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In this interim report, the findings reveal the importance teachers place on introducing children to the world of work. The survey asks 250 primary schools heads and teachers across England about their opinions on career learning in primary and its impact.

Headline findings: (1) The majority of teachers answering our survey believe children should be learning about the world of work and different jobs in their first years of primary school; (2) Overwhelming majority of primary schools were already carrying out activities with the aim of increasing children's understanding of the world of work; (3) Most primary schools have not heard about the Government's new Careers Strategy, which specifically mentions primary for the first time; (4) In line with our previous work in secondary, nearly all teachers in our survey agreed that introducing children to the world of work was important in: Linking learning to the real world and in doing so increasing motivation to work hard, Challenging gender stereotyping about jobs and school subjects, Broadening aspirations; (5) While teachers appreciate the importance of these activities, there are challenges which prevent them being organised on a regular basis.

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This paper provides evidence of the benefits of career-related learning (CRL) for children in primary school. The term 'career-related learning' includes early childhood activities in primary schools designed to give children from an early age a wide range of experiences of, and exposure to, education, transitions and the world of work. The research compiles evidence on the career-related learning of primary aged children's decisions, aspirations and attitudes. In doing so this paper maps key actions being taken by primary schools to support children's transitions to secondary school and beyond. It considers how primary schools approach career-related learning and offers guidance on evidence-based practice. The paper draws evidence from academic and 'grey' literature (such as program evaluation reports and policy papers), and interviews with primary teachers and leading experts. It aims to clarify the impact that can be expected for children taking part in career-related learning activities. The paper highlights lessons that can be drawn from the existing evidence so that children and schools can be effectively supported when embarking on a program of career-related learning.

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Launched in 2014, Primary Futures was designed to provide UK schools with easy access to individuals willing to provide free voluntary support across a range of areas, including: (1) providing first-hand insight into jobs and careers, with many thousands of volunteers across the country identifying themselves as being able to speak with specific experience of being an apprentice, running their own enterprise, using mathematics or modern foreign languages at work, or working in the fields of science and technology; (2) being a potential reading or number partner; or (3) being willing to be considered as a school governor.

In this paper the authors discuss the impact, demand and implementation of employer engagement in primary education. They assess recent literature on the subject and find that while research into the impact of employer engagement activities on the learning and progression of children is limited, it suggests that employer engagement, if done correctly, can be positively associated with improved attainment, the development of non-cognitive skills demanded by 21st century employers and changed attitudes towards the world of work and the relationship between the classroom and the workplace.

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In May 2018 Teach First, a social enterprise which aims to address educational disadvantage in England and Wales, commissioned Education and Employers Research, London to undertake research into career-related learning (CRL) in primary schools. The term 'career-related learning' comprises of early childhood activities in primary schools designed to give children from an early age a wide range of experiences of and exposure to education, transitions and the world of work. The main purpose was to scope Teach First's future work on potential programmes in primary schools. This would complement existing arrangements already in place for the Careers and Employability Leadership Programme (CELP) in postprimary schools. Three research questions were examined: What is the taxonomy of teacher roles within a primary context with regards to CRL? What does success look like for a programme of career-related activities in the primary school setting? What does good/interesting careers provision look like in a primary school setting? The research involved an international literature review, including contributions from 12 OECD countries (Austria, Australia, Canada, Denmark, Finland, Germany, Ireland, Northern Ireland, Netherlands, South Africa, Wales, United States), a qualitative online survey of primary schools complemented by in-depth case studies of good/interesting policies and practices, and an expert panel discussion. The findings within this report demonstrate the important role that senior leaders and teachers can play in embedding CRL in primary schools.

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