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This event will run from 9.30 - 2pm.

Please see the agenda below:

09:45 - Keynote

10:15 - 11.15 Workshop 1

11:25 - 12.25 Workshop 2

12:35 - 13.35 Workshop 3

13:35 - Lunch and networking

From the five activities available, please select three from the options below:

Creating Virtual Machines with MS Azure

Making life easy with AI

Coding with Lego

Create VR worlds & AR

Code with Robots

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Eventbrite - MK College Events presents Teach Tech - Wednesday, July 3, 2024 at South Central Institute of Technology, Bletchley, England. Find event and ticket information.

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Compass Questions - Summer Update SCHOOL version

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Compass Questions - Summer Update SCHOOL version

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BM6+8 Additional questions - School version

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Compass Questions - Summer Update SEND version

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Compass Questions - Summer Update SEND version

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BM6+8 Additional questions - SEND version 

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Compass Questions - Summer Update COLLEGE version

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Compass Questions - Summer Update COLLEGE version

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BM6+8 Additional questions - College version 

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Northants Bedford College CPD Day 4 June - Tresham campus Corby - sign up by 17 May

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Northants Bedford College CPD Day 4 June - Tresham campus Corby - sign up by 17 May

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Following the success of our CPD Days for Careers teams over the past two years we are pleased to confirm that we will be holding another event in June this year at our Tresham College campus in Corby.

The day will be similar to previous years with a mix of presentations to keep you up to date with any changes and updates to the subjects and levels offered through our colleges as well as the opportunity to try out some of our subjects for yourselves and give you an opportunity to pass your first hand experience to your students.

The day will start at 9.00am and finish at 4.00pm, with lunch provided. We hope that you will find the day informative but also be able to have some fun as well. If you think there are any additional staff that would benefit from the day please let me know at ttebbutt@bedford.ac.uk and I will send them an invitation.

Please click here to go to the registration page and confirm if you would like to attend and add any dietary requirements we need to take into account. Please complete this by Friday 17 May.

If you would prefer to attend our event at Central Bedfordshire College Dunstable campus this will take place on Wednesday 5 June and will feature group talks about our provision as well as campus specific information and activities. Please feel free to email me for a link to the event registration.

We look forward to seeing you.

Regards

Trudie and Parveen

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Beds, Bedford College CPD Day 5 June - sign up by 17 May

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Beds, Bedford College CPD Day 5 June - sign up by 17 May

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Following the success of our CPD Days for Careers teams over the past two years we are pleased to confirm that we will be holding another event in June this year at our Central Bedfordshire College campus in Dunstable. Due to exams being held on site we have moved the date you may have previously seen to Wednesday 5 June but hope that it will still be possible for you to  join us.

The day will be similar to previous years with a mix of presentations to keep you up to date with any changes and updates to the subjects and levels offered through our colleges as well as the opportunity to try out some of our subjects for yourselves and give you an opportunity to pass your first hand experience to your students.

The day will start at 9.00am and finish at 4.00pm, with lunch provided. We hope that you will find the day informative but also be able to have some fun as well. If you think there are any additional staff that would benefit from the day please let me know at ttebbutt@bedford.ac.uk and I will send them an invitation.

Please click here to go to the registration page and confirm if you would like to attend and add any dietary requirements we need to take into account. Please complete this by Friday 17 May.

If you would prefer to attend our event at Tresham College Corby campus this will take place on Tuesday 4 June and will feature group talks about our provision as well as campus specific information and activities. Please feel free to email me for a link to the event registration.

We look forward to seeing you.

Regards

Trudie and Parveen

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Keysoe Therapy Centre Open Day 18 & 20 April 24

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Keysoe Therapy Centre Open Day 18 & 20 April 24

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Alternative Education Provision - Open Days

Keysoe Therapy & Well-Being Centre
Thursday 18th April
Saturday 20th April

We are a unique equestrian and animal care centre run by a team of qualified teachers with SEN experience providing Alternative Education Provision and Animal Assisted Therapy. We have a variety of practical courses which are designed to encourage learners to reach their potential socially, emotionally and academically, particularly those who might find it hard to learn in a classroom environment. Our nationally accredited courses can be accessed through an EHCP or privately and did you know transport can be provided via your Local Authority.

All are welcome to visit us and learn more about our courses for the September 2024 academic year. There is no need to book just drop in between 10am - 2pm.
Call in anytime between 10am and 2pm
Refreshments available
Plenty of free parking
Come and see our amazing facilities and meet the ponies
Whether you're able to make it to an Open Day or not, please submit your details below if you'd like to know more about our Alternative Education Provision at the Keysoe Therapy & Well-Being Centre:

We look forward to seeing you on the day. If you have any questions in the meantime, please contact the office on 01234 708 400.

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Alternative Education Provision - Open Days

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At the Keysoe Therapy & Well-Being Centre

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Parental Engagement - Talking Futures resource

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Parental Engagement - Talking Futures resource

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Former Blue Peter Presenters, Simon Thomas and Konnie Huq, have reunited - two decades after presenting the iconic show together - to help parents of 11-18 years olds have better conversations with their children about education and careers.

Our new content series, 'Earn Your Badge', features Simon and Konnie recreating some of their famous challenges, like the creation of Tracey Island, while sharing guidance on how to broach topics like education pathways.

Better Career Conversations - Talking Futures
Former Blue Peter Presenters, Simon Thomas and Konnie Huq, have reunited - two decades after presenting the iconic show together - to help parents of 11-18 years olds have better conversations with their children about education and careers.

Our new content series, 'Earn Your Badge', features Simon and Konnie recreating some of their famous challenges, like the creation of Tracey Island, while sharing guidance on how to broach topics like education pathways.

Meet Konnie Huq

"It's been so fun reuniting with Simon on this content series which has such an important message. Parents play such an influential role in their children's decision making and I'm keen to play a part in supporting my own kids in helping to navigate their future education and career options, whatever they might be.

"A great way to bridge these important conversation topics is by doing an activity together, like preparing a meal. So, I thought this would be the perfect thing to demonstrate in the content with Talking Futures - as it's something I also did a lot on Blue Peter!"

Meet Simon Thomas

"Having a fourteen-year-old myself, I fully understand the struggles in engaging teens in conversations around their futures. So, I was delighted to team up with both Talking Futures and my old mate Konnie, reliving some of our old tasks from the show back in the day!

"I think it's important for parents to get into the habit of having career conversations regularly and it's something that I broach with my son fairly often. Time flies and it's good to know what your kids are thinking early on. You don't necessarily have to define a certain pathway but explore the various possibilities so that they know what's out there."

Episode 1

Join Simon and Konnie as they show us how parents can better support and talk to their children about their future whilst they recreate their famous banana and walnut cake.

Episode 2

Watch Konnie challenge Simon to beat her Guinness World Record of how many badges he can pin on her shirt in a minute...while naming as many education pathways as he can.

Episode 3

Watch Simon challenge Konnie to recreate one of the most iconic Blue Peter makes in the show's history, with no instructions or support.

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Better Career Conversations - Talking Futures

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Former Blue Peter Presenters, Simon Thomas and Konnie Huq, have reunited - two decades after presenting the iconic show together - to help parents of 11-18 years olds have better conversations with their children about education and careers.

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SEND CoP: Getting ready for work experience 

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SEND CoP: Getting ready for work experience 

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Slides from this SEND Community of Practice meeting

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Thanks to Walton High for sharing this template of a poster that can be completed/used by staff during NCW

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National Apprenticeship Week Employer Virtual Events

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National Apprenticeship Week Employer Virtual Events

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Thanks to Walton High who have shared this list of virtual employer events which run after school during National Apprenticeships Week.

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Careers Newsletter for Families - January 2024

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Careers Newsletter for Families - January 2024

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Speakers for Schools - January/February 24 Events

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Speakers for Schools - January/February 24 Events

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PROACTIVE support for employability and work experience for young people 23-24

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PROACTIVE support for employability and work experience for young people 23-24

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Allied Health Related opportunities for students in Year 9 & 10

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Allied Health Related opportunities for students in Year 9 & 10

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Event Details • Thursday 15 February OR Thursday 29 February • 9.30am – 2.30pm • Postgraduate Centre, University of Bedfordshire, Luton Campus The events are available for students in year 9 – 10 There are 15 places available per school on a ‘first come first served’ basis FREE lunch will be provided for students and staff attending.

Purpose of the Event The CTOP event is designed to offer students from diverse backgrounds insights into the range of courses and career opportunities available in the fields of health and social care, and to break down stigma and misconceptions about health and social care roles. Our goal is to empower students with the knowledge they need to aspire and make informed decisions about educational courses and professional careers. Event highlights • Simulation suite tour – students will have the opportunity to visit the brand-new simulation suite at the Park Square campus; which houses a custody suite, maternity ward, there will a simulation ambulance available, and access to a social work setting. The aim of the simulation suite tour is to re-create real-life scenarios to generate a more immersive experience for the students. • Debate – students will participate in a debate about the misconceptions surrounding health and social care careers. • Life-story presentations – 3rd year health and social care students and health and social care professionals will discuss their life-story experience of studying and working in a health and social care career. • RSVP – to confirm the date of your attendance or for any inquiries, please contact Dr Fani Liapi at fani.liapi@beds.ac.uk.

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Pfizer’s new Breakthrough Science programme brings science to life in the classroom for young people

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Pfizer’s new Breakthrough Science programme brings science to life in the classroom for young people

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We teamed up with Pfizer, the NIHR (National Institute for Health and Care Research) and science teachers from Academies Enterprise Trust to bring #STEM (science, technology, engineering and maths) careers education from the margins to the mainstream of school and college life.

The free resources and lesson plans cover a range of topics and showcase real life #career journeys from people working in STEM, to inspire young people by exposing them to the wide range of rewarding #careers available in the STEM sector.

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Breakthrough Science has been developed by science teachers from Academies Enterprise Trust, in collaboration with The Careers & Enterprise Company, the National Institute for Health and Care Research (NIHR) and Pfizer to connect your students with the power of science.

They are free digital resources for teachers and their students in KS3 & 4 and cover four key science topics from the science curriculum. Applicable across specifications, but based on the AQA GCSE Combined Science: Trilogy (8464) Specification. There are four topics: Separating techniques, acids and bases, clinical trials and testing for purity. Each lesson has both curriculum and careers learning objectives and is accompanied by a lesson slide deck and teacher guide.

You can also access Pfizer's Science Stories video series and incorporate this into your teaching. There are ten 2 minute videos that give a snapshot of the diverse stories, skills and career journeys of the people working at Pfizer and the NIHR. You can access the playlist here or scroll down to learn how the videos can link with your Breakthrough Science lessons.

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Pfizer Breakthrough Science curriculum resources

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Breakthrough Science has been developed by science teachers from Academies Enterprise Trust, in collaboration with The Careers & Enterprise Company, the National Institute for Health and Care Research (NIHR) and Pfizer to connect your students with the power of science.

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Resources to plan for Spring term! All national awareness days and information packs

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Resources to plan for Spring term! All national awareness days and information packs

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The wait is over, we now have our suite of growth sector LMI posters which are available to download for use across all schools and colleges in our careers hub.  There are five versions available for each key sector, (Construction, Cultural & Creative, Digital, Engineering & Manufacturing, Health & Care and Logistics & Supply Chain)  

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The wait is over, we now have our suite of growth sector LMI posters which are available to download for use across all schools and colleges in our careers hub.  There are five versions available for each key sector, (Construction, Cultural & Creative, Digital, Engineering & Manufacturing, Health & Care and Logistics & Supply Chain)  

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including portrait and landscape options, colourful and plain backgrounds to suit student needs and so these can be printed for displays and easily inserted into presentations.

