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Providing Opportunities for KS4 students to meet the Careers and the World of Work learning outcomes.
Key Stage 4: Personal Achievement
|Learning Outcomes |What this means |Exemplar activities |
|Develop a curriculum vitae (CV) based on their |Keeping an ongoing log or portfolio of achievements from within and outside |Keeping a log or portfolio of achievements from within and outside school |
|achievements, abilities, interests and skills. |school |Lesson on how to do this, with a completed log and information on optional |
| |Students are able to describe themselves accurately |activities within school that can develop skills |
| |Ways to develop themselves should be made clear by encouraging involvement in | |
| |school activities and making the benefits of involvement explicit | |
Key Stage 4: Seeking Information
|Learning Outcomes |What this means |Exemplar activities |
|Use a variety of sources to find information about |Understand that not all information is accurate and may be biased (e.g. |A research project with a clear brief (e.g. to find information from at least 4|
|their career ideas, differentiating between |recruitment information, company brochure) |sources, including ICT and promotional leaflets about a specific occupation) |
|information and promotional material. |Students are able to find careers information and understand it |An exercise for students to make a list of questions to ask about a job company|
| |A range of materials and sources is consulted |having read one of their leaflets or prospectuses. Students are directed to |
| |Students keep record of their research |look for how information is presented and what isn’t said! |
| |They find out about 2-3 occupations, different to those at KS3, and in depth |Students look at promotional information from an employer or a training |
| |information about FE courses and training |provider and then interview a trainee or worker to compare information gained |
|Examine employment opportunities and trends both |Students are able to see some of the pros and cons and implications of working |Use of leaflets, books and websites |
|locally and further a field. |abroad (fun of travel, meeting people from a different culture, practising |A talk by a careers adviser emphasising the opportunities and implications |
| |language skill, learning new things, being homesick, feeling isolated, not |A talk by an ex-student who has worked abroad |
| |understanding everything that is going on, need to be well organised with bank |Students listing pros and cons of working abroad |
| |account) |Link to Modern Foreign Languages |
| |They understand how to look for employment abroad, how to apply, and which |Ask students to brainstorm types of business organisations. Summarise these for|
| |occupations are likely to work abroad |students including: freelance worker; partnerships; small private local firms |
| |Types of business organisations include: freelance worker; partnerships; small |of less than 20 workers; National chains; international businesses with sites |
| |private local firms of less than 20 workers; National chains; international |locally; public sector organisations. |
| |businesses with sites locally; public sector organisations. |Give students a list of recognisable names of organisations and the categories |
| |Students should understand the above terms and give an example of each. They |above and ask them to match them then discuss as whole group |
| |should be able to give 2-3 characteristics of each type |Students to list 2-3 examples of real organisations under these headings |
| |They should understand how the local picture compares to e.g. a large city |Give case studies of different organisations especially any successful local |
| |Students understand the major types of employment locally and in relevant major|businesses |
| |cities e.g. in Cardiff/London/Liverpool. They know in which sectors employment |Use of figures given by Careers Wales for quizzes |
| |is increasing and decreasing and the skills the growth areas need. |Worksheet with facts and figures about e.g. employment in |
| |For the local area (defined as within half an hours journey) students gain |Cardiff/London/Liverpool and in local area with questions to answer |
| |specific statistical information on vacancies within employment sectors and |Using LMI data for quizzes or statistics work |
| |companies/organisations |Local employer surveys |
| |What are the main sectors of business e.g. many call centres, mainly services, |Visiting speakers covering the range of local businesses large and small |
| |public administration etc. Also name some large local employers |Students giving presentations about their link business after work experience |
| |Understanding vacancies in newspapers, websites, journals, word of mouth, |Using newspapers and websites to look for vacancies |
| |Careers Wales | |
Key Stage 4: Understanding the World of Work
|Learning Outcomes |What this means |Exemplar activities |
|Examine the implications of stereotyping in |Students need to understand ‘diversity’ and some of its benefits (e.g. brings |Many packs have decision-making exercises that focus on stereotyping. Exercises|
|employment and training, recognizing the benefits |in new ideas, new skills, new foods, music, a different view on things, makes |usually involve choosing people based on partial information and at the end |
|of a positive attitude to difference and diversity.|life more interesting) |students are challenged in their assumptions. |
| |Build on the concept of different but equal |Industry days that involve outsiders from a range of different backgrounds |
