links - what we can do
‘The key to developing partnerships
our expertise
seemsand
to other
be apeople’s
carefulexperience:
and sustained
process
of trust building where partners
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experience – new places to go;
seek to understand each other’s aims,
> priorities
encounters
– unexpected
people
tojust
and working
methods,
not
meet; professional views of what is
imposing
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tasks – challenging things to do.
“needed” on the communities they serve.’
DfES - Evaluation of the Full Service Extended Schools Project
other-than-experts helping other people’s children
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
‘Underpinning the local offer would be a
detailed analysis of the things to do and
knowing your community means knowing its:
places to go for teenagers in the local area.
It >wouldeconomy
an analysis
the money
full range
of local
– andofhow
is spent;
activities
from all– sectors,
what
young
>
culture
what that
means
forpeople
say they
need,values
the views
parents and
beliefs,
andofexpectations;
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meanings
– purposes organisations,
for learning and
voluntary
and community
work.
including faith communities.’
Youth Matters
in families, in neighbourhoods - in school-catchments
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
programme-management what we can do
‘A management group brings coherence to the
like a head
of department
- but not like
support
offered
to learners.
It one:
agrees how to
integrate
the networks:
work, set up
coherent
recording
experts
/ other-than1. building
/ other-thanand referral systems andcareers
monitors
practice to
professional /
check
that things
are goingprocess-driven
as planned. This
2. developing
schemes:
/
forum will also want to consult
with young
locally-developed
/
transferable /
people about provision.’
3. supporting
teams: and credible
committed
/
DfES - Careers Education
Guidance: A/National
Framework
firing up /
not-so-much institutional leader, more networking team
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 do
reform - with careers work at its centre:
‘The curriculum cannot remain static. It
> must
LiRRiC
adds value totocurriculum
be responsive
the impact- of
usefulness, experience and
economic,
social
and
cultural
change.
credibility;
Education only flourishes if it
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links with ‘academic’ learning means
successfully
adapts
the demands
that those gains
aretomade
curriculum-wide;
and needs of the time.’
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that put us in a DfES
position
to point
– The National
Curriculum
to what students now most need to
learn.
changing society - changing curriculum
for…
any hope here?
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
if ‘yes’ - glad it’s been useful
if ‘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.pdf
this PowerPoint
www.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 section
www.hihohiho.com/underpinning/caflirric.pdf
yes/no
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