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WeTransfer is the simplest way to send your files around the world. Share large files and photos. Transfer up to 2GB free. File sharing made easy!

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Simplifying and improving apprenticeships – what this means for you

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Apprenticeships help people of all ages to develop the skills and experience they need to secure great careers in a wide range of industries. Because apprenticeships are designed by employers it means you will be learning the specific skills that …

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Give an hour, if you need volunteers with upcoming school or college careers events please make a request here

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Give an hour, if you need volunteers with upcoming school or college careers events please make a request here

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Give an hour website is go - if you have any events coming up please add via the give an hour link see quick links or weekly comms

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Give an hour website is go - if you have any events coming up please add via the give an hour link see quick links or weekly comms

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Give an Hour is a national initiative! A great way to make a difference, give back to your community and raise awareness of your business or industry supporting your Corporate Social Responsibility along with wider personal and professional benefits.

Explore upcoming opportunities to support the lives of young people

You can't be what you can't see. For some young people in our region who are preparing to make the next step into employment, the transition is daunting. Through our brilliant and growing network, we are making high quality careers information a reality, working in partnership to support young people to make confident, informed choices.

Our volunteer programmes have space for business professionals from Bedfordshire, Luton, Milton Keynes and Northamptonshire.

Use the table below to find volunteering opportunities near you.

Help develop the workforce of the future

This is an opportunity for you to help build the talent of the future, create lasting relationships with potential employees, and give back to your community. Your unique industry knowledge and experience is an invaluable resource to students and can help make a real difference in a young person's future.

To volunteer, email [email protected] stating which activity you are interested in and our local Enterprise Coordinator will introduce you to the school Careers Leader.

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Give an hour - Careers Hub - SEMLEP Growth Hub

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Give an Hour is a national initiative! A great way to make a difference, give back to your community and raise awareness of your business [...]

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England's future jobs, not fewer but different jobs

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England's future jobs, not fewer but different jobs

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2 million jobs will be impacted by automation and augmentation by 2027, but 2.4 million new jobs will be created

New research from Pearson, the leading learning company, predicts that, despite the impact of automation and augmentation on the workforce, there will be more jobs available across England in four years' time. While 2 million jobs across England may be lost owing to automation and augmentation by 2027, the same drivers are expected to create more than 2.4 million jobs, a net increase of 390,000 new roles.

Two million impacted workers of all ages, skills levels and seniority, may be at risk of losing their jobs to automation over the next four years. This presents a challenge to job seekers and decision makers - policymakers, educators or employers - as they plan for the years ahead and look to support workers to reskill or upskill into emerging available roles.

Pearson's online Skills Map of England, launched today, explores workforce shifts in each of England's nine regions between now and 2027, showing which industries are likely to expand and which are set to shrink, based on the number of jobs available. It also looks at the current skills in demand from employers, as well as those growing in importance. Other findings of interest include:

The IT Sector will see most growth: The IT sector is expected to expand its workforce by the greatest number of employees (+365,000), closely followed by Transportation and Storage (+215,000)

The Retail Sector to shrink the most: The Wholesale and Retail Trade sector is expected to have 170,000 fewer jobs

'Human Skills' are the most in demand: The most in demand skills are currently predominantly human, transferable skills such as Communication and Teamwork

In the accompanying research paper, Pearson makes three key recommendations for policymakers, as they plan for the years ahead, calling for them to:

1. Further devolve skills and employment funding to combined authorities - Local leaders are best placed to understand local labour market conditions, and to work with local employers and education providers to support the development of future skills.

2. Act now, to help the workforce adapt - There is an immediate need to support those in roles at risk, and to consider how these people can be upskilled or reskilled to meet the needs of the growing sectors of the economy.

3. Use data to plan for the future - Evidence-led policy making will deliver the most effective outcomes. Policymakers should utilise private and public sector data to ensure skills policy is forward looking, and to ensure that we are planning for the jobs of the future.

Freya Thomas Monk, Managing Director of Vocational Qualifications and Training, at Pearson said: "Our Skills Map demonstrates that automation does not necessarily mean fewer jobs - it means different jobs"Regions with a flexible and adaptable workforce that can more readily anticipate and embrace new opportunities over the next five, ten, or even fifty years, are the most likely to thrive. We must take urgent steps to ensure that England's workforce can keep up with the demands of the constantly evolving modern economy, in order to maintain or enhance economic productivity." Policymakers, employers, job seekers and educators must plan now for the shifts in the workforce brought about by automation to strike the right balance between the supply and demand of specific skill sets in any country, region and sector at any given time.
For this analysis, a UK labour market dataset was collated from the census and Annual Survey of Hours and Earnings, then mapped to Pearson's proprietary occupation ontology of 5,600 occupations and 26,000 tasks. Once mapped, Pearson's technological transformation models were used to produce in-depth projections of the future of the work. Macroeconomic factors have been modelled by economists specialising in workforce dynamics, informed by industry-level statistics & projections from the UK government.

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New Pearson Research into England's Jobs Future Reveals That Automation Does Not Mean Fewer Jobs - It Means Different Jobs | FE News

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New Pearson Research into England's Jobs Future Reveals That Automation Does Not Mean Fewer Jobs - It Means Different Jobs | Read more on FE News!

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WeTransfer is the simplest way to send your files around the world. Share large files and photos. Transfer up to 2GB free. File sharing made easy!

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Wowzers! 🤯 The attendance at the uMy Great First Job'' Degree Apprenticeship webinar was monumental!

During Covid we moved our small local ‘community-centre’ based seminars onto Zoom to just try and keep going.
I’d seen the extraordinarily talented @Sam Moinet from Student Breakthrough deliver a session on Zoom  and thought maybe we could do something on there too.

The first session had 20 people…..the second had 6.

Roll forward 3 years, and over 60 webinars later, and last week’s session had 462 young people, parents and educators live online….with another 449 registered for the recording. Total 911 - unbelievable! 😀

Huge thanks to our 3 fantastic guests - Luke McLaughlin, Kieran Clarke and Sam Harrison who shared their experiences of #degreeapprenticeships from the perspective of a new starter, someone half-way through, and a recent completer.

The feedback on their contribution was awesome 🤩

"Very useful overall but in particular the accounts of Sam, Kieran and Luke were most helpful."
Adam - Parent

"Really interesting to hear from current apprentices in different situations and at different stages. Many thanks Dale"
Emma - Educator

"I found what the apprentices had to say was very useful as it gave me an idea of what sort of things I will have to do in a year's time, including creating a personal brand and the application process. Overall, a very informative and helpful session, thanks!"
Emily - College Student

"Great idea to hear from three young adults who very eloquently explained their journey with degree apprenticeships. Dale anticipated all the questions I would have asked and his discussions with the young people really drew out their experiences which gave me and my son a real insight into degree apprenticeships , from the application process right through to completion. The signposting to information and helpful tips on research was really appreciated. The webinar is pitched at exactly the right level for students and parents alike and the format was excellent. I feel so very well informed after just one hour!"
Karen - Parent

I’ll be sending out a recording of the session to parents, teacher and young people on our mailing lists, along with an invite to our next session - "How To Write a Great First CV."

Use the links below if you’d like to be on the mailing list and receive recordings/invites etc in the future.

Parents
http://eepurl.com/hMzlmP

Teachers/Educators
http://eepurl.com/h4lQSX

Young People
http://eepurl.com/gdAwC5

Thanks to South East Midlands Careers Hub for their support in not just promoting it to schools in that area, but also enabling attendees from the across the UK to join and get involved.

#careerseducation #careershub #apprenticeships

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Careers Excellence Seminar - Friday 24th November 2023, 10:30am-12:00pm.

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Careers Excellence Seminar - Friday 24th November 2023, 10:30am-12:00pm.

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More info and register here

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Employer Virtual Showcase - £300 available for your school! 

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Employer Virtual Showcase - £300 available for your school! 

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Sign ups here:
Kier - 4th October

Co-Op - 10th October

Travis Perkins - 11th October

NHS – 12th October

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Sutton Trust, Fair Start applications are open

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Sutton Trust, Fair Start applications are open

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Our programmes are designed to help students from less advantaged backgrounds access top jobs and universities.

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Welcome to #TheWeekinCareers! If you are a first-time reader (and congratulations if so, you are now part of a 2900+ strong community!), this newsletter is my attempt at summarising some of the key #Careers-related news from across the #Careersphere each week, along with some of the talking points I feel are worthy of further debate amongst the #Careers community! So, without further ado, on to the news!

The Skills Builder Careers Explorer is LIVE! Here's the lowdown...

Last Thursday, Tom Ravenscroft and the team at Skills Builder Partnership held a webinar for careers professionals, educators, outreach teams and employers to launch their latest project, the Careers Explorer tool (funded by the Gatsby Charitable Foundation), which is free to access via the Skills Builder website below:

Now I have to admit, I hadn't read or heard much about the Careers Explorer tool in the build up to the webinar (possibly a conscious choice by Skills Builder or maybe just something that had slipped off my radar) but I came away pretty excited by the possible applications of this tool, so thought the newsletter would be an appropriate space to reflect on what we know already about Careers Explorer and how this tool may be implemented within careers programmes, practices and platforms moving forward. Let's take a peek...👇

So, what's it all about?

Essentially (no pun intended), Skills Builder Partnership's rationale for this tool and the concept of mapping their Essential Skills Framework to the 1000+ job roles in the SOC (Standard Occupation Classification) dataset builds on the organisation's existing mission to join up the journey from education to employment and develop a common language for skills, in the following ways:

1. Understanding the Essential Skills needed for particular job roles can help contextualise what doing these roles might be like for career starters and career changers and provide a focus for development (e.g. not simply saying individuals should 'improve their skills' but where they should be developing them based on their career interests and gaps in the labour market)

2. For employers and recruiters, developing a better understanding of the Essential Skills needed for particular roles can help hiring managers build a baseline for these skills areas and weave this into job descriptions, interviews and assessment processes, as well as supporting their approach to staff development.

Now, we'll come to some caveats about all this (from my perspective) a little later but as a starting point, the main thing you need to know about the Careers Explorer tool is that it makes it easier to identify which of the Essential Skills (which encompass Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork) are more or less present/valued within particular job roles and that in theory (and according to the body of research Skills Builder Partnership has collected to date), having this knowledge should help both individuals and organisations to close the dreaded 'skills gap' by providing greater clarity around where skills can be applied within the labour market.

How does it work in practice?

I don't want to get bogged down in technical detail here, as there is a comprehensive technical report regarding the methodology used to create the data which can be downloaded from the Skills Builder Partnership website, but to break it down to its most basic level:

Skills Builder Partnership started by taking existing labour market data from the American O*NET skills database and then matching the job roles on the database with the roles present in the SOC 2020 extended dataset - if you've not come across SOC before, it's a publicly available dataset released by the ONS which breaks down job roles from Major Groups, such as Skilled Trade Occupations, to sub-groups and then individual job roles, such as 'Poultry Farmer'.

Skills Builder Partnership then asked industry experts to score 80 jobs from 0-15 in each of the Essential Skills categories - this data was then used to train computer models using the O*NET and SOC2020 data, with the predictions then averaged, combined and used to create a preliminary skill score for each job role in the dataset.

Skills Builder Partnership then refined these scores further, picking out any particularly ropey looking results and creating custom groups of jobs where needed, for example if the algorithm was not able to discern the difference between job roles that might be quite different in terms of their level of responsibility/seniority but were otherwise relatively similar.

What does a Skills Profile look like in the wild?

As I started playing around with the Careers Explorer tool, my curiosity naturally took me straight to Careers Advisers and Coaches - what would the skills profile for our profession look like, I wondered?

