Pathway Essentials. Amerjeat Sarai Enterprise Enablement Officer CBMDC Bradford Pathways

Transcription

1 Pathway Essentials Amerjeat Sarai Enterprise Enablement Officer CBMDC Bradford Pathways Paul Dowd Head of Community Programmes Centre of Coaching Excellence Heather Savage Head of Centre of Excellence for Business

2 BRADFORD PATHWAYS Routes to Success Aims: To prepare students for a world of changing business and economic needs, and support them into higher wage, higher skills and higher demand careers in key sectors in Bradford and the wider regional economy. To enable Bradford s employers to find the people with the right social skills, attitudes and broad interests from within the local labour market, and contribute to sustained growth of the businesses and the Producer City.

3 BRADFORD PATHWAYS: The Model Career Clusters supporting Producer City and growth sectors Career Pathways progression into high demand occupations Programmes of Study contributing academic and technical skills Individual Learning Plans linking aspirations and skills development Personalised Learning responding to individual needs to achieve goals Pathway Essentials: essential skills and knowledge Life & Social Skills; Global Awareness; Citizenship; Entrepreneurship Skills; & Employability & Enterprise Skills.

4 BRADFORD PATHWAYS : Supporting Educators Contributes to pupil s personal development, behaviour and welfare Leads to progression and attainment i.e. outcomes for all pupils, regardless of starting point Supporting pupils spiritual, moral, social and cultural development

5 Pathway Essentials Learning & Innovation Skills Life & Career Skills Core & Foundation Subjects 21st Century Contexts for Learning Information, Media & Technology Skills Standards & Assessments Curriculum & Instructions Professional Development Learning Environments

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7 Emerging Developing Established The measurable Ready for Work framework Ready for Work Profile Self-Aware Receptive Driven Self-Assured Resilient Informed Realistic view of chosen career options based on own skills,qualitites and interests Engages in informal networking Positive about the future and ability to achieve goals Believes own actions can make a difference Avoids taking things personally Can explore and reflect on career opportunities in different sectors Takes responsibility for own learning and development Can give examples of successful businesses Does background research Can give examples of achievements of which they are proud Copes without panc in new or difficult situations Can talk about own career plan and long-term goals by drawing on experiences Takes responsibility for own work-life balance, health lifestyle and emotional wellbeing Willing to tackle weaknesses Goes the extra mile Can give examples of overcoming challenges Open to constructive criticism Can explain what has been learnt through work experience or volunteering and how this is relevant to their future career plan Willing to work in different ways (shift work, hot desking, remote working,outdoors or indoors, flat structure or hierarchy Proves themselves quickly Proactively seeks new challenges (eg work, sport, travel, learning) Can usually handle whatever comes their way If they start something, they will finish it Able to think of examples of own skills, qualities and achievements in a way which is fit for purpose Willing and able to travel to work Well organised Will attempt to do things even when they know it will be hard Copes with rejection Can identify a career goal and explain routes to achieving it Aspirations in line with personal attributes Has identififed people to ask for help and learn from Always on time Uses body language to demonstrate confidence (eg stands and sits up straight, makes eye contact, shakes hands firmly) Does not get down when things go wrong Can identify skills and qualities appropriate to a chosen career Able to identify some areas for improvement Reliable Will introduce themselves to a stranger when appropriate Can maintain focus on longerterm projects Be able to carry out activities in the workplace, review them and say what was learnt Patient when working in a team or on a task Some plans for the future Good customer service Starting to identify own strengths and what is needed to improve Willing to learn Displays enthusiasm for career Willing to try new things, with new people, on their own Learns from mistakes Can identify job roles of interest why they are of interest Positive attitude towards education Works hard Identifies some realistic career goals and Will ask people in authority questions (eg parents, teachersm police, social workers, employers) Bounces back from mistakes and low points, with some support Review any contact with employers, volunteering or work experience and say what was learnt Matches own skills and qualitities to those needed in career ideas Open minded Works carefully Engages in positive (non-academic) activities in and out of school Can handle some uncertainty Can identify whether future plans have changed as a result of work experience Rejects activity that has a negative impact on them or those around them Some business and customer awareness Employer Led asked to do this mirror what happens at work How could we make this work? Sub-committee of the CofE4B board including Employers, Shipley College, Titus Salt School & Carlton Bolling College School Converted the theory into a physical, measurable framework incorporated into a spreadsheet, complimentary to our existing work including our unstoppable CV Set up scheme of work clear structured approach appreciated

8 Getting Ready for Work Preparing for my first appraisal How? Trained/coached staff/other Employers ongoing as it evolves Informed parents/guardians Inducted students set up google structure to capture evidence and clarify whole life can be used for evidence Not writing essays Evidence includes curriculum based assignment, Employer linked assignments, wider references including newsletter articles for some, wex, part-time jobs, volunteering etc, sport Young people have to tick to say if they feel they have achieved and have sufficient evidence for each criteria for each of the capabilities: Self-aware, receptive, driven, self- assured, resilient, informed The process End of Oct/November every CofE4B student will have one to one appraisal with an Employer their first of two/three per year Week before THEIR appraisal the young person s folder of evidence, including their self assessed version of the framework, supported by a covering simple statement by the Tutor/Teacher shared with Employer Onus on young person to present the highlights of their evidence, including action plan to improve Employer will sign it off or make recommendations Measurement based on improvements from one appraisal to the next When we are confident it is robust, we will share it on a wider basis Working alongside the Bradford Pathways team to ensure it dovetails.

9 How do you/could you embed pathway essentials into your curriculum? What are the opportunities open to you to support this? What are the challenges facing you to fulfil this?

10 Pathway Essentials Next Steps 1. To continue consulting with schools & colleges. 2. To engage schools for phase To agree with schools appropriate teacher CPD methods for Pathway Essentials.

11 Thank you