Training The Trainer Programme

TRAINING THE TRAINER PROGRAMME
Version January 2017
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission
cannot be held responsible for any use which may be made of the information contained
therein.
CAPE Careers Advice and
Pathways to Employment
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The programme has been produced by the partnership of the CAPE project.
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Unit 6-1: REFLECTION ON CLASSROOM PRACTICE
Introduction
In Unit 6.1 the teacher is asked to reflect on their existing practice in terms of careers guidance
and embedded CMS.
Good career guidance is critical if young people are to raise their aspirations and capitalise on
the opportunities available to them. It is also important to social mobility. If young people and
their families know more about the range of careers open to people with the right
qualifications, they will have a clearer idea of the routes to better jobs. If learners and their
parents know what pay you get for different jobs and where and how numerous the vacancies
are, they are in a better position to make informed choices about future study and training.
Consequently, they are more likely to make choices that will lift them socially. For those at risk
of ESL they are more likely to challenge stereotypical assumptions about the right job for
people like me.
Changes in technology and the labour market means that good careers guidance has never
been more important as increasing numbers of jobs require specific education and training.
This has produced new vocational options which, at present, are not well understood by many
young people or their teachers.
In Unit 6.1 teachers are asked what their understanding of CMS is and how they see their role
in preparing young people for the world of work.
The first exercise is a self reflection that seeks to help teachers identify their knowledge,
perceptions, attitudes and skills in relation to careers guidance and embedded CMS. Teachers
are asked to reflect on their teaching methods, which will identify existing good practice and
gaps in methodology. The questionnaire aims to raise awareness of teaching methodologies
that support good careers education and change or improve classroom practice where need
be.
The 2nd exercise is a group exercise for teachers to conduct within their own organisation.
Ideally this would be conducted as a whole organisation exercise which would include l
leaders, teachers, counsellors and careers coordinators. Each group will identify the existing
provision of careers education in their organisation using the CAPE project Curriculum
Framework as guide to compare their activity. At the end of the exercise the participants will
be able to identify their own good practice but also the gaps in their provision. The aim is to
raise awareness at all levels in the organisation (leadership and practitioners) of the need for
a whole organisation strategy and plan for embedded careers education.

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The recommended background reading provides information on existing good practices in

careers education in 6 countries- The Netherlands, Germany, Finland, Canada, Hong Kong
(China) and Ireland with recommendations for implementation, primarily for the UK, but
which are flexible and can be adapted to other countries and systems.

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Activity 6.1.1: Reflect on Your Classroom Practice

A. Individual Exercise
What is your understanding of
embedded careers advice and
guidance?
Do you consider it is the
teachers role to promote careers
Yes/No
management skills?
Give reasons for your choice
Do you consider that you prepare
your learners for employment?
Yes/No
If yes, explain how.
If No, explain why.
I am flexible in my lessons and change my strategy
when needed
I plan and implement lessons to help learners access,
use and analyse career and labour market information
I look for opportunities to link curriculum with careers
when planning lessons
I plan and implement my lessons in a manner that
gives my learners the opportunity to apply their learning
Please identify which Teaching
to real life
Methods best describes you as a
My classroom is an active classroom with most of my
teacher
lessons centred around activity based learning
I facilitate and encourage team work in my classroom
I contextualise learning to ensure it has the most
impact on learners careers and employability
My lessons help learners to make choices about their
next stages in education, training and employment
My lessons prepare learners for their next stage in
education, training or employment
Use this space to further describe
yourself as a teacher

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Activity 6.1.2: Audit of School Provision

Group Exercise
Introduction
This activity allows teachers to conduct an audit of careers education strategy in their
schools by mapping across to the CAPE Curriculum Framework. In doing so it will raise their
awareness of existing provision of careers advice and guidance and highlight any gaps.
Materials Required
Copies of the CAPE Curriculum Framework
Large sheets of paper(A3)
Marker pens
Instructions
Set up a minimum of 2 groups of subject teachers, careers guidance leaders and
curriculum leaders in your school
Give each group a copy of the CAPE Curriculum Framework
Divide a large sheet of paper into 4 sections as indicated on Worksheet 1
Set each group a time limit to map existing school provision of careers education using
the Curriculum Framework as a guide
Ask each group to complete the 4 sections of Worksheet 1
Once completed ask each group to share their findings with the other group(s)
Now agree and produce a composite of all the findings

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Worksheet 1
What is Careers Education? How is it delivered?
What are Career Management Skills? How are they developed?