As you can see from the image above, the welcome (and not entirely unexpected) news is that Careers Advisers and Coaches score pretty highly across all of the Essential Skills categories, with Speaking, Listening and Creativity all featuring ranges towards the top end of the skills score chart. While you might rightly query why the range for Problem Solving goes so low, given it is arguably a central aspect of career development work, it's important to remember that these scores have been calculated based on a mixed approach incorporating occupation skill and activity data, input from experts and the use of Natural Language Processing (e.g. the training of computer models/algorithms), so the results are there to provide a snapshot in the main of that profession, rather than something that is representative of every individual's professional experience.

Some applications for the tool...

Having now seen the tool in practice and heard more from Skills Builder Partnership and partners like Morrisby about some of the proposals for the open dataset, there are a few really interesting applications I can already see the Careers Explorer being utilised for:

A great discussion starter for a careers education session - simply pulling up a skills profile in a workshop or group guidance session could be a brilliant way to contextualise how what we might consider as day-to-day skills are actually used within a workplace context! For example, 'Why do you think an Air Traffic Controller might need to have particularly strong Teamwork skills?'

A useful launchpad for further careers research - I also like the idea of using the skills profiles as a starting point for showing the importance of holistic careers research. For example, if I was using the skills profile for Aeronautical Engineers (see below), in addition to posing questions regarding the skill profile itself (e.g. ' Why do you think the average score for Listening is higher than the score for Speaking?') I would also be prompting an individual to consider the limitations of the skills data (e.g. 'What doesn't it tell us about the role of an Aeronautical Engineer?') and aspects like the technical skills needed for the role, what organisations an Aeronautical Engineer might work for and where in the country/world they might be based, to encourage further thinking and research.

One really exciting aspect of the Careers Explorer dataset is what other organisations may do with the data to enhance their career development products - EdTech provider Morrisby were on the webinar call last week and are already plugging the data from Skills Builder Partnership into their platform, so that users are able to see the skill scores for all of the SOC2020 job roles that are mapped to Morrisby's 900 existing job profiles. Moving forward, they are planning to incorporate their users' own self-assessed skill levels, so that individuals will be able to target development in the 8 Essential Skills categories based on their career interests, and this sort of personalised approach to skill recognition, development and application to particular career pathways is certainly something I could see Careers Explorer being used for more widely as other organisations experiment with the dataset.

Some caveats to consider...

As I've seen a number of my contacts in the career development and early-career recruitment space note on LinkedIn previously, while Essential Skills / Soft Skills / Transferable Skills (*insert your nomenclature of choice here) are naturally a significant element of what employers and recruiters look for when hiring, for many roles the Technical Skills specific for that role (e.g. being trained in industry relevant software or practices) will be just as vital, if not more so, and this can also be true of some of the Basic Skills that don't currently feature within the Essential Skills list, such as Digital Literacy. Although Skills Builder Partnership do address this element of joining up Essential Skills, Technical Skills and Basic Skills within their Essential Skills Tracker 2023 Report, it's not yet clear whether the Careers Explorer tool will eventually have this sort of functionality or whether individuals will simply use it when scoping out where Essential Skills feature within particular jobs and industries and will then have to access additional sources (such as industry specific careers sites or general careers resources like the NCS website) to identify the technical skills required.

Another caveat, and one I've raised previously regarding the Essential Skills Framework, is whether knowing is enough when it comes to challenges in our economy around 'skills mismatches' and respecting the needs and interests of individuals. For example, would seeing that Tram and Train Drivers have a high need for Listening skills but a lower requirement for Creativity really contextualise the job role and help individuals consider if this is the right career pathway for them? And do we potentially run the risk of oversimplifying the nature of work if we distil skills down to a comparative score? For example, Learning Support Assistants generally return a low score for Creativity on the Careers Explorer tool but anyone who has worked with a brilliant LSA previously would likely argue that they often demonstrate a huge amount of creativity in the interventions they undertake to help individuals progress with their learning.

I'll concede, I'm nit-picking a bit here as for one, it's in my nature, and also because I genuinely feel it behoves us not to seek out over simplistic solutions when it comes to the skills conundrum we face as a society/economy - as we've seen from numerous attempts to 'close the skills gap' or promote shortage sectors, ultimately individuals are free agents and are in most cases unlikely to dramatically change their interests and ambitions purely because there happens to be a shortage of workers in a particular occupation or an ageing workforce in another. Coupled with this, we have seen from the recent work on Local Skills Improvement Plans (LSIPs) just how complex it can be to marry the needs of businesses, educational institutions and individuals, so I'm always wary that data alone is unlikely to provide a total solution to these issues. That said, it's hard to fault the work of Skills Builder Partnership and Gatsby Charitable Foundation in funding and producing the Careers Explorer tool and opening the dataset up for third parties to access under the Creative Commons License - there are some really exciting applications of the data and the tool already being realised and given the ubiquitous nature of the SOC data within other metrics used in a career development and employability context (such as Graduate Outcomes), it certainly feels like it could be a positive move towards a more joined-up approach to collating data on jobs and skills across the UK.

Did you attend last week's webinar from Skills Builder Partnership regarding the Careers Explorer tool? If so, what did you think? Is it something you feel you'll be using as part of your careers practice or programme moving forward, and if so, how are you planning to leverage the tool or the open dataset for your setting? Answers, as always, on a #TheWeekInCareers postcard! 📬 (or more accurately, via the comment thread at the bottom of the newsletter...)

GUEST BLOG - How do we reach the hard-to-reach? ✍

Thankfully, last week's video pleas for more #TheWeekInCareers contributors proved to be fruitful and so this week, the GUEST BLOG makes its triumphant return to the newsletter! In our latest guest feature, Suzanne Finlay Ped shares insights from her experience providing career guidance to the individuals who are often hardest to reach within a school setting...👇

Careers Guidance for the hard to reach students

Every school is going to have the non-attenders and students and families who do not want to engage with the school in general. It is so difficult to track them down and invite them for a careers guidance interview. I have some top tips below, which can help you reach those students who may be hard to reach and who are at risk of potentially becoming NEET (not in Education, Employment or Training).
1. They do not know what they want to do 2. They are shy. 3. They just do not want to engage.
Tip 1: Terminology - Careers Chat Vs Careers Interview

In my experience, some students do not want to talk with a careers adviser because:

Therefore, it is so important to identify these students early, even in Year 9. I introduce myself as a careers officer, because I have found that some students relate better to that than a careers adviser, because they do not necessarily want advice. I also get the kids on board and say we will have a careers chat, not an interview, as that word can be quite daunting. For students who may not get any qualifications, I introduce myself as the careers officer who wants to help you find a job. We do not talk about college, but about making money and what job they would ideally like to do. Then, after a few sessions when they realise the importance of qualifications in order to find a job, then they may consider college or other educational pathways. Even if they do not want to go to college, your focus with them may be finding a job, as this fits better with what they want to get out of the interaction with you.

Tip 2: Make yourself known in the playground

A lot of the students I find hang out in the same place in the playground with the same group. I used to go to the far back end of the playground and interact with these students, asking questions about jobs, careers and ambitions. They also were first in line for lunch, so I used to stand near the lunch queue and chat with them there as well. Also, once you get one of their friends "on board" and engaging in careers, you are nearly half way there.

Tip 3: Detentions

Every day, I would pop into detentions and teachers would allow me to take students out to have careers interviews. This turned out to be a win-win situation, as students did not want to sit in silence for 1 hour but would rather have a careers interview.

Tip 4: First meetings

Some students prefer an informal setting, in particular those who have been excluded and cannot come back to school premises. With school and parental permission, I look at cafes nearby to their house and offer to buy them a sandwich/coffee. I have found this has worked with students who have not been in education in a long time.

Tip 5: Give career advice to the whole family

This is vital, as I have found with the most successful students who have engaged and progressed on to a positive destination, I get full support from their parents/guardians. Sometimes if I want to engage with a disengaged family, I offer careers guidance and job application support for the whole family, which I believe can lead to a domino effect. I have indirectly helped students by getting their parents into work/education and then their parents can encourage and motivate their child to do the same. It is always worth noting that sometimes the parents have had a bad experience with the school you may be working for. Therefore, I would suggest letting them moan about the school and particular staff; our role is about supporting them in the future, not what has happened in the past.

A massive thank you to Suzanne Finlay Ped for contributing to this week's newsletter! 👏 If you'd like to find out more about some of the work Suzanne gets up to as a careers professional, then I highly recommend checking out both her YouTube channel and the new Skills Chief cards she has created as a resource for careers professionals to use with clients:

I'm keen to showcase as diverse a range of perspectives as possible in the newsletter, so if you are potentially interested in putting together a GUEST BLOG on a careers-related topic of your choice at some point in the future, please just drop me a line! 🤳

How do we make people WANT to engage with Careers? 🤔

For many of us working in the higher education careers space in the UK, this past week saw myriad students of all disciplines and stages of their degree descend on campuses across the country as part of Welcome Week, a special time of year where the air is heady with possibility and there really is a wonderful buzz amongst both students and staff (in my experience, anyway!) As part of our Students' Union Welcome Fair this week, I volunteered to support with our Careers & Employability Service stand, which you can see me enthusiastically promoting via the image below 😅

However, you'll be pleased to know the purpose of this piece is not to explore whether blue really is my colour, but rather to reflect on what it takes to convince someone that engaging with a careers service (whether as part of an institution or independently) might be something they'd actually want to do. My approach at the Welcome Fair this week largely consisted of walking around in front of our stall and tossing juggling balls at unsuspecting students to strike up a conversation (more successful than you might imagine!), after which I'd approach discussion of our service in a much more holistic and personal way (e.g. 'How are you enjoying life at the university?' 'What are you looking forward to this year?' 'Did you know that you can...?' 'Did you know that we can...?') rather than focusing on simply 'pitching' our services, resources and events, which can often feel like information overload, particularly if you are a new student and have already been inundated with myriad information about your institution.

However, one careers professional with a set of juggling balls and a cheerful demeanour does not a scalable solution to engagement make, so let's take a look at what some other folks are doing across the sector to challenge the status quo when it comes to promoting the benefit of engaging with careers information, services and professionals:

✨ The Message Matters - As mentioned above, with all the will in the world we know that as careers professionals, we can't be everywhere at once, meaning that the message that prospective careers service users take away regarding what careers services/professionals do and what's in it for them is often enduring and can have a significant impact on whether they choose to access this type of support further down the line. Antony Adams is a great individual to follow on this front, as he posts regularly about how he has adapted his approach and messaging in careers talks/workshops with students to make talking about less generic/traditional and geared more towards what young people are focused on today, incorporating elements like entrepreneurship, mental wellbeing and life design into his messaging to challenge what his clients think they understand by the term 'Career'. This approach is much needed when we consider the messaging around in general, as the perception often seems to be that talking about 'Careers', 'Jobs' and 'The Future' is either quite dry or just a bit uncomfortable. Individuals like Jake Richings are attempting to address this stigma by making careers information more accessible through bite-sized content on platforms like TikTok, opening up conversations in this space and eliciting a sense of curiosity and optimism for individuals engaging with this content, rather than one of dread (not to mention that Jake is pulling the sort of numbers on TikTok that many careers service marketing teams would be pretty chuffed with...):

✨ Knowing Our Product - Of course, it is difficult to nail the messaging and value proposition around engaging with careers services if we aren't crystal clear ourselves on what exactly it is that we are offering to prospective users. Matthew Howard and the careers team at University of Leeds have recently taken an innovative approach to showcasing to their students what exactly a careers service does, why students might engage their support and how they can access the service at different stages of their degree to support their learning journey, via the student-led YouTube video below. What's really nice about the video is that it seamlessly weaves the work of the careers service into other aspects of the university experience (such as joining a club or society, devising a business idea or developing new skills), cementing the careers service as a core part of the university furniture, in a way that feels friendly, inclusive and supportive, and would certainly make me want to pay them a visit as a student! IMO it also demonstrates a clarity of vision in terms of what the careers service wants to be (and wants to be seen as) and as stated above, I think this can often be the key to getting our careers marketing messages right:

✨ Emphasising the ROI - Of course, when it comes to encouraging individuals to engage with careers services, it's not just about our clients/users but also other stakeholders and influencers we might need to convince, from parents/carers and educators to the executives holding the purse strings at the institutions we work for, or are hoping to secure business with. If you've not yet checked out Rebekah Pare's brilliant article on how we can reframe careers services in universities as an institution's Return-on-Investment (ROI) 'department', I highly recommend giving it a read this weekend - in her LinkedIn article, Rebekah suggests that given the role of careers services in helping students reflect on their learning and how to articulate this to the world beyond the university, as well as the support they provide in helping individuals progress on to internships/placements/jobs/further study and their responsibility for collecting and analysing outcomes data, they are uniquely placed to help institutions demonstrate their impact and therefore are a prime target for greater investment:

What strategies do you use to make the prospect of engaging with careers services fun, engaging or appealing to the clients and stakeholders that you work with? Do you take the Return-On-Investment (ROI) angle, meet clients where they are, reframe how you label what you do or a completely different approach? #TheWeekInCareers would love to know, so please share your thoughts in the comments and I'll attempt to turn this into a series of newsletter items, if there is enough interest! 💭

The Best of the Rest: My Hot Picks from the wider #Careersphere 🏆

National Intern Week 2023: Coming at you next week! - First up this week, news of the latest themed-week from the folks at Careermap Media Group, as National Intern Week drops from Monday 25th to Friday 29th September, bringing with it a range of live and on-demand events and content for any individuals who are interested in undertaking a placement or internship, including information regarding specific industries and job roles, tips for recruitment processes and strategies for taking care of your mental health, supported as always by a number of big-name employers, including PwC, Enterprise, Bentley Careers and Network Rail!

What makes a Career in Careers? - If you've not yet come across Ifza Shakoor's A Career in Careers series, firstly, where have you been?! In her blog series, Ifza Shakoor deftly teases out the stories behind individuals' journeys through the career development sector, helping us understand how these CDPs entered the profession, what a day in the life looks like for them and their top tips for aspiring careers professionals. There are already 8 fantastic editions to catch up with, including submissions from Bella Doswell CCDP, RCDP, Raza Abbas, Lis McGuire RCDP and Liz Reece and Ifza is always looking for more contributors, so please give her a shout on LinkedIn if you are potentially interested in getting involved!

Complete Careers Conference: October 2023 (FREE!) - Up next, news of the latest CPD offering for careers professionals from the team at COMPLETE-CAREERS LLP, whose upcoming careers conference is taking place on Wednesday 11th October from 09:30-13:00 and this time is centred around the topic of Outstanding Careers Provision: Managing the Costs. The conference will all take place on Zoom, is completely FREE to register for and will include keynotes from John Ambrose and Edward Hollamby BA (Hons) FITOL MILAM, as well as input and insights from a range of other careers practitioners.

My Great First Job: Autumn Webinar Series (also FREE!) - Who doesn't love freebies? Another great FREE resource for careers professionals and young people up next, as Dale Willis, founder of My Great First Job, continues his Autumn series of careers webinars, which this time around features topics such as How to Find a Great Work Experience Placement, How to Absolutely SMASH! Your Interview and How to Develop Your Personal Brand - So Universities and Employers LOVE You! The webinars come highly recommended from respected CDPs like Mandy Green, so well worth checking out if you've not come across them yet!

Join the 93% club...as a professional! - We finish this week's newsletter with the latest campaign from The 93% Club, the organisation started by Sophie Pender in 2016 to attempt to dismantle class inequality in the UK and help state-educated students to build their networks and overcome barriers to social mobility. The latest offer from The 93% Club is for professionals who were educated in state schools - feels like it could be a brilliant community to be a part of, so I'd highly recommend pre-registering today if you are a state-educated professional and interested in the work that Sophie Pender and The 93% Club are involved in!

I'm always keen to hear what people think of this weekly newsletter format (e.g. Is it helpful? Does it add value to what is already out there on LinkedIn? What might make it better/more digestible?) so please do drop me a DM if you have any thoughts!

See you all in the #Careersphere next week for Episode 51! 👋

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Welcome to #TheWeekinCareers! If you are a first-time reader (and congratulations if so, you are now part of a 2900+ strong community!), this newsletter is my attempt at summarising some of the key #Careers-related news from across the #Careersphere each week, along with some of the talking points I

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Hub Innovation Project (HIP) Brief 2324 - South East Midlands Careers Hub

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My learning, my future resource. 27 subject specific resources including editable  ppt decks &  teacher guide.

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Background

T levels are 2-year post-GCSE (level 3) qualifications that combine theoretical learning with an industry placement of more than 315 hours. The TLTP is a level 2 one-year, 16-to-19 study programme that provides a route to T levels.

The Department for Education ( DfE) commissioned Ofsted to carry out a thematic review following the launch of T levels and TLTPs in September 2020, to assess the early implementation of the new qualifications.

Executive summary

There remains considerable work to do to improve the quality and effectiveness of T-level courses and the TLTP, to make sure that they fulfil their potential and can be offered at scale.

T levels and the TLTP have been implemented with varying degrees of success. In the best providers, they have been adopted after extensive engagement with employers and as part of a well-considered curriculum planning process. Often, though, providers have introduced T levels and the TLTP because they are expecting that other, similar courses will not be eligible for public funding in the future, as proposed in the DfE 's consultations on qualification reform.

Students' experiences on T-level courses and on the TLTP vary considerably. At their best, T levels provide an opportunity to combine high-quality study of theory with excellent development of practical skills. At worst, courses are not at all what students expected, and many students reported being misled and ill informed about their content and structure.

Initial assessment of students' abilities at the start of their T-level courses and on the TLTP is weak in most providers. Teachers do not assess effectively enough what students know or can do in relation to their chosen pathway. They do not identify gaps in students' knowledge and understanding precisely enough to inform curricular planning and make sure that students make secure progress. Where initial assessment is more comprehensive, teachers do not always use the information to plan and sequence the curriculum.

The physical resources used to support the teaching of T-level courses and the TLTP are good in most providers. Providers have used capital funding appropriately to invest in high-quality, up-to-date resources. Teaching resources, including specimen assessment and examination materials, are not of such good quality. The very limited resources available from awarding organisations to support the teaching and assessment of T levels are underdeveloped. Providers do not collaborate to share resources and best practice.

The practical aspects of courses are generally taught well. However, vocational teachers often struggle to teach theoretical content in sufficient depth or to set work that is appropriately challenging. The theoretical content of T-level courses is often more complex and demanding than that of similar courses. Many providers have experienced difficulties in recruiting and retaining staff who have the required experience and expertise.

Teachers expressed concern about the high volume of content in T-level courses. They are particularly concerned about the assessment requirements and the length of the industry placement, both of which limit the available teaching time. On some T-level courses, teachers and students are concerned about the amount of assessment and the appropriateness of assessment methods. On the health and science T level, the quantity and complexity of the science content make it particularly hard to teach everything in the time available.

Most students who remain on a T-level course achieve the qualification successfully. Around two thirds of respondents to our 2022 questionnaire told us that they felt well prepared for their next steps. However, many leave before the end of the course, and the number of students who progress to the second year of T-level courses is low in many providers. In at least one provider, no students progressed from the first year of the T-level course to the second year.

Students who complete T-level courses generally move on to employment, apprenticeships or higher-level study, including degree courses. In some cases, students who wanted to go to university are surprised and disappointed that T-level qualifications are not always accepted as a valid entry qualification.

The quality of industry placements varies considerably across individual providers and on different T-level courses. Finding suitable placements is a barrier to increasing the number of T-level places available in many providers. The number of suitable placements is often limited in any given area because of the specific employment sector where the placement is required and the length of time students are required to attend.

Often employers are poorly informed about the content and structure of T levels. In these cases, activities that students complete on industry placements are not well aligned with the T-level course content. In some instances, industry placements are not appropriate for the pathway that students are on. However, the best industry placements do provide a very beneficial opportunity for students to develop relevant knowledge and skills.

Staff in providers are concerned that the T-level 'brand' is not well known. They are concerned that parents and school staff do not understand T-level qualifications. They are also worried that the brand's reputation has been damaged by problems with T-level examinations in 2022 and delays in rolling out new T levels in craft and design, media, broadcast and production, hairdressing, barbering, hospitality and catering.

TLTP curriculums have generally improved since our first visits. The best TLTPs include a relevant technical or vocational qualification and a range of activities, including work placements, that prepare students to move on to an appropriate T-level pathway. On the most effective TLTPs, students benefit from valuable work-experience opportunities that are tailored to their development needs and the learning aims of their programmes. Such placements enhance the TLTP curriculum and are a positive and popular aspect of courses.

However, the least effective TLTPs are not fit for purpose. They do not include work experience and do not prepare students to move on to a T-level course. In cases where students are on work-experience placements, these are not sufficiently tailored, and students do not benefit from activities as much as they should. For some students, the TLTP results in no meaningful outcome after a year on the programme. Across all providers, few students on the TLTP move on to a T-level course.

Introduction

T levels and the TLTP were developed following publication of the Post-16 Skills Plan and launched in 2020.

T levels are intended to be broadly equivalent in scale and workload to 3 A levels. Courses have been developed with employers and providers to make sure that the content meets industry needs and to prepare students for skilled employment, an apprenticeship or further/higher education in a related technical subject.

T-level routes have been introduced in waves. These are:

wave 1 (2020/21):

education and early years

construction and the built environment

digital

wave 2 (2021/22):

wave 3 (2022/23):

business and administration

engineering and manufacturing

legal, finance and accounting

The TLTP is being phased in alongside the relevant T-level routes in each year and was first introduced in wave 1. It was developed to support students who are not yet ready to start a T-level course. The TLTP is not required to lead to a qualification, but some providers choose to include qualifications. In addition to studying technical content related to the T-level route, students are taught English, mathematics and digital skills. The programme also includes work experience, study skills and personal development activities. In September 2022, the Department for Education ( DfE) published national technical content for the programme. Providers can teach this through existing qualifications and/or through approaches that are not based on qualifications.

In October 2022, we published an interim report ( 'A review of the quality of T-level courses: interim report'). This presented high-level findings from visits to T-level and TLTP providers in the 2021/22 academic year. We did not carry out any thematic visits during 2020/21, because of the COVID-19 pandemic.

This summary report concludes the thematic review and includes findings from 2021/22 and from further visits in 2022/23. It also presents examples of good practice.

Methodology

Our review focused on T-level courses in construction, digital, education, and health and science, along with the TLTP.

In the spring term of 2021/22, inspectors carried out thematic visits to a sample of 24 providers of T-level courses and visits to 8 providers teaching the TLTP. In spring 2023, inspectors returned to providers for a second visit. We also carried out first visits to 10 providers that had started teaching the TLTP from September 2022.

Visits involved professional discussions with providers' staff, employers and students. Inspectors visited lessons and reviewed students' work. The visits were not inspections, and the provision was not graded.

Each year, we sent a questionnaire to providers and students to ask them about their experiences of the programmes.

The number of responses we received from those teaching or studying on the construction, digital, education, or health and science T levels were as follows:

The number of responses we received from those teaching or studying on the TLTP were:

in 2020/21, 86 staff and 144 students

in 2021/22, 39 staff and 31 students

in 2022/23, 27 staff and 75 students

Main findings

Advice and guidance about T-level and TLTP courses

There is a clear link between high-quality information, advice and guidance and the proportion of students who remain on their courses. Students who had attended a programme of guidance events that allowed them to talk to staff and experience 'taster' sessions had a thorough understanding of the course structure and content. They knew what would be expected of them on the course. These students were more likely to remain on their course.

