CATE eNewsletter

Kia ora everyone,
This is truly my last newsletter! It has been hard to break away from what I love, but it is exciting to know that Tara Heta will take the mantle and do an amazing job. I wish her all the very best.
I have included some articles that have been published recently for holiday reading.

Over the next few weeks, I am working with Dane to upload resources I have developed over the years that are not yet on the website. These largely include the previous Kaiārahi workshop slides, conference presentations and resources of different career theories such as—

Hope Theory
Happenstance
Chaos Theory
John Holland Theory
Ikigai
Narrative theory—Savikas

At the beginning of Term 2—May 7th, we have a Lunchtime Byte showcasing a free resource that gives students ideas about virtual work experiences and tasks they can do to experience what a career may involve. Register below.

Wishing you all a safe and happy holiday.

Ngā mihi nui,
Leigh

Readings for the School Holidays

Exploring Possibilities—Junior career education ideas.
Career development is a lifelong process that begins in the early years. In junior school engaging in career conversations is not about getting children to make decisions about what job they will have in the future. Rather, it is a time when we ask our young learners to begin the process of investigating themselves, find out more about their interests and aptitudes, and consider what type of life they feel they might want to lead.

This is why we should be thinking about career education earlier, especially when we acknowledge that young children are developing skills and experiences that build their capacity for successful learning and positive career and life outcomes.

This teaching toolkit is rooted in helping children “discover their passions and aspirations, develop their potential, and find their place in society.” This toolkit is also underpinned by published literature and data collected from educators who were asked to shed light on how they approach the development of foundational skills in their practice and parents, students and industry partners.    

The aim of the toolkit is to help all educators understand and showcase the various ways that their teaching practices introduce and develop foundational career-related skills, such as healthy habits of mind and being, social and emotional skills, self-confidence and self-efficacy. The hope is that this teaching toolkit will inspire and stimulate educators to go on a journey to explore the possibilities with career-related teaching and learning . This is aimed at younger students but there may be some ideas that can be embedded in Year 7-10 career education programmes.

You can download the toolkit as a free pdf or it is available for purchase in print or ebook formats. Learn more in these two articles from the authors published with the Canadian Association of Principals:
Embracing The Role of Career Educator: Exploring possibilities in elementary schools
and
Career-Related Learning in Elementary Schools: Seriously?

Exploring Possibilities! Journeying Through Career-Related Learning in Grades 4–6: A Teaching Toolkit

Super’s Life Span Life Space Theory
The assumption underlying Super’s theory is that career choice is a developmental process spanning one’s entire life rather than a single decision (Niles & Harris-Bowlsbey, 2017). Furthermore, Super’s theory emphasises contextual factors influencing life-role salience, contributing to its application to a diverse population. Super’s Career Rainbow provides a visual representation of these career development life stages and roles. Teaching Super’s life span-life space theory may engage students, this article gives some ideas on the “how”!

Bringing Theories to Life in the Classroom: Super’s Life Span Life Space Theory

More is More—the relationship between school based CEAIG at 14-16 and the wider adult outcomes at 21-22.
Does school-based careers education, advice, information and guidance (CEAIG) have any influence on later life outcomes? This paper reports regression analyses using 7,635 survey responses from young people in England aged 21–22. Significant positive relationships were found between self-reported CEAIG activities experienced at age 14–16 and a range of adult outcomes reported at age 21–22. Both the quantity and quality of these CEAIG activities were important predictors: the more CEAIG activities experienced at age 14–16 and the more helpful these activities were perceived as being, the more likely the young people were to report life satisfaction, positive future outlooks and feel better prepared for the future. These relationships are held after controlling for gender, ethnicity, social deprivation and school type. Young people who reported experiencing more and better quality CEAIG activities at school were also more likely to be in education, training or work at age 21–22. Findings are discussed in light of recent legislation relating to career support in England, highlighting the importance of ensuring that the needs of these young people transitioning into the workforce and adulthood are met.

More is more: exploring the relationship between young people’s experiences of school-based career education, information, advice and guidance at age 14–16 and wider adult outcomes at age 21–22 in England

Lunchtime Byte

Virtual Work Experience Lunchtime Byte—Tuesday 7th May 12.30pm
Gary Grant will be talking about a free service called Virtual Work Experiences (VWE) covering 112 careers that provides fun exploratory activities for the student and goes a long way to providing answers to finding, affirming, and developing a student’s career choice. Delivery takes 5 minutes and it can be extended into lesson based learning. Suitable for all ability levels. Student certificate and employer reference support provided. Developed by the NSW Careers service JobJump which currently supports 2 of 3 (or 540 ) NSW High Schools, VWE is being offered for all New Zealand schools and across Australia, UK and the US.

https://virtualworkexperiences.com/

Click here to register