Exploring Career-Related Learning in Primary Schools. NICEC Briefing.Report as inadecuate

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Although teachers usually refer to it in other terms, career-related learning is already widespread in primary schools in the United Kingdom. Teachers readily recognize that, even without any adult interventions, children constantly assemble impressions of work and that it is important to broaden primary school pupils' horizons and experiences of the world of work, and thereby help them extend their future career choices. Most teachers in primary schools are not familiar with the Qualifications and Curriculum Authorities' careers-work documents. Furthermore, the nonstatutory framework for personal, social, and health education and citizenship does not include the explicit support for career-related learning that primary teachers need. However, schools find the framework of career learning theory readily recognizable and useable as a practical blueprint for helping children develop their career-related learning. The framework details outcomes, points needing attention, and curriculum opportunities at the following stages of learning: sensing; sifting; focusing; and understanding. Primary teachers providing career-related learning have the following range of five partners to call upon: careers services; secondary schools; parents; governors; and the wider community. In addition, an extensive portfolio of development materials has been tested with teachers and published as a framework for developing career-related learning in primary and middle schools. (MN)

Descriptors: Articulation (Education), British Infant Schools, Career Education, Career Guidance, Continuous Progress Plan, Curriculum Development, Educational Benefits, Educational Improvement, Educational Needs, Educational Objectives, Elementary Education, Foreign Countries, Instructional Materials, Models, Needs Assessment, Parent Participation, Primary Education, Program Development, Secondary Education, State of the Art Reviews

National Institute for Careers Education and Counselling, Sheraton House, Castle Park, Cambridge CB3 0AX, United Kingdom. Web site: http://www.crac.org.uk/.

Author: McGowan, Barbara

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9830&id=ED438434

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