Geographical Association

Geography is a subject which provides a particular set of skills and knowledge to enable young people to make sense of the world and their place in it. It offers huge opportunities for the exploration of how societal, economic and environmental change is likely to impact on their own futures.

One of those future changes will be progression through learning, and into the world of work.

Teachers are often asked 'what can I do with subject x other than become a subject x teacher?' One question every geography teacher should be ready for is 'what use is geography to me when I leave school?'

The answer of course is 'lots!' You can help learners to understand the progression and learning routes, identify the skills they are developing through geography and explore how these are important for a wide range of work areas at different levels - not just those directly related to geography. Identifying links with other subjects or curriculum areas will help you deliver a coherent programme and develop learner understanding of how combining geography with other subjects may affect options and opportunities.

This careers resource will suggest a number of connections between geography and possible employment options. It is not designed to replace the existing range of careers booklets and online support produced by a number of relevant agencies, which include:

Connexions
DirectGov - 14-19: your life, your options
DirectGov - 14-19 Prospectus
The Diploma (DirectGov) (please note that Diplomas are currently under Government review)
14-19 Workforce Support
Jobs4U
Cegnet

Schools are encouraged to take a whole school approach to the delivery of CE/IAG by providing high quality programmes of careers education and also embedding IAG about learning and work into subject and curriculum areas.

Geography can contribute to CE/IAG by supporting and enhancing the careers education programme delivered in your school. It would be helpful to talk to the careers co-ordinator or leader about the content of the programme in each Key Stage and to check which other careers related resources are available in school or through the local Connexions service. Most schools will have licensed or subscription computer programmes for learners to explore their interests, likes and dislikes which generate job or course ideas linked to a database. Some of the most widely used include JED (Job Explorer Databse), KUDOS, Careerscape, U-Explore and Fast Tomato. Some of these allow quick searches on careers related to individual subjects, which can be filtered by qualification levels likely to be achieved.

These materials are designed to be used with a range of year groups both inside and outside the classroom. They focus on three areas:

1. Jobs which are affected by geography

Students will leave school and enter a contested, congested employment market that is in a state of flux. Global changes are influencing the nature of jobs that are available, particularly in association with the increasing impact of technology. We will explore the changing nature of employment in parts of the country.

2. Jobs which require and use geographical skills and knowledge

Geographers are viewed by many employers as having some particularly valuable skills, developed through a curriculum which challenges them to be enquiring and critical. Students learn to present work in various formats and are able to research and explain patterns which emerge when data is used.

3. Jobs that exist because of geography

A significant number of jobs exist today that did not exist as recently as 20 years ago and many of the options open to teachers when they left school are no longer available to today's school leavers. We will look at some of these newer opportunities, particularly making use of Geographical Information Systems (GIS).

The intention is that teachers are involved in taking and shaping these materials: to engage in the act of 'curriculum-making'. This means that teachers should look at the materials alongside their existing secondary curriculum, and seek opportunities to develop local materials. Some of the resources here are fully finished, others will need the teacher to do a little bit of work to adapt them to their own school context.

These materials are very flexible and can easily be used with other subjects or as cross-curricular resources. The Park Warden Twitter activity for example can be adapted to suit any subject by substituting the Park Warden for a different job role. Some of the materials can be used directly with other subjects such as ICT, Science, Maths or Travel & Tourism.

http://www.wordle.net

These resources will support work at Key Stages 3, 4 and 5 and cover the various 14-19 pathways students may choose to follow, and the new national learning routes:

• Apprenticeships
• Diplomas (please note that Diplomas are currently under Government review)
• Foundation learning
• GCSEs and A-levels

The Environmental and Land Based Studies and Construction and the Built Environment Diplomas have significant geographical content. You should be aware however that Diplomas are currently under Government review and may be subject to change.

Full details on progression opportunities in schools, colleges and work based learning should be available online on your Local Area Prospectus – find the one for your area through DirectGov – 14-19 Prospectus.

Further information about options at 14 and 16 is available on the Connexions website and the linked 'Which Way Now' (Y9) and 'It's Your Choice' (Y11) websites and booklets should prove particularly helpful. Both include a wealth of information and advice for young people. The table on qualification levels is very useful to compare different routes.

CE/IAG helps young people make informed choices about the learning pathway that is right for them and the career opportunities they might pursue. Through the work on this website we aim to achieve the aim of good IAG which 'excites young people about their future lives and raises their aspirations about what they can achieve' and to embed information about learning and work pathways into the wider curriculum.

CE/IAG forms part of a DCSF strategy Quality, Choice and Aspiration published in October 2009, which places responsibility for careers advice on agencies including schools.

We have endeavoured to adhere to the principles of impartial careers education, giving students a thorough understanding of the many opportunities available to them through studying geography regardless of their gender, ethnic background or academic ability. This grid demonstrates how the resources contribute to the six principles of impartial careers education, which are as follows:

• Empowers young people to plan and manage their own futures
• Responds to the needs of each learner
• Provides comprehensive information and advice
• Raises aspirations
• Actively promotes equality of opportunity and challenges stereotypes
• Helps young people to progress.

Find out more in the DCSF document 'Impartial Careers Education: Statutory Guidance' or by viewing the TDA's IAG webpages.

Learners will also develop Personal Learning and Thinking Skills - enabling them to become: Independent enquirers; Creative thinkers; Reflective learners; Team workers; Self managers; Effective participants.

These resources will help to meet elements of the Ofsted requirements for CE/IAG, namely:

• The extent to which pupils develop workplace and other skills that will contribute to their future economic wellbeing
• The effectiveness of care, guidance and support
• The school compliance with its statutory duties in the provision of careers education, information and advice
• The effectiveness with which the school promotes equal opportunity and tackles discrimination

A comprehensive Impartial Careers Education Resources Pack containing further advice and guidance is available on the Cegnet website.

Do not underestimate the value of colleagues and parents when teaching about careers. 

Your school Careers Co-ordinator and local Connexions Service may be able to help in various ways.

Any learners who need more in depth careers advice or guidance should be referred to specialist advisers.

Design an activity which identifies potentially interesting speakers who might be able to come in and talk to students.

Where possible, try to use examples and images throughout the activities that portray positive images and challenge stereotypes

Also start a Geographical Careers wall display which provides a range of suggestions. Some resources to get you started are provided on the following pages.

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