Employability and Spirituality

1
Employability and Spirituality

• Sandra Stalker
• QCA
• 22nd May 2009

2
The New Secondary Curriculum

• The curriculum should enable all young people to
  become
• successful learners who enjoy learning, make
  progress and achieve
• confident individuals who are able to live safe,
  healthy and fulfilling lives
• responsible citizens who make a positive
  contribution to society

3
The whole curriculum
Promoting attainment and preparing for
life Education for personal and social
development is most usefully established as
integral to the whole curriculum not as a
series of separate supplements to an academic
main event. Indeed, learning for personal and
social development itself draws upon knowledge
gained from academic subjects. Bill Law 2006
4
Every Child Matters Integral to the whole
curriculum
Five outcomes Enjoy achieve Safe
Healthy Participation Economically active
Personal Development
KS4
5
Four key pathways
GCSEs, A Levels
The Diploma
Apprenticeships
Functional Skills
Foundation Learning Tier Progression Pathways
6
Reform Priorities.

• a greater focus on the basics locking into
  all qualification routes the functional skills
  needed for everyday life, demonstrated through
  real application
• better curriculum choice, with young people
  able to achieve valued qualifications through
  following routes which combine general education
  with practical experience to give them a broad
  education for further progression in learning as
  well as into employment
• more stretching options and activities which
  extend young people, backed by greater
  flexibility for young people to accelerate
  through the system, or to take longer to achieve
  higher standards
• new ways to tackle disengagement and to ensure
  that those in danger of dropping out can be
  motivated to stay in learning
• 14-19 Education and Skills Implementation Plan

7
Diploma - benefits

• Diplomas will
• deliver a blend of sector and general learning to
  learners aged 14-19 within applied settings and
  contexts
• provide a new qualification to recognise
  achievement to learners aged 14-19
• combine practical skill development with
  theoretical and technical understanding
• provide new choices for young people and new
  routes for employment and Further or Higher
  Education
• offer credible, employer-verified applied
  practical learning Help provide employability for
  life
• be suited to a wide ability range
• have a sector theme (called Line of Learning).

8
Benefits for learners

• Diploma learning allows learners to experience
• rich and varied learning environments
• different ways of learning including the use of
  new technologies and collaborative, problem-based
  approaches
• playing a central role in planning and reviewing
  their own learning
• interactions with a variety of others,
  particularly those with experience of working in
  relevant sectors of contexts.
• The Diploma and its pedagogy (QCA Oct 08)

9
The Diploma

• Personal Learning and Thinking Skills
• transferable employability and life skills
• learning to learn independently

• Functional Skills
• Everyday Mathematics, English, ICT

• Project
• Learning how to plan and realise an outcome

• Principal Learning
• Employment sector relevant knowledge, skills and
  understanding needed for progression
• 50 in work related or applied contexts

• Additional and or Specialist Learning
• further support for supporting learner choice
  and progression
• follow either general subjects or specialist
  sector studies

• 10 days work experience
• supporting development of employability skills

10
Comparing the diploma at each level across each
line
ASL
Work experience
Functional Skills
Principal Learning
PLTS
Project
Level 1
(600 glh)
60 glh
Level 2
60 glh
(800 glh)
Level 2 Required
Level 3
60 glh
(1080 glh)
glh - guided learning hours
11
Advanced Diploma in creative and media
1080 guided learning hours (GLH)
11
12
The classroom experience
Higher Diploma in information technology
12
13
Personal Learning Thinking Skills

• Six groups of skills that, together with
  functional English, mathematics and ICT, make up
  a single framework to enable young people to
  progress to Higher Education or employment with
  confidence, capability and motivation. They are
  an essential part of the diploma
• Team workers
• Self-managers
• Independent enquirers
• Reflective learners
• Creative thinkers
• Effective participators

14
Characteristics of projects

• Students
• choose their own topic and plan their project
• carry out research and select and use resources
• develop the project to achieve their intended
  outcomes
• carry out a full evaluation
• present their findings
• The project may have as its outcome
• a report of an investigation
• a dissertation
• an artefact
• a performance
• There will be a written component in all,
  outlining research, justifying decisions made
  and evaluating the outcome
• Students will produce a presentation of findings

15
Assessment of the extended Project

• The following aspects will be assessed
• identifying, designing and planning the project
• selecting, organising and using a range of
  resources analysing data, applying findings and
  demonstrating understanding of any linkages,
  connections and complexities of the topic
• selecting and using a range of skills to take
  decisions critically and achieve planned outcomes
• evaluating all aspects of the project using a
  range of communication skills and media to
  present the outcomes of the project

16
Gemma

• Gemma did not really know what she wanted to do
  in key stage 4. She really liked the idea of
  being able to concentrate on something for a
  reasonable proportion of her time, so she chose a
  Foundation Diploma in society, health and
  development rather than a GCSE course including
  childcare, which was her other interest. In Year
  10 she became more engaged in learning,
  responding well to applied learning. She
  completed the principal learning units at the end
  of that year and began to work on the principal
  learning and project for a Higher Diploma.

17
Gemma Foundation Diploma in society, health and
development
additional and specialist learning 120 GLH
principal learning 420 GLH
generic learning 200 GLH
8 mandatory units
functional skills (80 GLH)
GCSE in PE (120 GLH)

• An introduction to society, health and
  development
• An introduction to principles and values
• An introduction to partnership working in
  society, health and development
• Communication and information sharing in society,
  health and development
• Working safely to protect individuals across the
  society, health and development sectors
• How does lifestyle affect the health and
  wellbeing of individuals?
• Addressing the needs of individuals
• Human growth and development

project (60 GLH)
minimum 10 days work experience
personal, learning and thinking skills (60 GLH)
17
18
General KS4 courses
Work experience
Project
As a result of her experience in the care home,
Gemma decided to investigate whether access to
adult social care service provision and support
is equal between different groups of the over
65s. In particular, she focused on residents with
dementia and those with motor difficulties. She
found that there has been lots of recent press on
the difficulties for those with dementia, so she
used much of that information in the presentation
she made for her assessment.
English GCSE Maths GCSE Science GCSE Citizenship
GCSE (short course) PE GCSE
This aspect of Gemmas course was organised by a
work-based learning provider, which placed her in
several different environments during year 10 (a
day a week during term 2). Her block placement in
year 11 (2 weeks) was in a local residential care
home where her bubbly personality went down well
with the residents. She got to know two of the
female residents well and took care of simple
personal needs (e.g.hair brushing and helping at
mealtimes etc.) and planning social activities.
Progression route By the end of Year 11 Gemma
had completed four units of her Higher Diploma,
and her level 2 project. Her other subjects had
benefited from her improved motivation and she
had achieved English and PE GCSEs at grade C. She
plans to stay on in Year 12 to complete her
Diploma, including some specialist learning.
Then she can decide whether to progress to an
Advanced Diploma or to take up a job with
continuing training.
AND... principal learning functional skills
personal, learning and thinking skills ASL
18
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
Assessment should focus on identifying what
learners can do rather than grading them
according to what they cannot. Royal National
Institute for the Blind
Assessment should focus on identifying what
learners can do rather than grading them
according to what they cannot. Royal National
Institute for the Blind