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Ongoing Reflection (Formative)

What have you learned from this Unit? U
What aspects of the Unit did you find least

challenging?
Why?
What aspects of the Unit did you find most

challenging?
Why?
Has this learning experience influenced your Yes/ No

teaching/management style?
If yes how?
If No why not?

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Unit 6.2 Developing the CAPE plan

Module: What are Career Management Skills
Module: Awareness of the Labour Market
PREREQUISITES Module: Individual Awareness
Module: Organisation Awareness
Module: Implementation Unit 1/Reflection on Classroom Practice
This unit helps teachers to think about Material needed
the breadth and balance of careers CAPE Curriculum Framework
education within their organisation, to Large sheets of paper (A3)
identify relevant areas of careers Marker Pens
CONTENT education that can be incorporated Worksheet 1 from Unit
into a thematic plan of learning and to 1/Activity 2
identify activities that prioritise the Template for Thematic plan
development of Key Competences, Worksheet 2
particularly CMS, within the classroom. Worksheet 3
LEARNING Activity 1: Re-thinking Careers Education. Group & Individual exercise
ACTIVITIES Activity 2: Developing a thematic plan. Group exercise
Careers Education in the classroom: The role of teachers in making
young people work ready (Teach First 2014) www.teachfirst.org.uk
RESOURCES. Hooley, T., Watts, A. & Andrews, D. (2014) Teachers & Careers: The role
REFERENCES of school teachers in delivering career & employability learning.
TeachFirst
Access Toolkit 2016-17 TeachFirst www.teachfirst.org.uk
Assessment of this unit will be by self- reflection. The Unit 2 Formative
ASSESSMENT Assessment questionnaire asks what has been learnt, what has been
METHOD most/least challenging and identifies the impact self- reflection has on
practice.

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Unit 6-2: Developing the cape plan
Introduction
The labour market is ever-changing, and it is impossible for even the best-informed careers
specialist let alone the regular classroom teacher to have all the facts at their fingertips. In
the past, education organisations have tried to meet this need by a combination of a well-
stocked careers library and encounters with employers; however nowadays the internet
presents new challenges and great opportunities for accessing resources.
The Gatsby Foundation Report Good Careers Guidance identifies 2 elements to such
guidance (push and pull factors) Push factors are identified as class-based activities such
as good information and careers education, personal guidance tailored to individual needs
and inspiring teaching that gives learners the right qualifications. The pull factors are
identified as those that come from employers who show learners what the workplace is like
and inspire them with the opportunities of work, such as direct experience of the workplace
and meeting employers and employees in person. Education organisations should have a
Careers Education plan, owned by the organisation and known to teachers, learners, parents
and employers, showing how the push and pull factors work together.
Teachers can provide learners with many experiences that make connections to employers
and the world of work including:
Visiting speakers e.g. in lunchtime talks, in special one-off events. Speakers visiting
the education organisation can be quite junior employees or apprentices, with whom
pupils can more readily identify. Alumni are particularly valuable
Careers fairs
Enterprise events (e.g. mini enterprises);
Other work simulations
Mentoring by employers
Mock interviews and CV writing
Speed dating events
Additionally, teachers can facilitate effective work experience programmes in industry
through:
Work shadowing, in which learners accompany an employee through their working
day
Take your son or daughter to work days in which learners accompany a parent to
work

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Extended visits to workplaces