Good practice example

Students on a digital T level were given comprehensive guidance before their course started. Most had completed a summer school in preparation for the course. This acted as a taster for them and a way of determining their suitability for the course. It ensured that students were on the right qualification and specialism to meet their needs. Students enjoyed the experience. It enabled them to develop relationships with their peers and teachers before their formal enrolment. Consequently, most students remained on their course, and attendance rates were high.

Information, advice and guidance are not as comprehensive in all providers. Leaders in many further education settings are concerned about parents' and staff's lack of understanding of T-level qualifications in some schools. They told us that school teachers do not know enough about T levels to inform pupils about the courses as a qualification option after GCSEs. Not enough staff in schools understand that T levels are a route to higher education as well as to an apprenticeship or to employment.

We found students on T-level courses who had not been told what to expect and were not well prepared for their qualification. Some believed that they were misled about the components and learning activities in the T-level course and had expected to complete more practical activity than was included in the course.

Many students on the health and science T level were surprised at the complexity of the science content and the academic nature of the course. Many students told inspectors that they had not been well advised about or adequately prepared for the demands of the course. Several students told us that other similar courses they had intended to enrol on were discontinued at short notice, and the T level was the only option available to them. One student told us, 'They wouldn't run the BTEC course, which is what I applied for, and I was put into T levels. I wasn't even given any warning.'

Most providers set the entry criteria for T levels as 5 GCSEs at grade 4 or above. These entry requirements, similar to those set for A levels, resulted in very few students being required to re-sit either English or mathematics GCSEs. In 2022, a few providers had raised the entry requirements for T-level courses to include a grade 5 in English or mathematics. These higher entry requirements resulted in fewer students being enrolled on T levels. The smaller group sizes limited the occupational specialisms providers could offer.

Almost all providers visited had recruited well on TLTPs. Many students were enrolled on TLTPs by default because of their GCSE results. In a few providers, the TLTP was the only course at level 2 on which students could enrol. In many cases, students who were enrolled on a TLTP did not necessarily want to move on to a T level and did not understand what a T level was. The TLTP did not meet their needs, and they were not studying the subject they intended.

Staff in providers were concerned that the T-level 'brand' was not well known. They were also worried that problems with examinations in 2022 and the delay in rolling out new T levels, originally due in September 2023, had damaged the brand's reputation. Some students on TLTPs were intending to move on to these new T-level courses but are now unable to do so.

Initial assessment

Initial assessment of students' abilities at the start of their T-level courses and on the TLTP is weak in most providers. Often teachers do not assess what students already know or can do in relation to the specific T-level pathway or TLTP on which they have enrolled.

Gaps in students' knowledge and skills are not comprehensively identified at the beginning of their courses. For example, many students on the digital T level have not been assessed to identify their level of knowledge or skill in using technology applications. As a result, some students are not able to contribute effectively on their industry placements, and employers are disappointed with the students' skill level.

Even in providers where initial assessment is more effective, too often staff do not use the results of testing to help them plan and sequence the curriculum. For example, they do not use the results of initial assessments in English and mathematics to identify gaps in students' knowledge and understanding so that teachers can focus on those specific topics.

In the few providers where initial assessment is highly effective, teachers fully assess students' existing knowledge and skills in relation to the T-level or TLTP content. They use this information to plan a curriculum that fills any gaps in knowledge and helps students to develop the required skills.

Good practice example

On a TLTP in construction, teachers analysed students' starting points. This showed that many had arrived without the information technology (IT) skills they needed. As a result, IT was added to the curriculum for all students so that they could learn how to use spreadsheets, word processing software and computer-aided design packages. These students were well prepared for work experience and could relate the tasks they completed at work to the technical content of the TLTP. These students were also well prepared to move on to a T-level course.

Implementing T levels and the TLTP

Many providers have worked closely with employers and other stakeholders to introduce T levels and the TLTP to their course offer.

Providers offering the digital T level often work closely with employers to design their curriculum content. This ensures that much-needed skills in business, programming, networking and security are developed as part of their curriculum.

Providers of the health and science T level told inspectors about the shortage of nurses in their local area, and how the T-level pathway was being introduced to provide a route to this profession for interested students. However, leaders expressed concerns about other workforce shortages in this sector, especially in social care and social work, where the existing T level does not help interested students to develop the skills they need.

On construction courses, providers have worked with stakeholders to understand the likely employment needs of the sector in the future. Almost all providers in the sample have worked with large construction companies to secure industry placements.

Good practice example

On the construction T level, several providers secured high-quality industry placements before recruiting students. These providers made sure that the placement would provide the necessary opportunities for students. Providers also worked closely with the employers and workplace supervisors to understand their future skills needs and involved them in recruitment to T-level courses, as well as in their curriculum design and teaching.

On the education pathway, leaders told us of shortages of early years practitioners in the local area, and the need to provide well-qualified young people to work in the sector or move into teaching. Many providers that were offering this T level commented that the course has significant similarities to qualifications that they have offered previously.

Many providers are introducing T levels and the TLTP because they are expecting that other, similar courses will not be eligible for public funding in the future, as proposed in the DfE 's consultations on qualification reform.

Curriculum design and content

On most T-level courses, curriculum planning and sequencing are limited by a rigid focus on teaching towards learning outcomes. Teachers lack the detailed subject knowledge and confidence to plan a more bespoke curriculum, with better sequencing of topics to develop students' knowledge and skills in a more logical and contextualised way. Teachers told us that the high volume of content in T levels limits their ability to adapt and contextualise the curriculum.

Employers are generally not well informed about the content of T-level courses. Many providers plan to set up advisory boards with employers or have recently done so. However, these are yet to have any widespread impact on T-level curriculums. In the few instances where these arrangements have been established for longer, the curriculums are designed and sequenced more effectively to contextualise learning and make sure that students develop the knowledge and skills they need to make progress.

Good practice examples

Staff from a hospital ran a skills week on key topics that students needed to know in order to work in a hospital. These included risk assessments, infection control, understanding tissue viability and how to calibrate equipment.

In a few cases, employers in the digital sector had influenced curriculum content. They helped with teaching to make sure that students learned about topics such as user experience, chat boxes and client relationship management systems.

In another provider, employers routinely contributed to designing the curriculum and teaching across the construction courses. A useful employer group had been set up, members of which met frequently to discuss and challenge the provider's staff about what they teach. Employers acted as guest speakers in areas such as surveying. Students benefited from these strong relationships with employers.

Respondents to our staff questionnaire recognised the importance of involving employers in T-level courses. At least half the respondents agreed with the statement 'We could work more closely with employers to develop a curriculum which is relevant, current and ambitious.'

The curriculums of TLTPs have generally improved since our first visits. Many providers that did not offer a qualification as part of the TLTP previously now do so. Examples of these qualifications include a level-2 award in digital and IT skills, a level-2 award in childcare and a level-2 award in construction and the built environment.

Good practice examples

In one provider where no students had moved on to a health and science T level from a TLTP course, staff worked with students on the T-level course to identify any subject areas where they struggled to understand and make progress. This helped staff revise the TLTP course to better prepare students for the T-level course. Leaders of T levels worked closely with curriculum leads for the TLTP to incorporate and sequence the teaching of key subjects such as public health, anatomy and physiology.

In another provider, the health TLTP curriculum had been thoughtfully designed and adapted. Staff on T-level courses had identified skills that students needed in order to make progress and achieve. Teachers made sure that these were included in the TLTP curriculum. They devised projects that developed students' research skills, team-working skills and data analysis skills, to prepare them for the rigour of T-level courses.

In most providers, teachers on TLTP courses successfully combined supporting students to gain qualifications with teaching them the technical content. However, in a small number of providers, planning and teaching the chosen qualification had negatively affected the structure of the TLTP. This was because teachers struggled to combine the requirements of the qualification with the technical outcome requirements.

Industry placements and work experience

Most T-level students enjoy their industry placements and gain valuable insights into what it is really like to work in the sectors they are studying. In the best placements, students gain new knowledge and skills that benefit their learning and development. They grow in confidence and develop essential skills for work, such as team-working, problem-solving and communication skills.

Good practice examples

In one particularly effective construction provider, employers were involved in interviewing all students before they enrolled on the T level. This ensured that students had a placement from the outset with an employer who could meet their needs and support their construction career aspirations.

In a health setting, an NHS trust had created a useful guide for staff in the hospital so that they were aware of what they could expect students to do at various points during their placement.

Providers were able to source placements for the education T level by using settings that had previously taken vocational students on other courses. However, leaders and managers were finding it more difficult to secure placements on other T-level courses. They told us that this was a significant barrier to increasing student numbers. In 2021/22, this was associated with the impact of the COVID-19 pandemic, but it has continued to be a concern, even after the pandemic.

Providers of the digital T level had trouble setting up placements that included web design, programming and coding. In addition, many employers in this sector operate remote working arrangements, which are a further barrier to finding suitable placements.

On health courses, there was often competition for placements from other providers, including universities. Leaders told us that they continued to prioritise the development of relationships with employers to make sure that there were enough placements for students.

In many cases, students experienced delays in starting their placements. A few students had to arrange their own placements and were having limited success at the time of the inspectors' visits. In health placements, a few employers only provided limited activities for students to complete. Students described spending a lot of time 'standing about and watching'.

A few students told us that they lacked confidence that the activities on their placements would enable them to develop the knowledge and skills required by their course. For example, students who completed placements in care homes did not have the opportunity to experience clinical settings. There was a marked difference between the quality of various health and science placements offered around the country. In construction, some placements involved considerable travel, and students did not have the means to get to them.

Work experience for students on the TLTP was often poor. Many providers did not give TLTP students the same priority as T-level students when finding placements. Too often, students on the TLTP had to arrange their own work experience, and many were unsuccessful or did not even try. Students on education TLTPs were much more likely to complete work experience than students on other TLTPs.

On the best work experience placements, students are set clear objectives and participate in tasks that help them meet their objectives. The progress they make is reviewed frequently. However, more typically, supervisors in work experience providers are often not clear about what students are expected to achieve or gain from the placement.

Teachers' experience, training and recruitment

Most teachers are experienced in their vocational subjects, and many have completed teacher training qualifications. Most have participated in external training to support the teaching of T-level courses. Teachers who are subject experts and have industry experience link the theoretical content of courses to real-life experience and examples very effectively.

Managers help staff to find appropriate training. For example, some providers work with university partnerships to help develop teachers' specialist subject knowledge. Many teachers on the digital T level benefit from training to make sure that they have up-to-date knowledge of programming languages, networking and project management.

In construction, teachers attend training on topics such as modern surveying methods and air source technologies. In health and science, teachers benefit from training in topics such as phlebotomy and tube feeding. In education, many teachers gain experience in nurseries.

In a minority of providers, staff were teaching in subjects in which they were not vocational experts. Where this was the case, plans were usually in place for the teacher to do industry shadowing much later in the year. However, this did not benefit students in the current year.

Many providers still struggle to recruit and retain appropriately qualified and experienced staff. It is relatively easy to recruit and retain teachers with early years education experience for the education T level. It is more difficult to recruit and retain staff to teach on construction and digital qualifications.

Teaching quality

Teachers use their vocational experience and expertise well to teach the practical aspects of T-level courses and the TLTP. Almost all respondents to our staff questionnaire agreed that teachers had strong subject knowledge in the courses they were teaching. Students value lessons in which they learn new knowledge that teachers make directly relevant to the workplace.

Good practice example

On a health TLTP, teachers taught students to support people with dementia to take part in fun and engaging conversations and a variety of activities, including arts and crafts, board games and quizzes, at the college 'memory café'. Teachers used their expertise to make learning directly applicable to workplace scenarios. Employers praised students for bringing new ideas to the workplace when they completed a placement.

