MEET YOUR PEERS
STORIES FROM THE FRONTLINE :
reinventing careers guidance during COVID-19
We asked careers leaders from schools and FE colleges about the challenges , opportunities and unexpected benefits of delivering careers education during a global pandemic .
KELLY OAKLAND
Careers leader at Washington Academy in Sunderland , Tyne and Wear
SILVANA LAURENZI
Careers leader at Highlands Secondary School in Enfield , north London
GINA VISRAM
Head of careers at Alleyn ’ s School , an independent school in Dulwich , south London
SARAH WHEILDON
Careers leader for The Cornwall College Group , encompassing eight campuses across Cornwall and Devon
ON RESPONDING TO THE COVID CRISIS …
Kelly Oakland : “ COVID-19 changed the face of our careers programme at the academy . It has made me readjust how I do things and has enabled me to experiment with a range of activities I would not ordinarily have thought about , such as virtual college information events . COVID has made me realise just how paramount careers guidance is . We are lucky enough to be able to offer in-person interviews to our year 11 students ; these have been invaluable in very strange times .”
Gina Visram : “ Our careers programme has evolved , pivoted and transformed . From a pre-COVID model , which was primarily face to face , we moved to purely online provision from lockdown until the end of the summer term . We returned this academic year with a hybrid model . This provides the flexibility currently needed , when most pupils are physically at school , but some may be selfisolating . I advocate a hybrid model moving forward , as there have been many benefits of online delivery that we may not have discovered without COVID .”
Silvana Laurenzi : “ The school ’ s leadership team was amazing and within 48 hours of being informed of a lockdown , managed to set up a virtual learning platform via Google Classroom . With this , I was able to have a virtual careers classroom dedicated to each year group and introduce questionnaires , virtual career interviews , and upload resources . I also included a careers section in the school ’ s weekly newsletter , highlighting opportunities such as virtual speakers , work experience and career fairs . Above all , it was crucial to reassure all students that despite the disruption , the support would continue throughout .”
Being a careers leader can sometimes feel like a lonely job . You are not alone ; we are all navigating uncertain times and have had our plans turned upside down so , talk to each other
ON SUPPORTING STUDENTS IN NEW WAYS …
Kelly Oakland : “ We are taking each month as it comes in terms of in-person or virtual activities . I know how lucky I am in this sense ; colleagues in other schools have had to put their calendar on the backburner as other areas in the school have taken priority . I have a very supportive senior leadership team which values our careers provision ; perhaps even more since our return . We have managed to adjust what we do , with our students ’ futures and wellbeing always at the forefront . I believe this is far more vital than catching up lost hours . We should look forward , not back .”
Silvana Laurenzi : “ We used to have weekly employer encounters in school , and years 10 and 12 would carry out work experience ; these experiences are now virtual . I inform students of the main opportunities via the weekly newsletter , and also email different year groups , individual students and parents and carers . When students attend a virtual talk or work experience , they complete an evaluation survey so I can understand what they learned and how meaningful it was .”
Sarah Wheildon : “ In Cornwall , the geography has always been a challenge because we don ’ t have as many big organisations based here . But the relationships between the industries we ’ ve worked with previously are so strong that we ’ ve been able to work together .
We ’ re putting together virtual work experience and employers have been really forthcoming . Where they haven ’ t been able to offer physical placements , they ’ re setting up virtual settings . However , we ’ ve already got 125 industry placements confirmed and 408-plus physical work experience placements . It ’ s really refreshing that everyone ’ s pulled together .
The other challenge has been around resilience and the mindset of the learners . The student experience team has been working closely with the curriculum .”
Students have become reflective and learned many new skills they would not have thought of trying previously . Above all , it has taught them to be resilient
ON STUDENT MORALE AND ENGAGEMENT …
Silvana Laurenzi : “ The year groups most affected are years 11 and 13 because these are the cohorts having to decide what to do post-16 or 18 ; unfortunately , it ’ s still unclear how the final exams will be set for next summer . However , we can shine a light in these dark times and help students understand the meaning behind what they do and why it matters , and give them hope for a better future .”