| |Students should be able to question their own views and listen to the views of |Videos with follow up discussion |
| |others |Pre work experience lessons on choosing a placement |
| |Students should understand why people hold certain views (their experiences to |Discussion of careers posters and images in books that show diversity |
| |date) and understand that people can change their attitudes through experience | |
|Explore the role of enterprise/wealth creation and |Understanding of what enterprise and self employment mean |Mini enterprise projects as part of off time-tabled events |
|develop their own ability to act in entrepreneurial|An awareness of the pros and cons of self employment, relating this to people |Problem solving challenges set by local businesses |
|ways. |they know |Listing the pros and cons of self employment, relating this to people they know|
| |Think of ideas for new businesses and come up with a business plan |A talk by a local person or ex student who is self employed explaining how they|
| |Understand which types of occupations are more likely to be self employed or |have achieved this and sharing the benefits and problems |
| |start a new enterprise |A project to research the potential for new enterprise ideas within a |
| |Understanding the difference between being enterprising and being an |particular sector |
| |entrepreneur. |Use of Dynamo project to bring in role models |
| |Know the types of skills that make a successful entrepreneur |Use of Careers Wales ‘Encouraging Enterprise Pack’ |
| |Knowing why a healthy level of new business ‘birth’ is important in replacing |Brainstorming what the terms mean and the skills involved before giving a |
| |declining industry and generating wealth. |‘real’ definition and list of skills |
| |See why an ‘enterprising’ employee or worker can also play a role in helping |Self assessment against the main skills |
| |established businesses grow and develop. |Use of Careers Wales leaflet ‘Who’s the boss?’ |
| |Knowledge in how a business is run including |Case studies of local businesses that started small – see ‘Who’s the boss?’ |
| |finding a product |Giving students examples of how everyone can be enterprising |
| |marketing |Role models as in ‘Project Dynamo’ |
| |market research |This could be through planning and running an enterprise project or game |
| |funding |Outside speakers could explain how they set up a business Research assignment |
| |managing funds |during an experience of work or a visit to a place of business. |
| |roles and responsibilities | |
| |sales and advertising | |
| |communicating with different people | |
| |deliveries | |
| |design and production | |
| |the pitfalls | |
| |Also need to understand that many new businesses fail with some of the main | |
| |reasons | |
|Recognize their responsibilities and rights as |Students can recognise the main dangers in the workplace and how to stay safe |Leaflets, handouts and video with discussion |
|employees and learn how to follow safe working |(e.g. lifting heavy things, trailing wires, spending too long at a computer, |Talks by employers |
|practices. |spilling hot drinks, handling machinery and substances, passive smoking) |Visits to workplaces |
| |Students are prepared for the particular environment they are joining on work |Interviewing the health and safety rep whilst on work experience |
| |experience |Role play exercises |
| |Students understand the behaviour that employers expect and why (company image,|Industry days asking the students to pretend to be employers and what would |
| |dress codes, non smoking, customer care, telephone procedures, break and lunch |they want from their employees |
| |times, being polite to colleagues, confidentiality, bullying, etc) |Work shadowing – ask the person what are the key qualities needed |
| |Why it is important to be able to work with others, teamwork and the |Survey of recruitment practices during work experience |
| |advisability of appearing enthusiastic and committed. |A talk by a recruitment agency |
| |What a modern CV looks like, how people are asked to give presentations, |Looking at mock application forms and CV s against a real job description |
| |psychometric tests, and current practice in interviews. |Use of interview games in CWOL |
| |What job descriptions and job specifications mean, equal opportunities in |A research task during an experience of work with students feeding back in |
| |recruitment. Role of trade unions in fair recruitment |school/college |
| |Learning about fair pay, gender and race laws and maternity/paternity issues |A workshop during an industry day |
| |The right to be safe at work, to not be harassed, to have breaks and access to |Using CEI materials ‘A Better Way to Work’ |
| |non smoking atmosphere |Using vocationally based training material containing specific industry related|
| |Including general issues common to all workplaces e.g. electric leads, knowing |safety information and activities |
| |fire drills, hot drinks, use of kitchens, lifting. |A standard research task in the workplace |
| |Health and safety appropriate to particular environments with examples e.g. |Briefing by work supervisor |
| |equipment use in a sports centre |Formal health and safety related preparation for an experience of work |
| |Having a sound awareness of how they should behave in a workplace generally and|Outside speakers |
| |if appropriate be prepared for specific situations relating to a particular |Using cartoons of work place dangers – spot the hazard |
| |work place |On vocational courses – specific activities linked to the work area studied |
| | |Formal first aid courses |
