Skip to 0 minutes and 7 secondsNEIL WILLIS: Often students fill in personal statements. They fill in applications. And they don't really draw on this work that's been done in schools. Now, if we can help support students to really help them frame how they can articulate that in a written application form, or if we can practice with them through mock interviews, how to tease that out, that's really when it becomes a really positive experience. And it can set them apart with employers, if they were applying for a job, for example.
Skip to 0 minutes and 37 secondsMATTHEW: The Inspire to Be programme, It's kind of we have a progression and a developed record that they can take with them. So again, they can reflect on what they've done. But we say that's really key. So when we come into the year ten week, they have that kind of journal with them. But they also have their own reflection log through that week, as well. So when I sat in an interview, actually, well, when have I shown team work? When have I shown effective communication? What if I had to solve a problem? And actually, they'd link it back to all the-- well, actually, in design and technology, I had a brief. So what did I do to go about that?
Skip to 1 minute and 3 secondsWhen I was in math, what actually-- what would I do there? So when I was, again, in PE, I was a football captain. So I had to lead by example. And I had to problem solve the tactics in a game we were playing at in school. So there's lots of different ways that they can draw back in. And there are some wonderful feedback from employers. And they had such a-- they were really well-prepared. They were very, very articulate. But they could draw on a range of areas about why they're interested and why they should be given a job, you know? It's that layering of a cake.
Skip to 1 minute and 27 secondsThere's different slices, as you go through, that all feeds back into that student going into that interview actually feeling really confidently prepared. And actually, yes, well, being positive about themselves as well.
Students demonstrating their learning to employers
The Careers Learning Journey may be used by teachers to help students understand their careers learning over the course of their studies at school or college.
Below are examples of Careers Learning Journeys in one subject and year group. One for Year 10 (14 to 15 yrs) Engineering and one for Year 9 (13 to 14 yrs) Computing. Each shows the employer linked careers learning that each student will undertake over a year. These visual representations of Careers Learning Journeys may be particularly useful for students to see the progression of their careers learning (accessible PDF version).
The Year 10 example shows progression from meeting an engineer, to working with an engineer on a project, through to mock interviews.
The Year 9 example focuses on the breadth of activities in which the students will take part.
In this video Neil provides some advice for supporting students to articulate their careers learning. Matthew, Deputy Head at Parkside School and lead for their Aspire2B programme, provides examples of how this has helped students make a positive impression on employers.
What is important is the need to go beyond recording careers engagements in personal development plans. Instead, students need time to reflect and internalise a careers activity, so that they can convey their experiences to employers and in applications for further study.
What are the challenges to supporting students in remembering their careers learning and importantly, being able to convey their understanding in interviews and applications?
© National STEM Learning Centre