The quality of teaching of the theoretical content varies considerably across T-level courses and TLTPs. Experienced vocational teachers still struggle to teach some T-level content in sufficient depth. In a few cases, the tasks they set for students are too simple. Teachers do not always have the required level of technical expertise or are not as experienced at teaching theoretical content. Providers do not collaborate to share resources and best practice, especially in relation to teaching the theoretical aspects of courses.

Teachers generally give students helpful and constructive feedback on their work. They use a range of effective methods to help students improve their work when they make errors, or when the work is not of a high enough standard. However, in some providers, on both the T level and the TLTP, teachers' feedback is unhelpful and includes generic or vague instructions on what the student needs to do to improve. Across all courses, at least half the students who responded to our questionnaires agreed with the statement 'I would like to receive better feedback to help me to improve my work.'

On the TLTP, teaching in some providers does not help students to develop the skills they need to achieve the required technical outcomes of the course. Where this is the case, teachers rely too much on simple activities such as students making posters or leaflets. They do not focus enough on teaching content that students commit to their long-term memory and that prepares them for higher-level study.

The most effective teaching on TLTPs develops students' English and mathematics, and the knowledge, skills and behaviours that will enable them to learn and make progress. Teaching was least effective in providers that had recruited new teachers with little or no teaching experience or where teachers did not have the required technical experience and expertise in the subject they were being asked to teach.

In a few providers where staff absence or turnover are very high, teaching is much weaker, and the sequence of topics disjointed. Students on these courses make slow progress and are demotivated. On a few courses with low student numbers, classes for first- and second-year students are grouped together. In these cases, often, teaching is ineffective and students, particularly in their second year, make slow progress.

Students in the second year of their courses often saw an improvement in the quality of teaching they experienced. Teachers have increased in confidence and have a better understanding of what they need to teach and how best to teach the complex knowledge required.

Staff generally support students with special educational needs and/or disabilities ( SEND) well. Teachers and learning support staff provide a learning environment that is inclusive and allows students with SEND or an education, health and care ( EHC) plan to make progress in line with their peers.

The proportion of students with SEND or an EHC plan was much higher on TLTPs than on T-level courses. Students are supported to make progress in gaining the vocational knowledge and skills required to achieve the technical outcomes of the TLTP and for any qualification included. However, staff do not always provide effective support to make sure that students develop the behaviours required for a work placement and to move on to a T level.

Assessment

Assessment and examinations continue to be a cause for concern for many T-level students. In some cases, students are confused about the way they are assessed and how grading works. Some students are given incorrect information about the nature of the external assessment on courses.

In some providers, teachers use too narrow a range of assessment methods to adequately prepare students for completing assignments, tests or examinations. On these courses, students do not sufficiently understand the progress they are making and are not confident to complete projects set by their employer or sit examinations. This is particularly, but not exclusively, the case on health and science T-level courses.

Students and teachers are concerned about the amount of external assessment on T-level courses. This can have a significant impact on the teaching of the curriculum, particularly if students must re-sit tests. It can result in the administration of assessment driving curriculum planning and limiting teaching time.

Students' experience of T-level examinations is poor, particularly in health and science. For example, examinations contained topics that had not been included in the specification and, hence, had not been taught. Students also struggled because the examinations included types of questions that had not been in the specimen papers or previous examinations and were therefore unfamiliar to them.

Students and teachers feel let down by awarding organisations because the availability and quality of specimen examination questions are extremely limited. Students' comments about examinations in response to questionnaires were overwhelmingly negative. One student told us, 'The original set of exams took all of our joy out of everything and really shook our faith in the course.' Another said that examinations 'left teachers and students distressed and full of anxiety about this year's exams. We lost about half of our learners after the summer exams.' A senior manager said, 'The mistakes made by the exam board were a detriment to our progression of students. Students lost faith in the T levels, and it's been difficult to promote the T level because of the national press surrounding this.'

A range of actions have been taken to address concerns about the examinations in 2022, but the 2023 visits were carried out before the examination season.

Resources

Most providers have high-quality physical resources to support T levels and the TLTP. They have used capital funding effectively to invest in industry-standard resources. In our questionnaire, almost all respondents told us they had access to the tools, equipment and resources they needed.

In construction, for example, students have access to industry-relevant software, technical equipment and tools. In the best examples, these are the same as those that they use with employers on industry placements.

Students on digital T-level courses benefit from access to high-quality information technology equipment. In a few providers, students have their own network so they can complete relevant tasks that they could not carry out if they were connected to the college or school network.

In health and science, most providers have set up simulated wards or clinical assessment rooms. However, in some cases students have little opportunity to use these because teachers do not know how to use them or because there is not enough teaching time available.

On the education T-level, providers have created early years and primary school classrooms. A few providers have also created sensory rooms. Teachers use these resources well to help students to practise applying the theories of cognitive and social development.

On TLTPs, students often study in well-resourced practical classrooms, workshops and studios, which enable them to practise the skills they need to be successful. For example, at one provider, health and science students were able to practise clinical skills in a mock 6-bed ward; others accessed a realistic operating theatre set up.

Other resources to support the teaching and assessment of T levels and the TLTP were more limited. Teachers said that paper-based or written teaching resources were difficult to find. Many had to spend significant amounts of time looking for or developing resources to use. Teachers believed strongly that awarding organisations could and should provide more help with resources to support the teaching of T-level courses.

Destinations of students at the end of their programmes

Most T-level students who remained on their course for the 2 years achieved their qualifications. However, at many providers, the numbers of students on the second year of T-level courses are much lower than the numbers on the first year. At a few providers, no students moved on to the second year because of their poor experience in the first year.

Many students who completed T-level courses have moved on to university to study a degree of their choice. However, some students were unable to go to their preferred university because it did not accept T levels as a valid entry qualification. One student on a health and science T level said, 'I was planning on going to university or doing a degree-level apprenticeship; however, after applying to some universities, discovering they do not like the combination of courses I have taken and therefore will not accept me was a bit of a setback.'

Another student on the second year of a digital T level told us, 'I was initially planning to go to university and was told by my college that it should be no issue going to university after doing the T level. But of all the universities I applied for, I only got one offer, with the reasons for rejection being that I went with the T level and not traditional A levels.'

A few students on construction and digital T-level courses went on to an apprenticeship with their industry placement employer.

In our 2022/23 annual questionnaire, we asked second-year students how well prepared they felt for their next steps. Around two thirds of all students who responded told us they felt well prepared. Students on education T-level courses were the most positive, and students on digital T-level courses the least positive. Less than half the students on digital T-level courses who responded felt well prepared for their next steps.

In most providers, the number of students moving from a TLTP to a T-level course is low. In some providers, no TLTP students moved on from their course to a T level. In our 2022/23 questionnaire, only 20% of students who were on a TLTP responded that they intended to move on to a T level. Although just over half the TLTP students told us they felt prepared for their next steps, 1 in 5 did not. Less than half the students thought that their work experience had prepared them well.

Recommendations

The DfE should:

substantially raise public awareness and understanding of T levels

promote T levels to employers and employer representative bodies to encourage them to provide more high-quality placements

make sure that the volume and complexity of content in T-level courses are appropriate for the level of qualification

make sure that the amount and methods of assessment are appropriate and comparable to those of similar qualifications at the same level

make sure that awarding organisations provide better resources to support the teaching and assessment of T levels

carefully consider the implications and impact of the planned withdrawal of funding for other similar courses to ensure that students are not disadvantaged

encourage all universities to accept T levels as a valid entry qualification and state whether a particular T level is required as the entry requirement for a specific course

clarify the purpose of the TLTP and make sure that these courses help prepare students for their next steps, including for T levels

Providers should:

work more closely and collaboratively with employers to make sure that industry placements and work experience opportunities are better tailored to the learning and development aims of courses

make sure that students receive accurate information about T-level courses and the TLTP so they can make informed choices before they enrol

make sure that teachers are trained in the most effective methods for teaching the theoretical content of T levels

assess students' starting points and use this information to support them in developing the knowledge and skills they need to move on to their next steps

set the curriculum and teaching to match students' starting points

make sure that students on the TLTP benefit from high-quality work experience that is appropriate for the learning aims of their course

collaborate with other providers to share resources and best practice to further improve the quality and effectiveness of the curriculum, teaching and assessment of T-level courses and the TLTP

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T levels are 2-year post-GCSE (level 3) qualifications that combine theoretical learning with an industry placement of more than 315 hours. The TLTP is a level 2 one-year, 16-to-19 study programme that provides a route to T levels.

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Key learning aims and objectives

The CITE training materials aim to support (trainee) teachers to include careers-related learning in their teaching. At the end of the training teachers will:

Understand the impact of unconscious bias in children's career choices

Know how to use the Primary Careers Tool to include career contexts in science and maths lessons

Understand, and use, personal attributes in careers-related learning

The CITE training materials consist of three training sessions and associated 'gap' tasks. Each training session lasts about 1.5 hours to allow for discussion. The time required for each gap task will vary. After each gap task, participants will complete a reflective evaluation writing exercise.

The CITE training materials are best used as part of an ongoing training or CPD programme. You can access some of the materials via this platform. As a result of building careers into CITE, participants demonstrated confidence in using the resources that support integration of careers-related learning in the curriculum. Participants' reflections demonstrated that they also felt more confident and prepared to challenge stereotypes in careers related learning, suggesting adaptations to the tools, and new ideas.

" We want as a school to raise aspirations and expose children to different careers and a barrier has been how to do this without a budget, but the resources shown today will help this."

Skills Builder principles

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Key learning aims and objectives The CITE training materials aim to support (trainee) teachers to include careers-related learning in their teaching. At the end of the training teachers will: Understand the impact of unconscious bias in children's career choices Know how to use the Primary Careers Tool to include career contexts in science and maths lessons Understand, and use, personal attributes in careers-related learning The CITE training materials consist of three training sessions and associated 'gap' tasks.

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Huge thank you to all of the fabulous careers leads, advisers and support staff that attended our first local cohort of Careers Leader training.  If you work in a school or college and your role contributes to delivery of careers sign up now to this years cohort, details in the L & D tab

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Huge thank you to all of the fabulous careers leads, advisers and support staff that attended our first local cohort of Careers Leader training.  If you work in a school or college and your role contributes to delivery of careers sign up now to this years cohort, details in the L & D tab

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If you work in a school or college and your role contributes to careers you can sign up for our our next local fully funded Careers Leader Training (you do not have to be named Careers Lead to qualify)

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If you work in a school or college and your role contributes to careers you can sign up for our our next local fully funded Careers Leader Training (you do not have to be named Careers Lead to qualify)

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Free CPD offering from The Careers Network

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Free CPD offering from The Careers Network

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As we move headfirst into a most welcomed summer holiday, we wanted to share with you the planned activities that have on offer in 2023/2024. The opportunities below represent the current planned, core CPD events on offer. Throughout the year there will be other opportunities to explore aspects of Careers education and we've enough flex to react to changes that happen during the year, as well as find times to delve deeper into Provider Access Legislation and as well as things like Teacher Encounters.
All CPD events run from 4pm to 5pm
You can book a free ticket through the embedded Eventbrite widgets below or to find out a little more on the events, please do follow any of the links directly to the Eventbrite pages.

If you would like to join our mailing list or join the network, then please complete the network interest form here.

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The Careers Network: CPD Opportunities 2023/2024

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As we move headfirst into a most welcomed summer holiday, we wanted to share with you the planned activities that have on offer in 2023/2024. The opportunities below represent the current planned, core CPD events on offer. Throughout the year there will be other opportunities to explore aspects of Careers education and we've enough flex...

