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Skip to 0 minutes and 7 seconds TIM: From the last couple of years, it’s just been organising how we can try and get Toyota Manufacturing UK at Burnaston involved with supporting our students at school, across all the different age groups, as well. We’re not just targeting on Key Stage four. So from that relationship, we’ve managed to build a funnel effect approach. So year six– so the feeder schools around our school, Murray Park School. And they will have access to a activity called art of manufacturing, where they get a brief outline of different engineering roles at Rolls-Royce, but quite generically, as well.

Skip to 0 minutes and 44 seconds And then year seven, they will go on and do Tomorrow’s Engineers, which is a funded programme by Toyota, where all the year sevens will be exposed to STEM activities, STEM sectors, what they can could go on and do in the future just to get them excited really. In year eight, we sponsor– Learn by Design come in and do an engineering club after school for seven weeks. So they do things like robotics. They’ll learn about wind turbines, how energy works. So they do that for a series of seven weeks. And then in year nine, we get to take a selected number of students to do Toyota tours.

Skip to 1 minute and 22 seconds So they go around the factory, the production, the assembly, learn about the mechanics of how they produce the cars, and where they export them to, and all the different, exciting roles that they could do in an engineering company like Toyota. Then in year ten, we do a thing called industrial cadets, which is essentially a week’s work experience for 16 students. And they get to do the industrial cadet silver award. So hopefully everyone passes. And it’s a fantastic opportunity for students to know a lot more detail about engineering, about STEM, or the importance of STEM, especially science and maths at that school, and how that relates to the world of work.

Skip to 2 minutes and 1 second And then, in year 11, they support us with applications for apprenticeships, colleges, et cetera, CV workshops, mock interviews. So Toyota, as a local employer, one employer, really supports the school in a massive way, really.

Skip to 2 minutes and 17 seconds FOLAJUWON: We plan careers into the curriculum into year seven all the way to year eleven by making sure we try and highlight, first of all, areas within the topics that lend themselves to specific careers. We try and get away from this– not necessarily the stigma. But that science only relates to a medical profession. So we try and highlight areas that are not as obvious, in terms of a career in science, such as science journalism. One of the talks I’ve had with my classes is that a lot of scientists are going into journalism for science and will have a science background. So we try and make sure, within our schemes of work, we highlight those areas.

Skip to 2 minutes and 55 seconds We try and ensure that, obviously, we assess on those areas. And it’s just basically bringing attention to it, really, and making sure we embed it into our lessons. The value of getting employers to come in is just one word, experience. We did quite an array of work with employers, particularly local employers. We used to have a session with our year nines and our year tens and obviously year eleven, as well, where we used to have different employers coming in from the local area to come and do workshops with our pupils. And we would have them in the hall. And they would be there the whole day.

Skip to 3 minutes and 27 seconds And the pupils would engage in team building exercises, what the specific employees job and role is, how that applies to society, how it applies to themselves, what they would need to go into it. We’d even have, sometimes, the military coming in, and also the police, as well. So in terms of doing that, those workshops are very helpful. Because pupils then develop their own ideas of what kind of questions they want to ask. I teach. I know what experience I have. I’ve done jobs before teaching. And I know what experience I can actually render to my pupils. But it’s limited, in terms of other careers and other professions. So get the experience in.

Sharing your Careers Learning Journey with your department

Whether you create a Careers Learning Journey for your own teaching or as a whole department will depend on your individual situation. However, there are benefits to sharing your plans with others.

In the video above, Folie and Tim provide examples of career learning progression that has been arranged at school and department level. In these cases there has been a deep engagement with employers and planning of careers progression. This has only been achievable through colleagues working together.

Working with departmental colleagues

A Careers Learning Journey helps colleagues to quickly see the careers learning planned for a topic or programme of study. This allows for the quick sharing of information and good practice within and between departments. You may have a whole department version of the Careers Learning Journey that provides additional information about particular employer interactions, for example contact details, dates for events, risk assessments.

Working with your Careers Leader and departmental leadership

Sharing the Careers Learning Journey with your leadership will help to articulate the careers planning and learning taking place in your classroom. There may be strategic advantages, particularly around repeat and sustained engagement with employers.


What is your whole school / college or department approach to long term planning of career learning? How might a Careers Learning Journey support this strategy?

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This video is from the free online course:

Linking Curriculum Learning to STEM Careers

National STEM Learning Centre