Skip to 0 minutes and 8 seconds EMMA: In maths, as we try and link the curriculum to the careers, we use a lot of online resources. So it might be a quick Google– so have a search online. And I know STEM Learning, obviously, have a lot of resources on their website. But even just having conversations together– if we sit down together and brainstorm in meetings, department meetings, what can we think of just off the top of our heads? And it might not necessarily be a direct connection. It might be a loose link. But there’s still some evidence of where it’s happening in industry or in real life compared to what we’re doing in our lessons.
Skip to 0 minutes and 44 seconds SARAH: So we have departmental meetings and CPD sessions weekly. And what we try to do is share good practice and talk about our experiences in that to help other people. So for example, for non-specialists, it’s really helpful to collaborate with each other to share experiences so they can feed that back into lessons as well. We do have a number of art teachers that are teaching in technologies. We’ve found that really useful, collaborative, working together and helping each other out and giving them the inspirations to teach as well. So we do a lot of working together. And part of our whole school, we have a big focus on careers links, which is in our schemes of learning.
Skip to 1 minute and 21 seconds So we highlight which part of our lessons or schemes are focused on careers and embedding that in. So we do that together as a whole school.
Skip to 1 minute and 29 seconds HAYLEY: So within the subjects, we’re looking at each of the specifications for the certain units and having a look at what goes into them and what careers could link and then what activities could link to them and what industries there are available to that. So for example, one of the units in year eleven at the moment that I’m teaching is using resources. So it looks at corrosion and things like that. So we’re looking at corrosion in different industries and how that affects some of the things that they use. life-cycle assessment– so we can easily do life-cycle assessments of products and things like that.
Teacher perspectives: working effectively with colleagues
Now we are nearing the end of this course, we would like you to take a moment to share your experiences with colleagues. In this video, we hear how the discussions teachers have at departmental level are incredibly valuable in supporting their teaching practice. This is not only to share good ideas and resources, but also to support colleagues who may be teaching a subject as a non-specialist.
You may have already had a conversation with colleagues already through this course, but if not, we would like you to take a moment to share your experiences with the person responsible for careers in your department, school or college.
Show them your lesson planning, ideas for employer engagement and your Careers Learning Journey and discuss with them what your plans are for implementing the content you have learned over the past 4 weeks.
- Can they offer you any additional guidance?
- Are there any links or ideas that you have found over the past 4 weeks of the course that you think others would benefit from knowing?
- Are there any opportunities on the horizon that might support your careers linked learning approach?
- Is there career learning happening already in your school / college that you can learn from?
If you work in a further education college, listen to the audio interview linked below (transcript). Alison shares how she works with pastoral tutors and careers leads, sharing careers activities and trying to keep in the loop with careers opportunities across a larger institution.
What advice and guidance did you receive to extend your approach to career learning? Share what you have learnt from the conversation with a Careers Leader or colleagues in the comments below.
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