Careers education in the new curriculum:

it’s relationship to PSHE and citizenship at key stages 3 and 4

Audience:    Senior Managers & careers co-ordinators & PSHE and citizenship co-ordinators

Date of issue:   April 2000

Reference number:  DfEE 0039/2000

Overview

This booklet shows the links between learning outcomes for careers education and guidance at key stages 3 and 4,  and both the framework for PSHE and the programme of study for  citizenship. It has been produced to help schools, and careers co-ordinators in particular, to take advantage of the introduction of PSHE and citizenship to enhance the provision of careers education in the curriculum.

Careers education in the new curriculum: its relationship to PSHE and Citizenship at Key Stages 3 and 4

In the revised national curriculum from September 2000, there is increased attention on those aspects of education that are concerned with preparing pupils for the roles they will fulfil in society.  This is reflected by the introduction of a non-statutory framework for personal, social and health education (PSHE) and the addition of a new foundation subject, citizenship.  In setting a context for the new curriculum the DfEE and QCA have identified two broad aims for the school curriculum and under both there are explicit references to the role of education in preparing pupils for learning and work.

Aim 1:  The school curriculum should aim to provide opportunities for all pupils to learn and to achieve.

“It should give them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens.”

Aim 2:  The school curriculum should aim to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

“The school curriculum should promote pupils’ self-esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community….

It should prepare pupils for the next steps in their education, training and employment and equip them to make informed choices at school and throughout their lives, enabling them to appreciate the relevance of their achievements to life and society outside school, including leisure, community engagement and employment.”

Both PSHE and citizenship are concerned with helping pupils prepare for the roles they will fulfil in life and, as such, they link with careers education.

Careers education is part of the statutory curriculum, supporting the national curriculum.  It is concerned specifically with helping pupils to prepare for their roles as learners and workers.  Decisions about learning and work, however, have implications for other life roles, particularly as family members and as consumers.  Careers education, PSHE and citizenship, therefore, are closely related.  As schools review their current curricula in order to plan for the revised arrangements the co-ordinators of these three curriculum areas would be well advised to work together.  Schools will want to design programmes of careers education, PSHE and citizenship that are coherent to pupils and manageable for teachers, and that avoid unnecessary duplication but take advantage of opportunities to reinforce learning. 

This booklet has been produced to help senior managers with overall responsibility for the curriculum plus the co-ordinators of careers education, PSHE and citizenship, to identify the links between these three areas of the curriculum.  It is for schools themselves to decide what to teach in careers education and PSHE, and in both these areas and in citizenship decisions about how to teach the subject matter and where to locate it within the curriculum and timetable remain with schools.  As schools set about their detailed planning, careers co-ordinators in particular should find the booklet a useful reference when working with not only the PSHE and citizenship co-ordinators but also the teacher with responsibility for key skills.

The booklet starts from the perspective of careers education and, therefore, complements the guidance booklets from QCA on PSHE and on citizenship at key stages 3 and 4 which were published in Spring 2000.

Curriculum planning for careers education

The position of careers education within the school curriculum remains unchanged by the revisions to the national curriculum.  Schools have a statutory duty to provide a planned programme of careers education in Years 9 - 11, and they are encouraged to start earlier and continue post-16 (DfEE Circular 5/98).  Further guidance can be found in the national curriculum handbook for secondary teachers in England (page 20).

The DfEE has published guidance for teachers and careers advisers on how to go about planning and developing the careers education curriculum (Developing the careers education curriculum in schools (BC9), 1999).  The starting point is for schools themselves, working with their local careers service, to identify the curriculum objectives and learning outcomes.  QCA has published non-statutory guidance on learning outcomes for CEG (Learning outcomes from careers education and guidance, 1999) and many careers services and schools have used these as a basis for determining more detailed sets of learning outcomes for careers education.

Many of the curriculum objectives and learning outcomes contained in the new, non-statutory framework for PSHE, and several in the statutory order for citizenship, link closely with those for careers education. Schools will want to identify these links before setting about planning schemes of work for these three related areas of the curriculum.

The tables which comprise the majority of the rest of this booklet identify, in a detailed way, how the learning outcomes for careers education suggested by QCA map against the PSHE framework and citizenship programme of study published in the handbooks for the revised national curriculum.  Schools will need to repeat this process for their own learning outcomes for careers education but where these are based on those published by QCA this will be a fairly straightforward task.

Learning Outcomes from CEG

The QCA publication sets out suggested learning outcomes for CEG under the three main aims identified in the earlier SCAA publication Looking Forward (1995).