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Work exp opportunities for Y10 upwards in Beds & MK with Morgan Sindall

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Work exp opportunities for Y10 upwards in Beds & MK with Morgan Sindall

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Lots of questions recently about FSQ - this useful checklist covers everything you need to know

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Lots of questions recently about FSQ - this useful checklist covers everything you need to know

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Great blog re personal guidance in school settings 

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Great blog re personal guidance in school settings 

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The number of young people receiving quality 1-1 careers guidance has increased dramatically since the introduction of Gatsby 8, but feedback from young people in receipt of this provision reveals depressing details behind the data.
In the Careers and Enterprise Company's 2021 'Trends in Careers Education Report', GB8 was the smug top of the class. Skipping breezily through lockdown, elbowing GB4 and 6 out the way while hoarding the loo rolls and munching on home-baked artisan sourdough. "Look at me, still providing 80% of all secondary school pupils and 95% of FE students with the opportunity for a 1-1 guidance appointment!" it boasted. And on the surface, these figures are indeed heartening. Dig deeper, however, and the rose-tinted specs slip off.
What's the story?
A dive into the handful of qualitative studies exploring these challenges throws up some key barriers to accessing and benefitting from the guidance available. Themes such as building trust, the neuroscientific makeup of the teenage brain and school/college priorities are pertinent, and difficult yet vital to address. Here is the lowdown on some of the key issues:
The teenage brain
In her fascinating book on this topic, Sarah-Jayne Blakemore discusses the difficulties experienced by the teenage brain when planning longer-term. Indeed, to the contrary, the teenage psyche naturally craves short-term reward. So is it any wonder that the prospect of an hour (if they're lucky) with a near-stranger discussing what they plan to do with their life induces anxiety? Of course, CDPs understand that guidance is SO much more than that, but are the young people we chase around the corridors to make their allocated slot in the know?
A question of trust
Many establishments are lucky enough to have a long-term, permanent Level 6/7 qualified career guidance practitioner. Hurrah! Many, however, buy in expertise from outside. Platz's study on forming trust in pedagogical settings outlines the case for young people needing time and space to build trust with an individual before feeling safe to ask for guidance and support. A good CDP will take time to factor this in, but with appointment times as short as 30 minutes in a one-off session, is this enough?
The myth that life is linear
Dr. Kate Daubney does a great job in her book of discussing that conversations with several careers professionals suggest that many young people still believe in a linear career path. The myth lives on that if they make one 'mistake' in the decision-making process then all is lost and they are doomed to fail. Who wants to approach these conversations when, frankly, there seems to be so much at stake?
The devil is in the details
Cristiana Orlando's study on the impact of Covid-19 on young people's experiences of careers support is a real eye opener. Contributions cemented what we already know about young people preferring to approach (often unprepared) family members for careers advice due to issues with trust. Participants described guidance appointments as feeling rushed, and as if they were being pushed into pathways that were in the interest of the school rather than the individual. They also noticed a preference for discussions about progressing to HE over vocational options. They're no push overs.
We got this!
The rather marvellous news is that the careers world is full of some of the most caring, motivated and determined humans I've ever had the pleasure to encounter. If any group of people can sort this, the careers family can! Demands on schools and colleges in terms of funding, time and league tables are not going anywhere soon, but if we continue to listen to young people and address their concerns I really believe that confidence and take-up will improve. Organisations such as National Careers Week and the CEC are rolling out fantastic resources for parents to equip them for discussions about their child's future. Those of us working in HE can learn a huge amount from the insights offered by young people who will be coming our way in the next few years, and indeed our offer should reflect those needs.

I would love to hear about your experiences of delivering 1-1 guidance in different settings, especially if the challenges described in this post resonate with you.
References:

Blakemore, S, Inventing Ourselves - The Secret Life of the Teenage Brain, Penguin, 2019

The Careers and Enterprise Company, Trends in Careers Education, 2021, Accessed here: https://www.careersandenterprise.co.uk/our-evidence/evidence-and-reports/trends-in-careers-education-2021/

Daubney, K, Careers Education To Demystify Employability, Open University Press, 2022

Orlando, C, The impact of the Covid-19 pandemic on young peoples' experiences of careers support: A UK-wide and youth-centred analysis, The Institute for Employment Studies, 2021, Journal of the National Institute for Career Education and Counselling, Volume 49. P.27-33https://doi.org/10.20856/jnicec.4905

Monika Platz, Trust Between Teacher and Student in Academic Education at School, Journal of Philosophy of Education, Volume 55, Issue 4-5, August 2021, Pages 688-697, https://doi.org/10.1111/1467-9752.12560

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Gunning for Guidance: Statistics vs Stories. - Building The Careers Bridge

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The number of young people receiving quality 1-1 careers guidance has increased dramatically since the introduction of Gatsby 8, but feedback from young people in receipt of this provision reveals depressing details behind the data. In the Careers and Enterprise Company's 2021 'Trends in Careers Education Report', GB8 was the smug top of the class.

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Some really interesting links in here re curriculum reform,  skills and vocational learning

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Some really interesting links in here re curriculum reform,  skills and vocational learning

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Edge response to Labour's Plan for Education

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"At Edge we have called for an education system that delivers a truly broad and balanced curriculum, supported by an assessment system that values skills as well as knowledge. We therefore welcome Labour's plan for education, in particular its commitment to reforming curriculum, assessment and accountability, as well as the need to celebrate the value of vocational education.

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PWC back to school series bookings for 23/24 

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PWC back to school series bookings for 23/24 

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PwC's Back to Schools Series | Early Careers | PwC UK Careers

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Our Back to Schools Series gives students the opportunity to gain an insight into life at PwC through interactive sessions at your school or college, delivered by recent joiners to PwC who'll share their career journeys and any advice they have for current students.

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Lots of links, ideas and real life examples of School LMI pages in padlet form, kindly produced by Helen Janota who ran a session at this year's National Careers Leader Conference . Credit: Helen Janota Archway Careers registered CDP About – Archway Careers

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From Careers Defender, staff training needs Audit

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From Careers Defender, staff training needs Audit

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Outstanding Careers - Staff training needs updated audit

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Staff training needs audit - Supporting Careers Education Information & Guidance Your name ____________________________________ What is your role in school? SLT Teacher/Head of Dept or subject Subject teacher Instructor/coach Teaching Assistant Admin Other (Please explain) _________________...

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Our industry-leading careers AI chatbot is now live!

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Dale Willis, My Great First Job, Presentation

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Dale Willis, My Great First Job, Presentation

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Janet Colledge, Career Defender Presentation

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Janet Colledge, Career Defender Presentation

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Janet Colledge Presentation - Why evaluate

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Startup Sherpas paid work experience for 13-18 year olds  

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Startup Sherpas paid work experience for 13-18 year olds  

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Thank you for expressing interest in the Super Squad, a paid work experience opportunity for all students between the ages of 13 and 18!

By registering your details below, we will be able to share information of up and coming opportunities for your students.

For more information about this opportunity, check out our website HERE
By completing this form you agree to your data being stored by MYPATH Careers Education Limited and Startup Sherpas. You can contact contactus@mypathcareersuk.com at any time to ask for your data to be removed.

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Super Squad School/College Interest Registration

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Thank you for expressing interest in the Super Squad, a paid work experience opportunity for all students between the ages of 13 and 18! By registering your details below, we will be able to share information of up and coming opportunities for your students.

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Princes Trust - local offer and contacts - Northamptonshire

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March 1 Central East Northamptonshire Newsletter

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Job opportunity with 4YP - Bedford Giving's Mentoring Project

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Job opportunity with 4YP - Bedford Giving's Mentoring Project

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4yp BG Career Mentoring Coordinator JD FINAL

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Help us to inspire the next generation by opening your doors (virtually or in person!) to local young people, providing insight and inspiration for how to forge a career in the creative industries.

We're inviting employers to sign up to Discover! Creative Careers Week from today via the dedicated website.

There is no set entryway into the creative industries, and it is difficult for those beginning to consider a career to see a way in. Discover Creative Careers exists to demonstrate the opportunities of our industry to young people aged 11-18, to inspire the next generation, and ensure that there is a larger and more diverse intake of talent into the creative industries. Discover Creative Careers is funded by DCMS, with additional support from Arts Council England.

The England-wide programme, which demystifies pathways to a career in the creative industries, is calling for employers in the sector to get involved in this year's Discover! Creative Careers Week and year-round events. We'd especially love to hear from employers working in architecture, fashion, CreaTech, design and publishing.
Ways to be involved:

Be a panellist on an online insight as part of a year-round events programme

Give a talk at a local school

Host a tour at your place of work during Discover! Creative Careers Week 13th - 17th November 2023

Learn more and sign up at the Discover! Creative Careers website.
Past employers who have been involved include National Trust, BALTIC Centre for Contemporary Art, Pinewood Studios, Northern Ballet & Phoenix Dance Theatre, Channel 4, Norwich Theatre Royal, Birmingham Museums Trust, Cockpit Arts, the Financial Times, Kudos TV, The National Archives, xsite Architecture, Royal Exchange Theatre Manchester, The Historic Dockyard Chatham, Colston Hall, Burberry and Hachette Publishing, plus many more.
Discover! Creative Careers is a national event, and is committed to working with schools and young people based in the following priority areas:
London: Barking and Dagenham, Brent, Croydon, Enfield, Newham

Midlands: Ashfield, Bolsover, Boston, Chesterfield, Corby, Derby, Dudley, East Lindsay, East Northamptonshire, Northampton, Nottingham, North East Derbyshire, Nuneaton and Bedworth, Mansfield, South Derbyshire, Sandwell, Stoke on Trent, Tamworth, Walsall, Wellingborough, Wolverhampton

North: Barnsley, Barrow in Furness, Blackburn with Darwen, Blackpool, Bradford, Copeland, County Durham, Doncaster, Kirklees, Knowsley, North East Lincolnshire, Oldham, Rochdale, Rotherham, Selby, Scarborough, South Tyneside, Tees Valley Combined Authority, Wigan

East/South East: Basildon, Breckland, Crawley, Dover, East Cambridgeshire, Fenland, Forest Heath, Great Yarmouth, Hastings, Ipswich, King's Lynn and West Norfolk, Luton, Medway, Norwich, Peterborough, Slough, Tendring, Waveney

South West: Gloucester, Gosport, Isle of Wight, Isles of Scilly, New Forest, North Devon, North Somerset, Portsmouth, Rushmoor, South Somerset, Swindon, West Somerset, Weymouth and Portland.

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Discover! Creative Careers Week returns - join us to inspire a generation - Creative UK

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We're inviting employers to sign up to Discover! Creative Careers Week from today via the dedicated website. There is no set entryway into the creative industries, and it is difficult for those beginning to consider a career to see a way in.

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Join the movement for a green future. Access green skills and careers in sustainability, regardless of sector or background. Find your role in building a sustainable economy.

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Can ChatGPT create a high quality cover letter!

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Can ChatGPT create a high quality cover letter!

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Expert COVER LETTERS with ChatGPT: the definitive guide (with examples & prompts)

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Message from Colleen, Aspire Higher

I have recently met with Point Blank Music School. They offer a range of courses including university level awarded by Middlesex University. They specialise in the music industry. This includes DJing, producing and much more.

They are running their ‘Next in Line’ taster day on Friday 30 th June for 16y/o+, where participants will take part in multiple workshops across a range of discipline areas. Their Head of Education and Curriculum will also be delivering a track deconstruction session, and they will be providing lunch. There is more info/registration form can be found here: https://www.pointblankmusicschool.com/pages/next-in-line/  If a school or college wishes to bring a group, please let me know directly and we can organise for this. Otherwise, individuals can sign up using the link.

