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Career Colleges Trust
Registered Office
Building 1000
Kings Reach
Yew Street
Stockport
SK4 2HD
Telephone
0161 475 02244 Millbank
Westminster
London
SW1P 3JA
Website
www.careercolleges.org.uk
CareerCollegesT
@CareerCollegesT
14–19 Preparing young people for work
P5113 09/15a purecreative.designwww.pure-creative.com
Staff Induction Guide 2015
This guide explains the concept of Career Colleges as well as setting out recommendations and expectations for staff and teachers.
Career Colleges have been set up to provide young people with the opportunity to combine their academic studies with hands-on vocational education.
Career College students have unique opportunities to work with industry experts, get access to excellent work experience placements and are provided with a real life insight into the world of work.
Our aim is to work with you to ensure that every single student leaving a Career College goes onto further/higher education, an apprenticeship and indeed work and a chosen career.
Ruth Gilbert, CEO, Career Colleges Trust
Welcome to Career Colleges
2
Section 1: The Career College Concept Career Colleges provide employer-led, career-focused education for 14–19-year-olds.
With employers and Further Education (FE) colleges working closely together, this unique and innovative
model of education is helping to address the growing skills gaps we are seeing in the UK.
Career Colleges have carefully designed programmes, which incorporate core academic elements with
highly practical vocational and technical education. This education is designed to equip young people
with the skills they need to enter a career in a particular industry.
In short, the curriculum of each Career College is designed by employers, for employment. Students get
involved in industry projects and develop enterprise and communication skills, to prepare them for work
and life.
At a Career College it is expected that:
• All staff working with and/or supporting Career College students understand the Career College
concept
• Students receive an effective induction that provides them with a good understanding of what
studying in a Career College means and how it is different from mainstream school or FE provision
• Parents and carers understand the Career College concept and the benefits of engaging young people
in vocational education at an early age
3
The Career Colleges Trust places much emphasis on a great start for learners,
ensuring students understand what is expected of them and helping them to
make the most of their Career College experience.
To get started, it is critical to:
1. Effectively integrate any existing college/school induction (like tours of
the facilities, safeguarding, and introductions to staff) with a high impact
‘inspiration’ session
2. Get to know learners quickly- not just their learning styles and
Maths/English skills – but by working through the careers education
questionnaire with them. This can be found on the Career Colleges Portal
(see below for more information)
3. Ensure learners hear directly from employers, to fuel understanding of
industry expectations and career opportunities. We ask all Career Colleges
to ensure employers meet students at induction, both in the college
setting and, where possible, through visits to the workplace and
introductory masterclasses lead by employers.
What is a high impact
inspiration session?
Whilst there are many safeguarding
matters that have to be covered
during induction, think how many times
learners say that they found their induction
boring. Research has demonstrated that most learners do not get the
opportunity to undertake practical work early enough to engage them.
What’s more, employers are often not involved until much later in the
academic year.
We would suggest using a combination of team building for the students and
role modelling to inspire learners as to their potential. Our Trust’s curriculum
leads will give you a wealth of ideas and support teachers with planning
induction for learners, which we recommend lasts at least a week.
Consider including the following in student induction to ensure it is as
engaging as possible:
• A personal story from another student – share to inspire
• Visit a workplace – bring to life expectations and cover compliance
matters there e.g. safety at work/in kitchen/other work environment
• An early project set by employers
Section 2: Student Induction
4
Curriculum Planning
Your Career College is linked to a lead contact at the Career Colleges Trust,
with expertise in curriculum planning and delivery. They also have links to
employers in the industry/sector your Career College specialises in and
will provide support with expert advice and employer introductions.
To effectively plan the curriculum we recommend you to start with:
1. A review of career opportunities
2. Plot back from careers/jobs to the skills attributes and behaviours
required to work in those industries- using employers for guidance
3. Work with the Trust to develop blueprints for the sector
your Career College serves – a Skills Development Map
4. Plot qualifications and units against the Skills Development Map
i.e. don’t start with the qualifications – start with the skills required for
the career training.
Section 3: Employer-Designed Curriculum (with clear route map)
The Skills Development Map
The Trust is working closely with curriculum
leads and employers to develop Skills Development
Maps for each of its key industries.