The learning outcomes remain relatively broad in scope and do not represent the level of specificity contained in the non-statutory framework for PSHE and the statutory order for citizenship.  The National Association of Careers and Guidance Teachers (NACGT), in consultation with other partners, has developed a framework for CEG, equivalent to a programme of study, which it recommends to its members.  This is reprinted for reference, in Annex 1 and represents one example of a more detailed specification for careers education, comparable to the PSHE and citizenship specifications.

Non-statutory framework for PSHE

The opening paragraph of the framework, outlining the importance of PSHE to the school curriculum at key stages 3 and 4, makes explicit reference to CEG “It [PSHE] also develops pupils’ well-being and self-esteem… enabling them to take responsibility for their learning and future choice of courses and career.”

The paragraph introducing key stage 3 includes specific links to CEG.

“During key stage 3, pupils learn about themselves as growing and changing individuals and as members of their communities….”

“They become more self-aware…”
“They take more responsibility for themselves…”

“They learn how to plan and manage choices for their course and career.”

Similarly, the paragraph introducing key stage 4 includes links to CEG.

“They [pupils] develop the self-awareness and confidence needed for adult life, further learning and work.  They have opportunities to show that they can take responsibility for their own learning and career choices, by setting personal targets and planning to meet them.”

The framework for PSHE sets out suggested knowledge, skills and understanding that pupils should be taught and goes on to suggest the breadth of opportunities that pupils should be given.  Much of this relates directly to CEG and it is, therefore, possible to identify careers education as an integral element of the PSHE curriculum.

Statutory Order for Citizenship

The programmes of study and attainment target for citizenship contain fewer explicit references to CEG, but since citizenship is concerned with encouraging pupils “to play a helpful part in the life of their schools, neighbourhoods, communities and the wider world”, the teaching of citizenship provides opportunities for career learning.

The programmes of study for citizenship set out the knowledge, skills and understanding that pupils should be taught.  Many of these can be related to pupils’ learning about future roles as learners and workers in their communities.  Careers education, can, therefore, provide a context for teaching citizenship and citizenship education can contribute to pupils’ career learning.

Mapping CEG and PSHE/Citizenship

The tables that follow set out the links between the suggested learning outcomes for CEG, the non-statutory guidelines for PSHE and the programmes of study for citizenship.  The reference point is the list of CEG learning outcomes published by QCA and set against each outcome are the relevant items from both the PSHE framework and the citizenship programme of study.

Key Stage 3

Key Stage 4

The contribution of CEG to the wider aims of PSHE and citizenship, and to other aspects of school life

Through careful planning between the careers co-ordinator and the teachers responsible for PSHE and for citizenship, careers education and guidance can contribute to pupils’ learning in PSHE and citizenship, in the various ways identified in the tables above.  Similarly, the provision of PSHE and citizenship can contribute to the aims, objectives and learning outcomes for careers education and guidance.

It is also the case that a planned programme of CEG can contribute to the wider aims of PSHE:

Ø           developing pupils’ confidence and responsibility and making the most of their abilities;

Ø           developing a healthy, safer lifestyle;

Ø           developing good relationships and respecting the differences between people,

and to the wider aims of citizenship;

Ø           knowledge and understanding about becoming informed citizens;

Ø           developing skills of enquiry and communication;

Ø           developing skills of participation and responsible action.

CEG plays a central role in the school, in helping pupils to make the most of the curriculum opportunities offered.  It provides support to pupils when choosing options at key stage 4, including new work-related learning routes, and again when making decisions into, throughout and on from the post-16 qualifications framework.

CEG also helps pupils to become effective learners by enabling them to develop the skills of reviewing achievements and setting targets.  Furthermore, it brings relevance to subject teaching through making connections for pupils between what is learned in school and how the knowledge, skills and understanding can be applied in the world beyond school (see Learning through work-related contexts: a guide to successful practice QCA 1999).

The new curriculum places increased emphases on financial capability and on enterprise and entrepreneurial skills.  CEG provides opportunities to promote both these aspects of the school curriculum.  Financial  capability is about making competent decisions in relation to managing money and planning finances for the future.  It is becoming increasingly important that programmes of CEG in schools should help pupils to think through, and prepare for, the financial implications of their choices of courses and career, whether in continuing education, training and employment at 16 or 17 or in higher education and employment with training at 18.

Changing patterns of work mean that many people will consider self-employment at some point in their working lifes.  To prepare for this careers option pupils will need to develop enterprise and entrepreneurial skills and CEG can both provide opportunities to develop these skills and help pupils relate the skills to career choices.

CEG also provides many opportunities for pupils to develop their key skills, both pre-16 and, particularly, post-16.  The following table illustrates the inter-relationships between CEG and key skills.