They also have summer schools in July and August, with free places available to students from groups underrepresented at Point Blank and in the wider music industry. Sign-up is here: https://www.pointblankmusicschool.com/courses/london/wp-summer-school-courses/

If you are running any sessions on apprenticeships as part of your Careers Ed programme our E-learning no longer requires a form. You can freely access the sessions created for schools here:

https://aspire-higher.co.uk/e-learning/apprenticeships/

There are still spaces on the Year 10 Maths Conference on campus: https://amsp.org.uk/event/7f33c09c-7d61-404c-8048-d735416fbc25/

There are still spaces on our UCAS Teacher/Advisor webinar here: https://www.eventbrite.co.uk/e/514943468777

If you have any questions, please don't hesitate to ask.

Kind regards,

Colleen

COLLEEN GALLEY (she/her) | University of Bedfordshire

Outreach Hub Officer | Aspire Higher Uni Connect - Collaborative Projects

ROAM: Recruitment, Outreach, Admissions & Marketing

a: Polhill Avenue, Bedford, MK41 9EA | e:  colleen.galley@beds.ac.uk |    @AspireHigherNet

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Dragons' Den programme

This programme provides an opportunity for secondary school students of any age to try out their entrepreneurial skills. Throughout the eight sessions, students are presented with a problem and encouraged to develop ideas to solve it, before presenting their pitch to their teacher and classmates.

This programme has been mapped to the Skills Builder framework and will support your students in developing their teamwork, creativity, problem solving and speaking skills. For schools in England, this programme will support you in meeting seven out of eight Gatsby Benchmarks.

All the learning materials to deliver this programme can be found below. Take a look at the Teacher Guide for detailed information to support you in running these sessions

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Helping students develop their skills for the future.

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Chris Webb | A weekly round-up of all of the news, views & developments in the #Careers sector that busy professionals need to know!

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Creative Careers Week 13-17 November 2023

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Creative Careers Week 13-17 November 2023

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Supporting YP navigating careers decisions with separated parents 

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Supporting YP navigating careers decisions with separated parents 

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According to the Australian Bureau of Statistics, approximately one in four children will experience parental separation or divorce before they turn 18. This statistic is not just a number; it represents a significant portion of the student population that career advisors and teachers interact with daily.

The impact of parental separation or divorce extends beyond the immediate emotional and familial changes. It can also influence a child's educational outcomes, social interactions, and crucially, their career decision-making process. As most students don't make their final career decisions until the end of their secondary education, we can estimate that around one quarter of all the students career advisors support will have gone through a separation or divorce at some point during their childhood.

This reality underscores the importance of understanding and addressing the unique needs of these students. They may be navigating the competing ideas and values of both parents, which can create confusion or conflict in their career decision-making. Moreover, including both parents in information sessions and one-on-one counselling may be uncomfortable but necessary, further complicating the advisor's role.

In light of these challenges, it is crucial for career advisors and teachers to be equipped with the knowledge and strategies to effectively support these students. This article aims to explore this topic in depth, providing insights and practical advice on how to navigate the complexities of career guidance for students experiencing parental separation or divorce.

By acknowledging and understanding these students' experiences, we can create an inclusive, supportive, and effective career advising process that respects and addresses their unique needs. This is not just about improving our practice as career advisors and teachers; it's about ensuring that every student, regardless of their personal circumstances, has the opportunity to explore, aspire, and achieve in their career journey.

Things to consider

With that in mind, let's look at some key considerations of working with students with separated parents:
Understanding the Family Dynamics
Every family is unique, and the dynamics within a family can significantly influence a student's career decision-making process so it's important to get the 'lay of the land' before you start working with the family. Are the parents on speaking terms? Does the student live with one parent or both? How does the student interact with each parent? Understanding these dynamics can help you navigate discussions, involve both parents in a way that's beneficial for the student, and tailor your approach to the student's unique situation.
Maintaining Neutral Ground
Your role is to support the student, not to side with either parent, so strive to maintain a neutral stance. It's important to focus on the student's interests, skills, and aspirations, rather than getting caught up in the parents' differing views, and this neutrality can help create a safe and supportive environment where the student feels free to explore their own career interests and goals.
Individual Counselling Sessions
While it's important to involve parents in the career decision-making process, it's equally important to give the student space to express their own thoughts and feelings. Individual sessions with the student can provide a safe space for them to express any concerns or fears they may have, and to explore their career aspirations without the influence of either parent.
Inclusive Communication
When communicating with the parents, ensure that both are receiving the same information. This can help avoid any misunderstandings or feelings of exclusion. It's also important to communicate in a way that respects each parent's relationship with the student and acknowledges the complexity of the situation.
Conflict Resolution Skills
Disagreements between parents can sometimes spill over into joint sessions. In these situations, career advisors may need to employ conflict resolution skills. This could involve mediating discussions, facilitating compromise, and ensuring the focus remains on the student's best interests. Remember, the goal is not to resolve the parents' disagreements, but to create a productive and supportive environment for the student. If you or your student are concerned that the parents may disagree during any session it might be best to consider ways to hold separate sessions with each parent and the child, rather than bringing everyone together.
Encouraging Autonomy
One of the most important skills a student can develop is the ability to make their own decisions. Help the student develop decision-making skills by providing opportunities for them to make choices, encouraging them to weigh different options, and supporting them in their decisions. This can empower them to make their own career decisions and reduce the influence of parental conflict as they can discover their own path, rather than feeling pressured to choose a career based on the preferences of one parent over the other.
Collaboration with Other Professionals
You may want to collaborate with other professionals such as school psychologists, social workers, and teachers who may have additional insights into the student's situation, and keep in mind that the student may already have additional mental health support. This collaboration can provide a more holistic view of the student's needs and help you provide more effective guidance.
Respecting Privacy
Respect the student's privacy and ensure confidentiality. This can help build trust, create a safe space for open discussion, and protect the student's personal information. Always ask for the student's consent before sharing information with parents or other professionals, and respect their wishes if they choose to keep certain information private from either or both parents.

One possible approach

If you know me then you will know that I'm a big fan of a Narrative approach to counselling, and Denis Thomas and Melinda Gibbons have proposed a Career Counselling Approach For Adolescents Of Divorce based on Narrative Theory that I believe holds great potential. They suggest that as a counsellor you can help the student 'write' a narrative about their life so far, and what they would like their life to look like, which allows them to express their voice and make sense of the impact of the separation on their life and career decisions.

Separation can have profound impacts, even years after the actual separation, and if you're working with students who have gone through separation then it's important that the support their receive is tailored to their unique circumstances. I've pulled together some more resources which may be helpful here:
Emerging Minds
Guidelines for practitioners working with children who are in families affected by separation or domestic violence. The guidelines have been developed for GPs, social workers, and others who may be involved in the process, but they are valuable for Career Counsellors as well.

They also have a range of resources and courses for practitioners here.
Relationships Australia
A government funded organisation that provides a range of services to separating families, with local offices in most towns across Australia.
Supporting children's wellbeing when working with separating parents
Webinar recording with suggestions for professionals around the impacts of separation and suggestions for working with parents in conflict.

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How to support young people navigating career decisions with separated parents

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According to the Australian Bureau of Statistics, approximately one in four children will experience parental separation or divorce before they turn 18. This statistic is not just a number; it represents a significant portion of the student population that career advisors and teachers interact with daily.

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Employers Fair Digital Flyer - External (1)

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Sign up for NAW2024 planning webinar with Amazing Apprenticeships - www.amazingapprenticeships.com/NAW/

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Sign up for NAW2024 planning webinar with Amazing Apprenticeships - www.amazingapprenticeships.com/NAW/

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Amazing Apprenticeships are hosting a planning webinar for schools and colleges to help you prepare for National Apprenticeship Week 2024. This will take place on 15th June from 15:30–16:00.

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My Future Australia's Careers Info Service.  Time for a holistic perspective of career development in adolescence: the SELCE Model

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My Future Australia's Careers Info Service.  Time for a holistic perspective of career development in adolescence: the SELCE Model

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myfuture - Australia’s National Career Information Service | myfuture

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Shape your future with myfuture – sign up or log in to Australia’s National Career Information Service.

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Education for 11–16 Year Olds CommitteeThursday 18 May 2023 Meeting started at 11.02am, ended 12.09pm

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Education for 11–16 Year Olds CommitteeThursday 18 May 2023 Meeting started at 11.02am, ended 12.09pm

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Subject: Education for 11-16 year olds

Witness(es): Oli de Botton, CEO, Careers and Enterprise Company; Nick Brook, CEO, Speakers for Schools; Mr Nick Chambers, CEO, Education and Employers; Clare Thorne, Co-CEO, Tech She Can

Subject: Education for 11-16 year olds

Witness(es): Oli de Botton, CEO, Careers and Enterprise Company; Nick Brook, CEO, Speakers for Schools; Mr Nick Chambers, CEO, Education and Employers; Clare Thorne, Co-CEO, Tech She Can

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Subject: Education for 11-16 year olds Witness(es): Oli de Botton, CEO, Careers and Enterprise Company; Nick Brook, CEO, Speakers for Schools; Mr Nick Chambers, CEO, Education and Employers; Clare Thorne, Co-CEO, Tech She Can Subject: Education for 11-16 year olds Witness(es): Oli de Botton, CEO, Careers and Enterprise Company; Nick Brook, CEO, Speakers for Schools; Mr Nick Chambers, CEO, Education and Employers; Clare Thorne, Co-CEO, Tech She Can

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How to create a school LinkedIn account and why you need one, Dale Willis, My Great First Job

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How to create a school LinkedIn account and why you need one, Dale Willis, My Great First Job

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, confer…

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Our CEO @olidebotton at the @Lords11to16Ed talking about ways to make the relationship between education and employers' needs mutually beneficial by:1. Bringing the curriculum to life2. Supporting teachers to experience industry3. Employers outreaching to build their intake

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Our CEO @olidebotton at the @Lords11to16Ed talking about ways to make the relationship between education and employers' needs mutually beneficial by:1. Bringing the curriculum to life2. Supporting teachers to experience industry3. Employers outreaching to build their intake

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Great to be speaking alongside experts @nick_brook @clairethorne @Edu_Employers Nick Chambers. https://t.co/IIqdnpUJxi

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Great to be speaking alongside experts @nick_brook @clairethorne @Edu_Employers Nick Chambers. https://t.co/IIqdnpUJxi

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Our CEO @olidebotton at the @Lords11to16Ed talking about ways to make the relationship between education and employers' needs mutually beneficial by:

1. Bringing the curriculum to life
2. Supporting teachers to experience industry
3. Employers outreaching to build their intake https://t.co/f0HsG6Ez20

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Great to be speaking alongside experts @nick_brook @clairethorne @Edu_Employers Nick Chambers. https://t.co/IIqdnpUJxi
— Oli de Botton (@olidebotton) May 18, 2023

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Great to be speaking alongside experts @nick_brook @clairethorne @Edu_Employers Nick Chambers. https://t.co/IIqdnpUJxi

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Our CEO @olidebotton at the @Lords11to16Ed talking about ways to make the relationship between education and employers' needs mutually beneficial by:

1. Bringing the curriculum to life
2. Supporting teachers to experience industry
3. Employers outreaching to build their intake https://t.co/f0HsG6Ez20

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Great to be speaking alongside experts @nick_brook @clairethorne @Edu_Employers Nick Chambers. https://t.co/IIqdnpUJxi

# data[].attributes.attachment_link.metadata.attachment_props.text
Great to be speaking alongside experts @nick_brook @clairethorne @Edu_Employers Nick Chambers. https://t.co/IIqdnpUJxi

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
Our CEO @olidebotton at the @Lords11to16Ed talking about ways to make the relationship between education and employers' needs mutually beneficial by:

1. Bringing the curriculum to life
2. Supporting teachers to experience industry
3. Employers outreaching to build their intake https://t.co/f0HsG6Ez20