Fledge Town Mapped to the UNCRC and Curriculum Outcomes

Fledge Town career education program integrates a children’s human rights approach based on the United Nations (1989) Convention on the Rights of the Child (UNCRC), emphasising principles such as embedding, equality, empowerment, participation, and accountability. It incorporates flexible, child-friendly materials and supports wellbeing initiatives while recognising young people’s decision-making capacities. The program integrates UNCRC Articles 12, 13, 15, 23, 28, 29, and 31, which cover children’s rights to express views, freedom of expression and association, rights of children with disabilities, education, development, and participation in leisure and cultural activities.

Fledge Town is designed to reflect a range of curriculum outcomes

Below are examples from across the UK of experiences and outcomes achieved by pupils who participation in Fledge Town lessons.

Source: Scottish Curriculum for Excellence (Scottish Government 2010)

Experiences and Outcomes

Experiences and Outcomes	Scottish Curriculum for Excellence E & O Code:
“I am aware of and able to express my feelings and am developing the ability to talk about them.”	HWB 1-01a
“I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.”	HWB 1-10a
“Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.”	HWB 1-19a

Source: Scottish Curriculum for Excellence (Scottish Government 2010)

By the end of the First Level: to the end of P4, but earlier or later for some:

• I can describe different jobs in my community and some of the skills needed for these.
• I can learn about the world of work from visits, projects and my experiences.
• I can talk about the types of jobs that interest me.
• I believe I can succeed in any area of work.
• I can talk about my strengths, interests and skills and show evidence of my progress.

Source: Scotland Career Education Standard (Education Scotland 2015)

Purposes of the Curriculum

The purposes of the curriculum	Who …
Ambitious, capable learners, ready to learn throughout their lives	are building up a body of knowledge and have the skills to connect and apply that knowledge in different contexts are questioning and enjoy solving problems can communicate effectively in different forms and settings, using both Welsh and English can explain the ideas and concepts they are learning about can use number effectively in different contexts
Enterprising, creative contributors	connect and apply their knowledge and skills to create ideas and products think creatively to reframe and solve problems express ideas and emotions through different media are ready to play a full part in life and work
Healthy, confident individuals	have secure values and are establishing their spiritual and ethical beliefs are building their mental and emotional well-being by developing confidence, resilience and empathy have the confidence to participate in performance face and overcome challenge are ready to lead fulfilling lives as valued members of society.
Mandatory cross-curricular skill	develop listening, reading, speaking and writing skills

Source: Curriculum for Wales Framework (Welsh Government, 2020)

Career Learning Aims

Learning Area	Aims – early years	Aims – KS 1 (5–7)
Grow throughout life by learning and reflecting on yourself, your background and your strengths	recalling what they have experienced and achieved feeling positive about who they are	feeling positive about people whose identities and backgrounds are different to theirs
Explore the full range of possibilities open to you and learn about recruitment processes and the culture of different workplaces	describing tasks that they have carried out recognising jobs that involve harvesting, making, providing a service or finding out identifying what the clothes and equipment that people use in their jobs are for	being aware that jobs are made up of tasks being able to give examples of jobs in different sectors being able to explain their views about similarities and differences between jobs
Manage your career actively, make the most of opportunities and learn from setbacks	being aware that they and other people like to enjoy the work they do imagining different possibilities about who they could possibly become exploring whether characters in stories made decisions in a good way	recognising that they and other people like to choose the work they do looking forward to what they are going to learn next recognising that decisions can have unexpected consequences
Create opportunities by being proactive and building relationships with others	inventing imaginary jobs being aware that other people can help them meet their needs recognising when they have achieved something for themselves being able to carry out a delegated task	being able to describe what their needs are, choosing what they want to achieve and the way they go about it
Balance your life as a worker and/or entrepreneur with your wellbeing, other interests and your involvement with your family and community	recognising when they have done something to help others being aware of health and safety rules at school	exploring the rewards they would like to get from paid work
See the big picture by paying attention to how the economy, politics and society connect with your own life and career	recognising when work is depicted in a story, recognising the difference between stories about work and factual information about work exploring jobs that people do outdoors exploring the jobs that people do to help them	being aware of how work is portrayed differently in different stories exploring the jobs that people do to help each other

Source: Career Development Framework, Handbook for Primary schools, Career Development Institute (2021)

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