1. The Career-learning NETWORK www.hihohiho.com to help you to … >see why LiRRiC is being proposed now; >grasp how the elements fit together; >evaluate the key concepts; >help develop the policy; >find a place to start in your work: >plan for how that can develop. DVT 6 LiRRiC updated 6/7/06 life-role relevance in curriculum WHAT LiRRiC MEANS FOR CAREERS WORK? these ideas in LiRRiC - The Way Forward? www.hihohiho.com - in ‘the magazine’ www.hihohiho.com this PowerPoint at the same url _________ handouts: print in fine colour/ copy in grey-scale

2. why now? threats, opportunities - and commitments: >our changing position - and habits-of-mind; >the QCA’s consultation on the 11-19 curriculum; >getting off the edge of timetable - now or never. for careers, citizenship, pshe, w-rl and e4e

3. is this such a good idea? in economy, culture and environment; useful, in one-life and with room-for- manoeuvre. about respect, work-life balance and credibility; If they change how they learn we must think again about how we help trends: attitudes: LiRRiC: trends, attitudes - and three core ideas

4. ‘The school curriculum should equip pupils to make informed judgements and independent decisions and to understand their responsibilities and rights... It should promote pupils' self-esteem and emotional well-being and help students to form and maintain worthwhile and satisfying relationships.’ QCA - Curriculum Values, Aims and Purposes usefulness in policy

5. ‘The school curriculum should equip pupils to make informed judgements and independent decisions and to understand their responsibilities and rights... It should promote pupils' self-esteem and emotional well-being and help students to form and maintain worthwhile and satisfying relationships.’ QCA - About the National Curriculum: Values, Aims and Purposes usefulness - what we can do all life’s transition are accomplished in role: 1.‘where you will be’; 2.‘who you will be with’; transfer ‘markers’ at start-up - transfer ‘expanders’ at follow-through 3.‘what task you will be taking on’.

6. ‘...develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the highest attainment for all pupils... encouraging pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields...’ QCA – The Aims of the Curriculum one-life in policy

7. ‘...develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the highest attainment for all pupils... encouraging pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields...’ QCA – The Aims of the Curriculum one-life - what we can do work-life balanced – life roles linking careers, citizenship, pshe, w-rl and e4e; seeking common ground with the breadth and depth of ‘academic’ standards; integrated - not marginal supplements to a separate main event drawing on volunteered experience as well as on Connexions and other expertise. joining together what curriculum puts asunder: coherent: unified: community- linked:

8. ‘A vital part of effective implementation will be securing maximum value – by integrating more effectively the resources available through all services for young people so that they have the biggest possible positive impact on young people’s life chances.’ Next Steps room-for-manoeuvre in policy

9. ‘A vital part of effective implementation will be securing maximum value – by integrating more effectively the resources available through all services for young people so that they have the biggest possible positive impact on young people’s life chances.’ Next Steps room-for-manoeuvre - what we can do integration means: >restructuring habitual boundaries; multi-disciplinary, cost-effective, joined-up >timetabling focussed segments, episodic sequences and sustained projects. >with enough time, in the right block-lengths, at the right time;

10. ‘Local involvement must give teenagers a real voice in decision-making and, increasingly, put spending power in their hands. This will ensure that services improve and become more responsive to what local people want.’ Youth Matters young people in policy

11. ‘Local involvement must give teenagers a real voice in decision-making and, increasingly, put spending power in their hands. This will ensure that services improve and become more responsive to what local people want.’ Youth Matters young people - what we can do – to check out; – something to work out. – with more to find out; acknowledging yp’s experience - pushing their boundaries: >many sources of information >and all kinds of reasons for action – to sort out;>offering more options for action >taking them on in their lives the certainty of habits-of-mind - the possibility of change-of-mind

12. ‘Skills enable people to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work.’ QCA - Functional Skills skills in policy

13. ‘Skills enable people to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work.’ QCA - Functional Skills skills - what we can do in a role-perspective skills are: 1.attitudes: 2.knowledge: 3.skills: beckoning yp into action and driving them through it; ‘skill’ is the shorthand for the ‘to-do’ uses of learning explaining ‘how did it get like this?’ and anticipating ‘what would happen if...?’; placing yp in a position to do it and equipping them for it.