Finally, CEG represents a major element of a school’s provision of work-related learning, particularly through helping pupils to examine the opportunities available and to develop the skills needed to make a successful transition into working life.  Guidance on how schools can manage CEG alongside other work-related activities can be found in the QCA publication Preparation for working life: guidance on developing a co-ordinated approach to work-related learning at key stage 4 (1999).

The contribution to overall school objectives and ethos of high quality careers education and guidance is considered in a DfEE document to be published by early Summer 2000.

Annex 1

A framework for careers education and guidance at key stages 3 and 4, developed by the NACGT in consultation with other partners and recommended by that organisation to schools and other parties involved in pre-16 careers work.

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The framework printed above is part of a wider package of support material being produced by NACGT and partners which includes guidance on curriculum models, teaching and learning methods and assessment of career learning, plus examples of schemes of work.  Copies of the full set of materials can be obtained from the NACGT.  Other examples of careers resources will increasingly be made available on the Career Development site on the National Grid for Learning.

[contact details]

Several careers services, individually or in regional groups, have produced similar support materials (in consultation with schools).  Schools are advised to contact the careers education manager/advisory teacher in their local careers service for further information.

Framework for careers education and guidance at Key Stages 3 and 4

The importance of careers education and guidance

Careers education and guidance (CEG) gives pupils the skills, knowledge and understanding to manage their own lifelong learning and career development. The learning outcomes from careers education and guidance prepare pupils for the opportunities, responsibilities and experiences of education, training and employment. Through careers education and guidance, pupils are able to feel positive about themselves, improve their motivation, raise their aspirations and take responsibility for their career plans. They match themselves to courses and kinds of work which will suit them and they investigate changing opportunities in the world of work. They recognise the importance of equality of opportunity and of valuing difference and diversity between people. Careers education and guidance helps pupils to set goals, show initiative, use information and guidance, make plans and decisions, use self-presentation and negotiation skills, and cope with transitions. Careers education and guidance complements the distinctive contributions of citizenship and personal, social and health education (PSHE) and builds on career-related learning at Key Stages 1 and 2.

Key Stage 3

Skills, knowledge and understanding

1. Self-development

Pupils should be taught:

a)   to review their transition from Key Stage 2 to 3 and plan for the next transition to Key Stage 4;

b)   how to build and maintain a positive view of themselves;

c)   to describe their experiences and achievements in and out of school;

d)   to recognise their personal interests, qualities and skills, values and attitudes in relation to learning and work;

e)   how to get on well with others and contribute to the work of a team;

f)     that concern for equality of opportunity and respect for diversity are part of people’s responsibilities towards each other at work.

2. Career exploration

Pupils should be taught:

a)   to explain the concept of ‘career’ and its relevance to their own lives;

b)   to describe the main features of the national qualifications framework;

c)   about the courses at Key Stage 4 and the process and timescale for choosing them;

d)   about the range of courses and progression routes beyond Key Stage 4;

e)   to describe the four broad sectors of the economy and give examples of occupations in each;

f)     that work includes employment, self-employment, voluntary work and work in the home;

g)   that work and leisure are inter-related;

h)   how to describe different work organisations and environments;

i)      about changes in the world of work at different times and in different places;

j)      to describe the main qualities and key skills needed for working life;

k)    to identify and use appropriate sources of careers information, including ICT-based resources;

l)      to recognise stereotyped and misrepresentative images of people, careers and work.

3. Career management

Pupils should be taught:

a)   to develop greater self-reliance in managing their own learning and career development;

b)   to set realistic personal goals and targets, to review progress and present their achievements;

c)   to realise the importance of gaining relevant experience and broadening their achievement in and out of school;

d)   to consider the implications for their futures of the courses they are choosing at Key Stage 4;

e)   to match their knowledge and understanding of themselves to the choices they are considering;

f)     to prepare for, participate in and follow-up guidance and support from the careers adviser, school staff and others;

g)   how to make realistic career decisions based on their own research;

h)   to develop self-presentation skills;

i)      to use personal financial planning.

4.  Breadth of opportunities

Over the course of the Key Stage, pupils should be taught the skills, knowledge and understanding through opportunities to:

a)   test reality and take risks in a supportive environment- for example, by taking part in a business simulation, role play or creative fiction;

b)   develop self-reliance and control - for example, by setting their own goals and targets;

c)   work on their own and with others - for example, by working effectively both as an individual and in a group on a careers investigation;

d)   research a range of information - for example, by using the careers library classification index (CLCI);

e)   use ICT - for example, by using a database of careers information;

f)     use guidance - for example, by discussing their plans with a tutor;

g)   learn from adults-other-than-teachers - for example, by working with a visitor;

h)   respond flexibly and positively to change - for example, by changing their option choices if the school cannot provide their first choice;

i)      develop the confidence and capacity to take decisions - for example, by reaching a decision about Key Stage 4 options;

j)      view work within the context of the community which it serves, for example, investigate the meaning of work from a range of starting points including their own families and neighbours;

k)    participate in a work-related teaching and learning activity - for example, by taking part in a business game;

l)      participate in a process of planning and recording their achievements - for example, by maintaining a record of achievement;

m) express and discuss personal feelings and ideas about careers and work - for example, by participating in circle time discussions;

n)   use the methods, perspectives and explanations of school subjects to promote their career-related learning - for example, by discussing the meaning of work in religious education lessons.