Kelly Oakland : “ I ’ m very proud of how our students have returned to the academy . I think teachers were probably more apprehensive ; the students have taken everything in their stride . Our older students have returned determined to succeed . They realise just how much they missed last academic year , such as taster days . Our KS4 students are taking every opportunity that comes their way . We are lucky to have strong links with our local colleges , which has enabled us to continue with our ambitious careers calendar .”
Gina Visram : “ The employability headlines have been alarming , but it ’ s important not to be fatalistic about what it means for young people ’ s future . It becomes even more important to share labour market information , to counter any beliefs that there are no opportunities right now . In a school like ours , where the performing arts are prevalent and celebrated , it has not gone unnoticed that this is one of the worst-hit industries . However , in my interactions with our younger pupils , there have not been indications that any pupils who want to enter this profession have abandoned their goals at this time .”
Sarah Wheildon : “ We have people teaching who have been in industry and they ’ ve been looking at how local businesses have diversified . There have been some real success stories , from restaurants offering takeaway services to wholesalers doing bulk home delivery . At the beginning of the pandemic , it must have seemed that all these businesses were going to fail and there were going to be no jobs . In reality , it has opened students ’ minds to thinking outside the box . Although a job or role they had in mind might not look like it did 10 months ago , it doesn ’ t mean it ’ s the end of that industry or job . Students are getting a chance to express how innovative they can be .”
I advocate a hybrid model moving forward , as there have been many benefits of online delivery that we may not have discovered without COVID
ON SILVER LININGS …
Silvana Laurenzi : “ Careers are the hidden part of the curriculum and careers leaders often work in isolation , but the current situation seems to have turned this around . I have connected with so many other careers leaders from all over the country , sharing great practice , resources and ideas . Students have become reflective and learned many new skills they would not have thought of trying previously . Above all , it has taught them to be resilient .”
Sarah Wheildon : “ We have been pleasantly surprised that those students who , pre-COVID , might have required a lot of support from our pastoral care teams have actually flourished being put into a situation where they have to have a bit of resilience . They needed to have that motivation to engage in the online learning . Some people who we thought would find this a challenge have actually embraced it . I think it comes back to everybody being individuals . Although there are lots of ways to study , on the whole , it involves coming into college , and that hasn ’ t always suited every learner .”
Our older students have returned determined to succeed . They realise just how much they missed last academic year , such as taster days
ON SHAREABLE LEARNINGS …
Silvana Laurenzi : “ Using a whole-school approach is key . Working closely with heads of years , special educational needs coordinators , form tutors , key workers , parents and carers will support students , individually , to get back on track , helping them to piece together their career plans and raise their aspirations .”
Kelly Oakland : “ My biggest piece of advice would be to try virtual . I know this can seem daunting and I was nervous at first for a number of reasons . You will be surprised just how quickly you adapt and the students too – probably faster than you . Yes , you can lose signal and there will be little hiccups along the way , but after everything we have been through so far in 2020 , who needs to be afraid of Zoom ?
Also use your links . Being a careers leader can sometimes feel like a lonely job . You are not alone ; we are all navigating uncertain times and have had our plans turned upside down , so talk to each other , look on your local school neighbour ’ s website and contact their careers leader directly .”
Sarah Wheildon : “ A lot of schools are part of the Enterprise Network . I ’ d advise them to really use this and to liaise with the enterprise coordinators . I ’ d also advise schools to make contact with their local FE colleges . I ’ ve already had contact from a couple of schools saying ‘ help , we haven ’ t got the industry contacts !’; a lot of the teachers in FE colleges have worked in industry . Even where schools have a sixth form , and in the past there may have been a reluctance to work with colleges , it ’ s a time to break down barriers and think ‘ we ’ re all in this together !’