Source · Select Committees · Education Committee
Recommendation 23
23
Acknowledged
Engage CEIAG professionals and employers when developing model curricula for career links.
Conclusion
In the Department’s work to develop model curricula, it must engage with CEIAG professionals and employer representatives to ensure that links to relevant career paths and examples from the world of work are incorporated. (Paragraph 82) Connecting employers with schools
Government response summary AI-generated
The government agrees on the importance of linking learning to the world of work but states this is primarily the responsibility of schools and teachers. It commits to continue supporting teachers through existing programs like Teacher Encounters and developing curriculum resources with employers, rather than explicitly committing to engage in model curricula development.
Summary of the government's response below — read the verbatim text to verify.
Government Response
Acknowledged
HM Government · verbatim extract
Acknowledged
119. The Department wants to support teachers to use industry and career pathways as a context for teaching the National Curriculum, in line with Gatsby Benchmark 4 (linking curriculum learning to careers). This benchmark must not detract from the National Curriculum being taught well but, if delivered effectively, will enhance pupils’ passion for their subjects with an understanding of rewarding career opportunities that will open up through acquisition of subject knowledge. 120. The Department does not believe that its curriculum materials, including model curricula, should prescribe how teachers seek to achieve the aims of Gatsby Benchmark 4. The Department’s model curricula are non-statutory pieces of guidance which support teachers to sequence and structure the National Curriculum subject content for a limited number of subjects and to teach key concepts effectively, which ultimately prepares pupils with the knowledge and skills they need to progress into further education and employment. Oak national academy is taking account of this work as it produces curriculum sequences, units of learning and full sets of lessons across all National Curriculum subjects which will exemplify good curriculum design and help reduce teacher workload, whilst remaining entirely optional to use. It is for teachers to determine how to plan lessons and lesson context relevant to their pupils, drawing on these materials as they see fit. To support teachers to link careers to the curriculum effectively, however, guidance is available via the CEC. 121. The CEC has worked in partnership with employers and Multi-Academy Trusts to co-design curriculum resources. For example, STAR Academies and Causeway, in collaboration with subject experts, produced a set of 36 high-quality, engaging lesson plans linking a range of careers to specific curriculum points across all National Curriculum subjects. Whether it be introducing the role of an environmental scientist in a Key Stage 4 chemistry lesson on climate change or a political speechwriter in a Key Stage 4 English lesson on selecting and organising ideas and facts, the approach is impactful but proportionate–showcasing the application of a specific curriculum point in a real job role. The Department wants to continue to develop high quality resources, including through Teaching School Hubs, curriculum hubs, trusts and the Oak national academy.
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