| | |During course/campus/sixth form induction programmes |
|Use work-focused experiences to understand better |At this stage they don’t need to know them all! |Students given a list of employability skills and asked to rank them. The |
|what skills and qualities employers want. |They need to understand what these mean not just quote them |information contained within ‘Future Skills Wales’ is helpful |
| |The most important include: |Survey of top 5 skills and qualities listed in newspaper job adverts |
| |Skills |A local employer or young employee talking to students about vital skills and |
| |6 key skills |qualities |
| |Speaking Welsh | |
| |Time management | |
| |Following instructions but asking for help | |
| |Having new ideas | |
| |Qualities | |
| |Honesty | |
| |Reliability | |
| |Hard working | |
| |Enthusiastic | |
| |Keen to learn | |
| |Keen to take on responsibility | |
| |Flexibility | |
| |Friendly | |
| |Enjoy self | |
Key Stage 4: Guidance
|Learning Outcomes |What this means |Exemplar activities |
|Access realistic, impartial guidance on learning, |Students understand the broad choices Post 16 (types of courses; sixth form and|Use of action plan from the guidance session in follow up work with tutor or |
|careers and work-related matters. |college, training routes, work) |careers adviser |
| |They understand how and when to apply for Post 16 options |Written work that recorded learning whilst on e.g. work experience |
| |Look at pros and cons of possible options |One to one or small group discussion (e.g. as a programmed, off timetable one |
| |Students keep a written record of current preferences |to one tutorial, or a careers adviser small group session) using structures |
| | |topics which include the learning they gained from careers guidance and work |
| | |related activities |
|Understand the prospects and progression patterns |Be aware of at least 2 different routes into 2 separate occupations that they |Research at least 2 different routes into 2 separate occupations that they |
|in the jobs in which they are interested. |would currently consider for the future |would currently consider for the future |
| |Understand the main progression routes and destinations for 2 FE courses |Interview workers during work experience with the aim of producing their career|
| |Issues such as old fashioned linear career paths and modern careers paths which|timelines |
| |involve many moves up, down and sideways, retaining, complete changes of |Contact college tutors to find out the progression routes and destinations for |
| |occupation etc. |2 FE courses |
| |The role of life events on career paths e.g. families, children, partners jobs.|During work shadowing or work placement or a visit interviewing at least 3 |
| |The role of training and qualifications in opening up new opportunities |people about their career paths, producing career path diagrams |
| | |Project work linked to part time paid employment |
|Examine their careers ideas and the potential |Students should come up with opinions are to different choices of lifestyle, |Quizzes that ask them their opinions and preferences then explaining their |
|effects on their lives. |work etc and then be able to answer the question ‘Why do you want that? Why do |views in small groups. Students to challenge each other on views. |
| |you think that?’ |Looking at examples of occupations and the lifestyles that might go with them |
| |Considering why we need to work, how earning power/levels affect how we live at|Interviewing workers whilst on work experience to explore these themes |
| |different times in our lives. |Card matching exercise involving work contact arrangements e.g. part time, |
| |Realism. Pensions. Aspirations |agency work, seasonal work, self employment, full time, portfolio worker |
| |How we are paid/contracted to work |The Real Game |
| | |Surveys of people to find out why they work and how work effects their |
| | |lifestyle options |
| | |Case studies of some occupations e.g. police officer to see the affect of |
| | |promotion on lifestyle – pros and cons |
| | |Profiles on CWOL to compare lifestyles |
|Identify any obstacles to future aspirations and |Regular review and upkeep of progression plan with support from careers |Regular review and upkeep of progression plan with support from careers |
|plan thoughtfully how they might be overcome. |advisers and school staff. Building in contingency plans. |advisers and school staff. Building in contingency plans. |
| |Understanding possible problems and looking at how others have faced barriers |Sharing examples of case study students who have faced barriers and overcome |
| |and overcome them or coped with them |them or coped with them |
| |Update and maintain their action plans/career plans by setting and reviewing |One to one guidance or tutor review sessions using structured list of |
| |targets regularly |discussion topics |
| |Use logbooks or similar to keep records of achievements |Paired discussion with friend using structured list of discussion topics |
Key Stage 4: Making and Implementing Decisions
|Learning Outcomes |What this means |Exemplar activities |
|Identify, understand and make decisions about |Students understand the broad choices Post 16 (types of courses; sixth form and|Class or small group discussion on the general choices for Post 16, with tutor |
|individual pathways in education, training and |college, training routes, work) |or careers adviser reminding of deadlines |
|work. |They understand how and when to apply for Post 16 options |Use of information leaflets on Post 16 decisions |
| |Look at pros and cons of possible options |Looking at case studies of ex students and the issues involved in their |