Episodic work experience over a longer time period, interspersed with periods in
learning
In Unit 6.2 teachers are building on what they have learned in Unit 1, through group and
individual exercises. Ideally the group exercises will comprise of practitioners who have a
range of roles and responsibilities in the education organisations, including teachers, career
coordinators, counsellors and curriculum leaders. This will ensure that there is a whole
organisation approach to rethinking what careers education is about and developing a careers
education plan for the organisation. Additionally, there will be an individual acceptance of
responsibility among teachers and non career specialists about their role in delivering careers
advice.
Unit 6.2 asks the participants to rethink their perceptions of careers education and their
practice in delivering it. Referring back to Unit 1, where they had identified gaps in the
provision and practice in their organisation, the participants will now redirect and stimulate
thinking towards a more creative whole organisation approach to providing careers advice,
based on the CAPE Curriculum Framework, in a step by step approach:
Identifying areas of careers advice and pathways to employment that is relevant to the
education organisation
Identifying the contexts (subjects) in which careers advice and pathways to
employment can be integrated into the curriculum
Identifying key competences/CMS that can be developed by learners
Identifying relevant activities inside/outside the classroom

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Activity 6.2.1: Re-thinking Careers Education

Group & Individual Exercise
Introduction
There are two parts to this activity: Group and Individual. The activities will help teachers to
identify areas of careers education that can be incorporated into the general curriculum and
the competences that can be developed in the classroom.
Materials Required
Worksheet1 from Unit 1/Activity 2
Marker pens
Instructions
Set up a minimum of 2 groups of subject teachers and curriculum leaders in your school
Give each group a copy of Worksheet 1 they completed in Unit 1 Activity 2 and the
CAPE Curriculum Framework
Divide a large sheet of paper into 4 sections as indicated on Worksheet 2
Group Exercise
Refer to Worksheet 1 and as a group answer questions on Worksheet 2 in relation to
your school. Each group feeds back to the other groups on their conclusions
Individual Exercise
Refer to Worksheet 3 and identify a set of key competences that can be incorporated into
your classroom practice and the activities that could support the development of these
competences. Record your thoughts on Worksheet 3.

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Worksheet 2
What areas of careers education are Identify the scope for contextualising the
relevant to the Curriculum in your school? learning in your school
Identify relevant key competences from the Identify activities (within or outside
CAPE Curriculum Framework classroom) that would prioritise key
competence development

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Worksheet 3
Key Competence Class-based Activities External activities

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Activity 6.2.2: Developing a Thematic Plan

Group Exercise
Introduction
The aim of this activity is for teachers and curriculum leaders to develop a thematic plan
of learning that will provide the foundation for embedding careers education and CAPE Key
competences into the curriculum. The Thematic Plan of Learning is the Scheme of Work that
guides the teacher to plan lessons.
This activity brings together the learning that has taken place in Modules 2, 3, 4 and 5 and
builds on the training in Unit 1 and Unit 2 of this module.
Materials Required
Marker pens
Worksheet 2 and Worksheets 3

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Worksheet 4: Thematic Plan of Learning

Instructions
Set up a minimum of 2 groups of subject teachers, careers leaders and curriculum
leaders in your school
In groups refer to worksheets 2 and 3 and identify the main components of careers
education that is relevant for your school, following the headings on the Thematic Plan.
Record your findings on large sheets of paper and display on the walls.
A spokesperson for each group feeds back to the other groups.
The Curriculum leader(s) bring together the findings and a consensus of opinion is
agreed
As a whole group complete the Thematic Plan of Learning template for an agreed subject area

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Worksheet 4: Thematic Plan of Learning (CAPE Plan)

Curriculum Area:
Subject Topic CAPE Key Activity within the Activity Outside of the
Competence classroom classroom
Building Building Building Building
skills Knowledge skills Knowledge

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Ongoing Reflection (Formative)

What have you learned from this Unit?
What aspects of the Unit did you find least
challenging?
Why?
What aspects of the Unit did you find most
challenging?
Why?
Has this learning experience influenced Yes/ No
your teaching/management style?
If yes how?
If No why not?