14. ‘Developments in learning and work make it essential that young people take a more active role in their career learning. It is, for example, better that young people develop the skills to investigate opportunities than that they are simply made aware of them.’ DfES - CEG, A National Framework active learning in policy

15. ‘Developments in learning and work make it essential that young people take a more active role in their career learning. It is, for example, better that young people develop the skills to investigate opportunities than that they are simply made aware of them.’ DfES - Careers Education and Guidance: A National Framework active learning - what we can do >learning-how-to-learn; process-driven methods: >marking learning for transfer; >looking deeper and wider - at ‘inner life and other people’. processes for curriculum

16. ‘The key to developing partnerships seems to be a careful and sustained process of trust building where partners seek to understand each other’s aims, priorities and working methods, not just imposing professional views of what is “needed” on the communities they serve.’ DfES - Evaluation of Extended Schools Project community-links in policy

17. ‘The key to developing partnerships seems to be a careful and sustained process of trust building where partners seek to understand each other’s aims, priorities and working methods, not just imposing professional views of what is “needed” on the communities they serve.’ DfES - Evaluation of the Full Service Extended Schools Project community-links - what we can do our expertise and other people’s experience: >experience – new places to go; >tasks – challenging things to do. >encounters – unexpected people to meet; other-than-experts helping other people’s children

18. ‘Underpinning the local offer would be a detailed analysis of the things to do and places to go for teenagers in the local area. It would an analysis of the full range of local activities from all sectors, what young people say they need, the views of parents and voluntary and community organisations, including faith communities.’ Youth Matters going local in policy

19. ‘Underpinning the local offer would be a detailed analysis of the things to do and places to go for teenagers in the local area. It would an analysis of the full range of local activities from all sectors, what young people say they need, the views of parents and voluntary and community organisations, including faith communities.’ Youth Matters going local - what we can do knowing your community means knowing its: >economy – and how money is spent; >meanings – purposes for learning and work. >culture – what that means for beliefs, values and expectations; in families, in neighbourhoods - in school-catchments

20. ‘A management group brings coherence to the support offered to learners. It agrees how to integrate the work, set up coherent recording and referral systems and monitors practice to check that things are going as planned. This forum will also want to consult with young people about provision.’ DfES - CEG, A National Framework programme-management in policy

21. ‘A management group brings coherence to the support offered to learners. It agrees how to integrate the work, set up coherent recording and referral systems and monitors practice to check that things are going as planned. This forum will also want to consult with young people about provision.’ DfES - Careers Education and Guidance: A National Framework programme-management - what we can do like a head of department - but not like one: 1.building networks: 2.developing schemes: 3.supporting teams: experts / other-than-careers / other-than-professional / not-so-much institutional leader, more networking team process-driven / locally- developed / transferable / credible / committed / firing up /

22. ‘The curriculum cannot remain static. It must be responsive to the impact of economic, social and cultural change. Education only flourishes if it successfully adapts to the demands and needs of the time.’ DfES – The National Curriculum curriculum reform in policy

23. ‘The curriculum cannot remain static. It must be responsive to the impact of economic, social and cultural change. Education only flourishes if it successfully adapts to the demands and needs of the time.’ DfES – The National Curriculum curriculum reform - what we can do reform - with careers work at its centre: >LiRRiC adds value to curriculum - usefulness, experience and credibility; >that put us in a position to point to what students now most need to learn. >links with ‘academic’ learning means that those gains are made curriculum- wide; changing society - changing curriculum

24. any hope here? seeing why LiRRiC proposals are being made now grasping how the elements fit together evaluating the key concepts helping develop the policy finding a place to start in your work planning for how that can develop for… if ‘yes’ - glad it’s been useful if ‘no’ - you could tell Bill why at www.hihohiho.com yes/no yes/no yes/no more on what LiRRiC means for careers work www.hihohiho.com/magazine/features/caflirric.html more on the underpinning thinking (August 2006) www.hihohiho.com/underpinning/cafculture.pdf this PowerPoint www.hihohiho.com/magazine/features/caflirric.ppt this text in html - linked to further help (August 2006) www.hihohiho.com/magazine/features/caflrrcpnts.html this text as a pdf - with an additional Q&A section www.hihohiho.com/underpinning/caflirric.pdf