AEIAG0005

Written evidence submitted by NUSTEM, Northumbria University

NUSTEM, Northumbria University

About NUSTEM:

NUSTEM is a research and outreach group based in the Faculty of Engineering and Environment at Northumbria University, Newcastle. Northumbria University is a research-rich, business-focussed, professional university with a global reputation for academic excellence.

Established in 2014, NUSTEM’s vision is for a vibrant and sustainable STEM sector which meets the needs of learners and employers, reflecting the diversity of wider society. Our activities are designed to be careers-informed, drawing out real world applications of schools science and with a focus on STEM attributes. A large part of our work is aimed at supporting teachers to implement careers education and information within curriculum lessons. We work in partnership with over 40 primary and secondary schools serving areas of deprivation the North East of England, and with other organisations and companies that share our vision. Since 2014 we have worked with over 100 different organisations and led 25 funded STEM Engagement projects. 

Our response to this call for evidence is based on our research and collaboration with these schools and organisations.

The focus of our response is the question:

How careers and skills guidance could be better embedded in the curriculum across primary, secondary, further, higher and adult education, to ensure all learners are properly prepared for the world of work

Traditionally careers education, information, advice and guidance (CEIAG) has been focussed on young people who were at decision points in their education – at the points at which they choose GCSE and A-levels, or when they obtain these qualifications.  More recently, government policy has been to expand the age range to cover more of the secondary sector.

However, research shows that children are making career-limiting decisions before the age of 8. NUSTEM has carried out a number of studies into young children’s career aspirations. In some studies, children (aged 7 – 11) chose from a list of 30 possible jobs[1], and in others, children were able to give up to three possible jobs they would want to do when they were older[2].  In all cases, where children expressed an interest in a STEM career, boys were more likely to focus on careers in physical sciences, technology and engineering, and girls more likely to choose careers in biological or healthcare sectors.

These findings support the move of CEIAG down into primary schools.  At this age rage, the focus would not necessarily be on providing specific information about jobs, but broadening children’s aspirations and understanding of the world of work – often called career-related learning (CRL). 

However, in primary schools, as previously in secondary schools, classroom teachers do not necessarily have a strong understanding of the CEIAG.  Often teachers do not have experience of non-education based roles, and feel uncomfortable providing careers advice to their pupils[3].  The introduction of the Gatsby Benchmarks in secondary schools provided additional support for subject teachers, and consequently, more classroom teachers are linking their subject to the world of work[4].  Therefore, the use of a similar set of benchmarks in primary schools could support primary school staff to begin tackling career stereotypes, and broadening aspirations before they take root.  In 2019 – 2021 the North East Local Enterprise Partnership (NELEP), in collaboration with the EY Foundation, ran a primary benchmarks pilot with 70 schools in the North East.  The benchmarks were adapted from the Gatsby benchmarks and provide a similar structure and benchmarking tool for primary schools[5]. This pilot showed that there was an appetite amongst primary schools for support with careers-related learning, and that training was also required to help effective implementation.

Aligned to the NELEP primary benchmark pilot, and funded by the Careers and Enterprise Company, in 2019/20 NELEP and NUSTEM developed a training package for primary trainee teachers to help them understand the early and long-term impact of stereotyped views of careers, and to provide straightforward ways to include careers within their teaching.  Although full implementation of the Careers in Initial Teacher Education (CITE) project was impacted by covid and moved online, evaluation of the project showed that ITE students felt more confident in challenging stereotypes in careers related learning, and confident that they would be able to use the resources in their teaching[6]. The resources include a Primary Careers Tool[7] which is a database of more than 100 jobs in STEM sortable by science and maths National Curriculum topics, and STEM Person of the Week a teacher-led activity introducing five role models to children during science lessons[8]. The CITE package is now being embedded into the three years of an undergraduate education degree and a similar evaluation is underway. The CITE training was also offered to practicing teachers from the NELEP primary benchmarks pilot and it has been implemented in a number of schools across England. NUSTEM have now developed Careers related learning in Primary schools (CLIPS) a similar training package for the whole-school development of careers related learning.  The impact of a whole-school approach to careers related learning is currently being researched.

A focus on primary does not preclude the need for improvement in how careers can be embedded into the secondary curriculum.  It is important that organisations and companies providing materials for teachers to use in curriculum lessons consider how teachers can use them as part of the flow of teaching, rather than providing standalone activities which require time to be taken out of the subject material. It is also helpful if these materials are targeted at all young people, not just those who already have an interest in the sector[9]. NUSTEM have been working with a number of partners to create subject worksheets which introduce different careers or STEM role models and use these as a context to provide National Curriculum linked questions[10]. 

NUSTEM believes that at all levels embedding careers in the curriculum must not add significantly to teacher workload, but be seen by them as a way to strengthen their subject teaching.