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Unit 6.3 Embedding Careers Education into the curriculum

Module: Implementation Unit 1&2
This unit focuses on putting what has Material needed
been learnt into practice. The teacher Worksheet 5: Scheme of
will develop a scheme of work Work
CONTENT (thematic learning plan) for a chosen Worksheet 6: Lesson Plan
curriculum subject area, from which Worksheet 7
an individual lesson will be planned CAPE Curriculum
and trialled with their learners. Framework
Activity 1: Developing a Scheme of Work
LEARNING
Activity 2: Planning a lesson & embedding CAPE
ACTIVITIES
Activity 3: Delivering a lesson
RESOURCES.
Access Toolkit 2016-17 TeachFirst www.teachfirst.org.uk
REFERENCES
Assessment of this unit will be by self- reflection. The Unit 3
Formative Assessment questionnaire asks what has been learnt,
ASSESSMENT what has been most/least challenging and identifies the impact self-
METHOD reflection has on practice. Additionally, the teacher will carry out a
self-reflection of their practice after a trail lesson, which will focus
on the impact of the teachers practice on the students learning.
Scheme of work - your plan of what you will teach throughout the
GLOSSARY academic year
Lesson Plan detailed plan of each individual lesson

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Unit 6-3: Embedding CMS in the curriculum
Introduction
Subject teachers see far more of their learners than guidance specialists do, and often have a
close relationship with them; therefore they can be powerful role models to attract learners
towards their subject and the careers that flow from it. By embedding CMS into their
classroom practice teachers will identify and take advantage of the many opportunities to
relate careers to their teaching.
For example, science and mathematics teachers can increase the relevance of their teaching
and foster career learning by linking their curriculum to examples from the world of work:
radiography technician (physics), food analyst (chemistry), conservationist (biology) and
actuary (mathematics). (Gatsby 2014)
However, learners have different career guidance needs at different stages of their learning
programme and so opportunities for advice and support need to be tailored to the needs of
each individual. Importantly embedded careers management skills should also embed
equality and diversity considerations.
Previously Unit 6.2 has enabled the participants to develop a whole organisation plan for
providing careers advice and pathways to employment within the curriculum. The aim of Unit
6.3 is now for teachers and curriculum leaders to develop a thematic plan of learning (in other
words a Scheme of Work), that will provide the foundation for embedding careers education
and CAPE Key competences into classroom practice. The Scheme of Work will guide the
teacher to plan lessons.
Unit 6.3 has 3 activities that enable participants to put what they have learnt in the whole
training programme into practice and to test it through a step by step approach:
Develop a thematic learning plan/scheme of work for embedded CMS within a subject
area
Plan a subject lesson that contextualises careers advice and embeds CMS
Deliver the lesson and gather feedback from learners
Evaluate the lesson
It is important to realise that UNIT 6.3 is key to the success of the aims of CAPE. Teachers are
the main agents of change within an education organisation, across all levels from leaders to
learners. Teachers are the influencers of a whole organisation approach but are also the
implementers to embedded CMS. Unit 3 is the test drive of embedded CMS that will ensure

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contextualised careers education is driven forwards in education organisations in order to

prepare young people for todays job market.

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Activity 6.3.1 Developing a Scheme of Work

Introduction
The aim of this activity is for individual teachers to bring together the learning that has taken
place during the training module. Teachers will develop a Scheme of Work that is thematic in
approach in order to embed careers education and in particular the CAPE Key competences
into their subject area. The Scheme of Work is the guide for the teacher to plan lessons over
a period of time.
builds on the training in Units 1, 2 and 3 of this module.
Materials Required
CAPE Curriculum Framework
Worksheet 5: Scheme of Work
Instructions
As an individual refer to the CAPE Curriculum Framework and identify the main
components of careers education that is relevant for your subject area.
Following the headings on the Scheme of Work template, identify elements of careers
education that can be contextualised within your subject area.
Identify key competencies that can be developed through a series of activities both
within the classroom and outside of the classroom
Identify knowledge that can be acquired through classroom based activities or through
external links.
Complete the Scheme of Work for a period of 1 semester.