Key Stage 4

Skills, knowledge and understanding

1. Self-development

Pupils should be taught:

a)   to review their transition from Key Stage 3 to 4 and plan for the next transition;

b)   the importance of self-esteem and self-determination in personal career planning;

c)   how to relate their experiences and achievements in and out of school to their ideas about career;

d)   to assess and develop their personal interests, qualities and skills, values and attitudes in relation to learning and work;

e)   how to work co-operatively and contribute in different roles to the effectiveness of teams;

f)     that promotion of equality of opportunity and respect for diversity are part of people’s responsibilities to each other at work.

2. Career exploration

Pupils should be taught:

a)   to develop their understanding of the concept of ‘career’ and its relevance to their own lives;

b)   to use the national qualifications framework to plan possible learning pathways for themselves;

c)   about the full range of opportunities available to them at 16+ and beyond in education, training and work; and the process and timescale for applying for them;

d)   to recognise the main occupational groupings and to investigate some in more detail;

e)   to explain why people engage in different kinds of work throughout their lives and how it affects their life-roles, lifestyles and quality of life;

f)     that the relationship between work and leisure is complex and affects the well-being of individuals;

g)   how to compare and contrast different work organisations and environments;

h)   to explain the contribution of business and industry to the country’s economic prosperity;

i)      to analyse and explain general labour market trends and opportunities: locally, nationally and internationally;

j)      to research careers information, using a variety of media including ICT;

k)    to recognise changes in the world of work and how they affect people’s lives;

l)      to recognise the main qualities and skills, including Key Skills, which employers find useful;

m) how to reduce the risks to the health and safety of themselves and others at work;

n)   the main rights and responsibilities of employees and employers;

o)   to plan for and review learning from work experience and other work-related activities;

p)   to challenge stereotyped and misrepresentative images of people, careers and work.

3. Career management

Pupils should be taught:

a)   to take responsibility for managing their own learning and career development;

b)   how to use action planning and recording of achievement to set challenging goals, monitor and review progress and present their achievements;

c)   to gain experiences of work related to their career plans in order to demonstrate a track-record;

d)   to consider the implications for post-16 and post-18 options of their achievements at Key Stage 4;

e)   to apply their knowledge and understanding of themselves when evaluating the suitability of different learning and work opportunities;

f)     to prepare for, participate in and follow up guidance from the careers adviser, school staff and others to support their own career research;

g)   the principles and techniques of effective career decision-making;

h)   to present themselves well when making applications and attending interviews;

i)      to consider personal financial matters when making career plans;

j)      how to deal with unpredictable and unplanned career events.

4.  Breadth of opportunities

Over the course of the Key Stage, pupils should be taught the skills, knowledge and understanding through opportunities to:

a)   test reality and take risks in a supportive environment- for example, by taking part in work experience;

b)   develop self-reliance and control - for example, by taking responsibility for their option choices at 16+;

c)   work on their own and with others - for example, by participating in a group discussion with a careers adviser and following up suggestions individually; for example, by working co-operatively in the tutor group to develop each other’s National Record of Achievement/Progress File;

d)   research a range of information - for example, by interviewing visitors to the school’s careers day;

e)   use ICT - for example, by developing an electronic portfolio;

f)     use guidance - for example, by preparing for and participating in a careers interview;

g)   learn from adults-other-than-teachers - for example, by working with a mentor;

h)   respond flexibly and positively to change - for example, by adjusting their career ideas in response to changing circumstances;

i)      develop the confidence and capacity to take decisions - for example, by making a career plan which keeps their options open;

j)      view work within the context of the community which it serves, for example, by involvement in a community-related project;

k)    participate in a work-related teaching and learning activity - for example, by taking part in work experience;

l)      participate in a process of planning and recording their achievements - for example, by continuing to maintain a record of achievement;

m) express and discuss personal feelings and ideas about careers and work - for example, by discussing their needs with a careers adviser;

use the methods, perspectives and explanations of school subjects to promote their career-related learning - for example, by improving their understanding of salary information in careers lessons.

Awarding Bodies