These ‘blueprints’ are likely to take many forms, addressing the complexity
and multitude of career pathways across each industry. These will allow
students to see clearly the many career opportunities open to them and
the qualifications/routes needed to get there.
By the end of 2015, the Trust expects to have Skills Development Maps for all the
sectors it serves, which will be updated annually, in consultation with industry.
The Trust has experts in brokering the conversations and workshops required
with employers to develop the Skills Development Map. Please talk
to your Career College Lead for further guidance.
5
Maths, English and Science are key subjects for both 14 to 16 and 16 to
19-year-olds. The Trust expects that all students receive high quality teaching
and learning in these subjects, not only when it is mandatory to deliver them,
but also additional skills development throughout their post 16 study. The
Career College concept requires students to be taught Maths, English and
Science in the context of the vocational specialism they have chosen.
Expectations:
• Maths, English and Science is developed in the context of the sector in
which the Career College is specialising
• Maths, English and Science is effectively embedded into the vocational
specialism where appropriate
• Vocational teachers are confident in embedding Maths, English and
Science into their teaching
• Employers are involved in explaining the importance of Maths, English and
Science to the specialist vocational area
• Projects, live briefs, work experience and realistic work environments are
included to provide opportunities for students to expand their knowledge
and demonstrate their skills.
• Students are able to confirm how Maths, English and Science are used in
the vocational specialism
Section 4: Contextualising Maths, English and Science
6
Recent reports, including the Lords Select Committee Report: Make or Break
the UK Digital Skills Strategy1 , identifies the need for young people entering
the workforce to be ‘Digital Citizens’, having developed a range of skills
throughout their education.
The Trust’s expectation is that all Career College students develop their
digital literacy skills as part of their main programme of study and that
teaching is, where appropriate delivered using or supported by learning
technology.
To help support our Career Colleges with this, the Trust has produced a Digital
Skills Strategy – which pledges to:
• Support employers by providing a pipeline of digital talent
• Ensure all students leaving a Career College have
the vocationally specific and the wider digital
literacy skills they need to operate in the digital
world
• Support teachers to develop digital literacy
skills and make use of technology effectively in
teaching, learning and assessment.
You can find a copy of the Career College Digital
Strategy here: http://bit.ly/1LsTjh2
Expectations:
• Students develop the digital literacy skills
required of a digital citizen in today’s society
• Students have access to a range of technology and
software both in classroom and throughout the College
• Learning technology is regularly used in teaching and learning of GCSEs
and in the context of the vocational specialism
• Independent learning and the skills of collaboration are developed
through the appropriate use of technology
• All teachers are confident and competent in the use of appropriate
learning technology
• Students use or have access to state-of-the-art technology used by
employers/industry
Career Colleges in the Creative and Digital Technologies sector are also
expected to ensure that students have access to up-to-date equipment,
software, apps and specialist facilities.
1. Lords Select Committee chaired by Baroness Sally Morgan, “Make or Break: the UK’s Digital Future 2015” (February 2015)
Section 5: Digital Skills Development
CareerColleges
14–19 Preparing young people for work
A blueprint for Career Collegesin an information economy
®
Career Colleges Trust
Regisrered Office
Building 1000
Kings Reach
Yew Street
Stockport
SK4 2HD
Telephone
0161 475 0224
4 Millbank
Westminster
London
SW1P 3JA
Website
www.careercolleges.org.uk
CareerCollegesT
@CareerCollegesT
P5001 07/15a purecreative.designwww.pure-creative.com
CareerColleges
14–19 Preparing young people for work
®
7
Students
Developing a young person’s broad understanding of the world in which they will work is an important
aspect in preparing them for their first job/career choice. The Trust expects that all students in a Career
College will be supported to develop a broad understanding of the wider economy, how businesses
operate and to develop an entrepreneurial mindset.