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Curriculum area/subject: Module/Unit Title
Teacher: No of weeks/sessions or Hours per week/per Total Hours:

session:
Start/end dates:
Module/Unit Aims:
Key Competencies Learning Outcomes
Date/ Content & Teacher Student activity (to Learning Assessme

activity apply the content) Outcomes nt Method
session

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Activity 6.3.2: Planning a Lesson and embedding CAPE

Introduction
The aim of this activity is for individual teachers to bring together the learning that has taken
place during the training module. Teachers will develop a Lesson Plan for one lesson, using
the Scheme of Work as a guide.
Materials Required
Worksheet 6: Lesson Plan
Instructions
Use worksheet 5 as a guide, select a topic in your subject area for which you will plan
a lesson
Identify the main objectives of the lesson and the content that will be covered, taking
into account the contextualisation of careers education
Identify the learning outcomes for both the subject topic and CMS.
Identify a series of activities that will ensure the learning objectives are covered and
learning outcomes are achieved
Identify resources and methods of assessment that will check that learning has taken
place.
Complete the Lesson Plan.

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Lesson No. Subject
Lesson Objectives & Content
Learning Outcomes Embedded Careers Education
Teaching methods
Summary of Activities
Resources/materials Assessment of Learning

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Activity 6.3 3: Delivering a Lesson

Introduction
The aim of this activity is for individual teachers to pilot the lesson that they planned in the
last activity. The activity is an experiment in embedding careers education into curriculum
subject areas and gives teachers an opportunity to put into practice the knowledge they have
acquired over the training module.
Materials Required
Worksheet 7: Evaluation
Instructions
Deliver a lesson according to the lesson planned in activity 2.
Ensure that careers education is embedded into the subject to contextualise the
learning.
Give learners the opportunity to develop career management skills
Gather feedback for learners about the lesson
Complete Worksheet 7: Evaluation as part of self reflection

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Worksheet 7: Embedding Practice

Describe the learning from Unit 3 that you
have implemented
Were the learning objectives achieved?

Explain how.
Did all the learners engage in the learning Yes/NO

process?
If No explain why
Would you change anything?

If the answer is YES, explain what you
would change and why.
What worked well?
What did not work well?

Why?
What aspects of this Unit do you intend to

explore more? Why?
What benefits have there been for the
learner? What competencies have they
developed?

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Unit 6-3 Ongoing reflection (formative)
What have you learned from this Unit?

What aspects of the Unit did you find
least challenging?
Why?
What aspects of the Unit did you find

most challenging?
Why?
Has this learning experience influenced Yes/No
your teaching/management style?
If yes how?
If No why not?

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Unit 6- 4 Reflective practice

Module: Implementation Units 1, 2,3
The unit brings together all the units of
the training modules and provides the Material needed
opportunity to measure the impact of Worksheet 8: Self
CONTENT
the training module through a process of Reflection (Summative)
self reflection and group reflective
practice.
LEARNING Activity 1: Reflective Practice. Group exercise

ACTIVITIES Activity 2: Self Reflection. Individual exercise
RESOURCES.
REFERENCES
Assessment of this unit will be by self- reflection and group reflective
ASSESSMENT practice. The Unit 4 Summative Assessment questionnaire asks what
METHOD has been learnt by the individual, how this has impacted on teaching
practice and subsequently on the students learning.

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Unit 6-4: Reflective practice
Introduction
Unit 6.4 tracks the learning that has taken place and the application of it in meaningful
contexts through a process of self reflection, both formative and summative.
Teachers will share their own learning in terms of knowledge gained and skills acquired. They
will reflect on how contextualising learning through embedding careers education impacts on
teaching practice, the practice in the organisation and the motivation and achievement of
learners.
Reflection takes place in group and individual activities. In the group exercise the participants,
represented by all levels within an organisation, reflect on the impact of the training
programme across the organisation, the teachers practice and the learners outcomes. The
purpose is to realise that teacher training is not just professional development of the
individual but has multiple benefits for the organisation (for example in terms of added value,
curriculum enhancement, retention, reduction of ESL, improved attainment, destination of
learners) and for the learners (for example in terms of increased motivation, realistic career
choices, progression to further education and training, long term social and economic
inclusion)
At an individual level teachers will reflect on how contextualising learning through embedding
careers education impacts on their teaching practice, the practice in the organisation and the
motivation and achievement of learners.
This reflective process should include qualitative data that reflects the dynamic nature of the
teachers learning. Specifically, the unit reflects on:
The development of the teachers own skills and knowledge towards embedding CMS
in the curriculum
The impact of embedded CMS on the teachers classroom practice
The impact of embedded CMS on the learner
The impact of embedded CMS on the organisation