| |Students keep a written record of current preferences |decision making |
| | |Students keeping a written record of current preferences that they then explain|
| | |to a peer |
|Be able to explain in some detail their choices |All students should have the chance to talk to an adult on their own to discuss|One to one guidance session with a careers adviser, mentor or teacher/tutor |
|both to their peers and to appropriate adults. |their ideas for the future |Role play of a work place including a wide range of people |
| |Show sensitivity to people from different backgrounds and cultures |Case study of a team at work, that includes different ages, gender, racial |
| |Exhibit appropriate behavior in a variety of work related situations |groups etc |
| |How work places are made up of all sorts of people – all of whom play an |A group activity during an industry day |
| |important role within the system |Review of students work related activity on vocational courses e.g. course |
| | |related placement or in campus or school ‘working’ facilities |
|Review current information about themselves in |Students have an up-to-date self image |Maintaining portfolios or logs of careers learning experiences |
|relation to learning and work in order to negotiate|They maintaining portfolios or logs of careers learning experiences |Use of self assessment tools e.g. Pathfinder and KUDOS |
|a career plan. |They understand how to make decisions |Use of career records (portfolio, log etc) with a tutor, careers adviser or |
| |They make at least 2 plans for the next stage of their lives |mentor as support materials and information in drawing up a career plan, |
| |They are able to use their career records (portfolio, log etc) with a tutor, |including contingency options |
| |careers adviser or mentor in drawing up career plans, including contingency |Regular reference to career plans e.g. in tutorial to keep them ‘living’ |
| |options |documents |
| |Regular reference to their career plans and targets to keep them ‘living’ |Provision of one to one support e.g. lunch time sessions to support career |
| |documents |planning |
| |After key work related activities, record their learning about the world of |Involvement of employers or FE/HE students in career planning workshops using |
| |work and future careers. |their own career paths as examples |
| |Use this to update career and learning ideas |One to one discussion sessions with a tutor or mentor or work experience |
| | |supervisor |
| | |In work experience debrief, or after any other work related activity, asking |
| | |students to discuss what they have learnt in pairs and note any influences on |
| | |their career ideas. Whole class discussion to exemplify some of the possible |
| | |influences e.g. after work experience a students may feel more ambitious in |
| | |their career ideas, may have decided that they need to gain certain |
| | |qualifications or that they need to do a lot more career research |
|Promote a positive self-image when making |There is a lot of content in this one!! |Using ‘good’ and ‘poor’ CVs, personal statements and letters as a stimulus to |
|applications and attending interviews. |Students are able to: |stress effective written applications |
| |Produce and use an up-to-date and effective CV |Producing own CVs and receiving one to one feedback |
| |Understand when to use a letter of application and how it should look |Holding mock interview sessions using outsiders |
| |Fill in an application form properly and with impact |Modelling interview and telephone practice e.g. by teachers acting it out in |
| |Make a professional telephone call |front of staff |
| |Give a positive first impression |Off timetable activity day to focus on application skills |
| |Be aware of positive and negative body language |Use of videos |
| |Why it is important to be able to work with others, teamwork and the |Careers Wales have a wider range of teaching and learning materials on the |
| |advisability of appearing enthusiastic and committed. |theme of application skills |
| |What a modern CV looks like, how people are asked to give presentations, |Interviews for work experience placements with feedback |
| |psychometric tests, and current practice in interviews. |Teacher positive and negative modelling body language and giving examples of |
| |What job descriptions and job specifications mean, equal opportunities in |how we make first impressions |
| |recruitment. Role of trade unions in fair recruitment |Industry days asking the students to pretend to be employers and what would |
| |Make a good impression at interviews and during other application stages |they want from their employees |
| |Ask and answer questions appropriately during an interview with confidence |Work shadowing – ask the person what are the key qualities needed |
| |Secure appropriate references |Survey of recruitment practices during work experience |
| |Assertiveness. How to say things positively. |A talk by a recruitment agency |
| |Understanding how we give an impression of ourselves. How to market themselves |Looking at mock application forms and CV s against a real job description |
| |effectively in familiar and unfamiliar situations Develop their personal |Use of interview games in CWOL |
| |reputation. |Industry days looking at interview practice and how we give an impression |
| |Understanding body language |Demonstrating the impressions we give through different body language, using |
| | |images from TV and magazines |
| | |Looking at how else we build a reputation e.g. by being seen to work hard, |
| | |being a good friend, being reliable |
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