Expectations:
• The current curriculum provides opportunities for students to develop an entrepreneurial mindset
• Enterprise is mapped through the academic and vocational curriculum to provide naturally occurring
opportunities to develop entrepreneurial qualities and enterprise skills
• Students are able to able to access enrichment activities, which support them to develop the wider
skills required by employers
• The Career College provides opportunities for students to take part in cross-college, local, regional and
national competitions e.g. iDEA project
• Students have the opportunity to engage in community projects as a means of developing enterprise skills
• Academic and vocational teaching staff understand enterprise education and are equipped to deliver
aspects of it as part of their curriculum
• Students take part in enterprise activities and challenges linked to academic and vocational learning
• Employers support student development of enterprise skills and understanding of the
world in which business operates and the constraints it faces
Section 6: Enterprise and Entrepreneurial Education
>>8
Teachers and CPD
Delivering high quality, industry-relevant academic and vocational education and training is core to the
Career College ethos. To ensure this happens the Trust expects that all staff involved in the delivery of
teaching, learning, assessment and support will remain at the top of their field, not only in teaching but in
their vocational competence. Continuous professional development and industrial placement are key to
ensuring that teachers maintain a line of sight to the career their students aspire to.
Expectations:
• Staff have an opportunity to engage with employers to develop the curriculum and teaching and
learning activities
• Staff have access to regular appraisals which informs CPD that is relevant to the Career College
vocational specialism and delivery methodology
• Staff access a programme of regular industry updating via industrial placements
• Staff are confident and competent in embedding Maths and English into the vocational curriculum
• Staff are able to access publically funded CPD programmes to develop their Maths and English Skills
• Academic staff understand the context of the vocational sector and use their experience to make
teaching relevant to the students’ pathway
• Staff are confident and competent in the use of learning technology and use it to develop students’
digital literacy skills
• Staff are given time and are supported to develop their own digital literacy skills
<<
9
Providing Career College students with a range of high quality interactions with employers is key to
delivering the Career College concept and ensuring that students experience the vocational sector first
hand. Students aged 14 to 16 are expected to have had an opportunity to gain experience of work through
a range of activities involving employers. At 16 to 19, all students are expected to be involved in planning
a period of significant work placement to prepare them for work and a career.
Expectations:
• Students develop a broad understanding of the sector they wish to work in, through engagement with
employers, experience of work and meaningful work placements
• There is sufficient engagement with employers for ALL students, which has significant impact on their
experience and the development of their skills and knowledge
• Work experience is planned with individual students to ensure it meets their capabilities and career
aspirations
• Students are prepared for their work experience and know how it will support the development of
skills and knowledge
• Employers are fully briefed by the Career College team prior to the start of the work placement
• Employers are involved in the assessment of students’ performance and able to provide feedback
which will support students to improve
Section 7: Work Experience
10
The Portal
As part of a Career College, staff and students have access to a variety of support services.
Information about all these services is included on the Career College Portal, where staff can
access a huge variety of resources relevant to the specialism of the Career College.
Staff are given a login and an induction to the Portal by the Trust prior to opening and students are given login
details when they enrol at the college. We encourage you to make the most of this comprehensive resource. It
will keep you updated with Career College news and events, including competitions and opportunities. You
will also be able to connect with other Career Colleges around the country and share experiences.
Another key feature of the Portal is our bespoke CV app. This will help students to create and develop a
high-quality CV to support them when applying for work experience.
Webinars
The Trust holds a series of monthly webinars, available to students and staff at all our colleges. These
cover a wide variety of topics including interview preparation, social media awareness, enterprise
education and project based learning support.
National Competitions
Throughout the year, the Trust runs a variety of competitions, both sector-specific and more general,
focusing on enterprise for example. Prizes range from Apple Watches, iPods and other hardware to
special mentoring sessions with industry experts. All competition details will be included on the Portal.
Details of these competitions will also be included in the Career College newsletters.
Section 8: Career Colleges Services
Career Colleges offer a new
and very exciting type of education,
which is completely geared towards helping
young people reach their career goals.
The Trust is very keen to hear about your
Career College experience. Please do email us
11
Career Colleges Trust
Registered Office
Building 1000
Kings Reach
Yew Street
Stockport
SK4 2HD
Telephone
0161 475 02244 Millbank
Westminster
London
SW1P 3JA
Website
www.careercolleges.org.uk
CareerCollegesT
@CareerCollegesT
14–19 Preparing young people for work
P5113 09/15a purecreative.designwww.pure-creative.com