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Activity 6.4.1: Reflective Practice

Group Exercise
Introduction
The aim of this activity is for teachers to reflect on the learning that has taken place during
the training module. Teachers will share their own learning in terms of knowledge gained and
skills acquired. They will reflect on how contextualising learning through embedding careers
education impacts on teaching practice, the practice in the school and the motivation and
achievement of learners.
Materials Required
Large sheets of paper (A3)
Marker pens
Instructions
Set up a minimum of 2 groups in your school, consisting of teachers, curriculum leaders
and managers
Look back over the training programme and reflect on each of the modules and discuss
the knowledge that has been gained and the skills that have been acquired
Consider the impact the training programme has had on classroom practice, the whole
school approach to careers education and the ultimately the learning by the learners
Divide the sheet of paper into 3 sections, Label the sections School Approach,
Classroom Practice, Student Goals
Write down the conclusions of your discussion under the headings
Propose a spokesperson for the group to feedback to the other group(s)

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Activity 6.4.2: Self Reflection (Summative)

Introduction
The aim of this activity is for individual teachers to reflect on the learning that has taken place
during the training module. Teachers will assess their own learning in terms of knowledge
gained and skills acquired. They will reflect on how contextualising learning through
embedding careers education impacts on their teaching practice, the practice in the school
and the motivation and achievement of learners.
Materials Required
Worksheet 8: Evaluation (summative)
Instructions
Look back over the training programme and reflect on each of the modules taking into
account the knowledge you have gained and the skills you have acquired
Consider the impact the training programme has had on your classroom practice, the
whole school approach to careers education and the ultimately the learning by the
learners
Complete Worksheet 8: Evaluation as part of self-reflection

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Worksheet 8
What is your understanding now of
Careers Management Skills? (CMS)
Do you now embed CMS and careers

advice into your teaching?
Yes/No
If yes, how?
If No, why not?
Describe how this training programme
has influenced your practice as a
teacher
How has your school been influenced by

your learning from this programme?
How have learners benefited from your

training?

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TRAINING THE TRAINER PROGRAMME

Version January 2017

http://cape-project.eu/ TRAINING PROGRAMME 2 / 33

Unit 6-1: REFLECTION ON CLASSROOM PRACTICE

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The recommended background reading provides information on existing good practices in

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Activity 6.1.1: Reflect on Your Classroom Practice

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Activity 6.1.2: Audit of School Provision

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What are Career Management Skills? How are they developed?

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Ongoing Reflection (Formative)

What aspects of the Unit did you find least

What aspects of the Unit did you find most

Has this learning experience influenced your Yes/ No

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Unit 6.2 Developing the CAPE plan

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Unit 6-2: Developing the cape plan

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Extended visits to workplaces

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Activity 6.2.1: Re-thinking Careers Education

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Activity 6.2.2: Developing a Thematic Plan

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Worksheet 4: Thematic Plan of Learning

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Worksheet 4: Thematic Plan of Learning (CAPE Plan)

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Ongoing Reflection (Formative)

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Unit 6.3 Embedding Careers Education into the curriculum

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Unit 6-3: Embedding CMS in the curriculum

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contextualised careers education is driven forwards in education organisations in order to

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Activity 6.3.1 Developing a Scheme of Work

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Worksheet 5: Scheme of Work

Curriculum area/subject: Module/Unit Title

Teacher: No of weeks/sessions or Hours per week/per Total Hours:

Key Competencies Learning Outcomes

Date/ Content & Teacher Student activity (to Learning Assessme

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Activity 6.3.2: Planning a Lesson and embedding CAPE

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Worksheet 6: Lesson Plan

Lesson No. Subject

Lesson Objectives & Content

Learning Outcomes Embedded Careers Education

Resources/materials Assessment of Learning

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Activity 6.3 3: Delivering a Lesson

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Worksheet 7: Embedding Practice

Were the learning objectives achieved?

Did all the learners engage in the learning Yes/NO