HERTFORDSHIRE CSF

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HERTFORDSHIRE CSF

• Work Related Learning

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What is work related learning?

• Any planned activity that uses the context of
  work to develop knowledge, skills and
  understanding useful in work, including learning
  through experience of work, learning about work
  and working practices, and learning the skills
  for work

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Work Related Learning

• In order to assist pupils to make a successful
  transition from school/college to adulthood and
  employment, schools/colleges need to provide
  opportunities for young people to learn
• about work
• for work
• through work
• These are the elements of Work Related
  Learning. The content and emphasis given to
  each of these work related elements will differ
  by age of pupils and their curriculum needs.

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Work Related Learning
About
Work
For
Through
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Work Related Learning

• Work Related Learning outcomes can be achieved
  through
• Curriculum Subjects
• Specialist (Vocational) Learning
• Experience of Work
• Careers Education and Guidance
• Key Skills
• Business and Enterprise Education
• Personal and Social Education
• Citizenship

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Work Related Learning Outcomes

• Through these work related activities and
  programmes young people should develop
• Awareness of diversity of industry and what it
  does, so that they gain insights into the
  relevance and applicability of their work in
  schools to the world of work
• High standards in Key Skills and an understanding
  of the significance of them to employers
• An understanding of basic economics, how industry
  contributes to nations prosperity and how they,
  as future employees, can contribute to the
  economic success of the country

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Work Related Learning Outcomes (2)

• Through such work related activities young
  people should develop
• Knowledge of range of employment opportunities
  available, prior attainment needed and skills
  demanded, to enable them to make informed career
  choices, and skills to plan effectively for
  lifelong learning.
• Understanding of these day-to-day expectations
  made of an employee and their responsibilities
  and rights in the workplace.

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Developing Activities through Curriculum Contexts

• GCSEs particularly vocational subjects and
  other accredited vocational courses
• Courses delivered by colleges, work based
  learning providers and employers
• Extended work-related learning programmes
  involving employers
• Curriculum projects with business involvement
• Problem solving and insight into work activities
• Industry days or conferences

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Developing Activities through Curriculum Contexts

• Extra curricular activities such as business
  mentoring or study support
• Work experience and work shadowing
• Visits to places of work
• Visitors to schools
• Mini-enterprise activities
• Literature and other resources provided by
  business

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Statutory Requirement at Key Stage 4

• Provision for all students at Key Stage 4 to
• Learn through work- opportunities to learn from
  direct experience of work
• Learn about work opportunities to develop
  knowledge and understanding of work and
  enterprise
• Learn for work opportunities to develop skills
  for enterprise and work
• Direct experience of the world of work should be
  at the heart of work-related provision

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QCA Guidance for implementing the statutory
requirement from 2004

• The school is responsible for determining the
  nature of provision and the opportunities to
  acquire work-related learning that each student
  will be given
• It is a statutory requirement to have regard to
  the QCA guidance
• The guidance will be used by Ofsted to inspect
  provision

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QCA Work Related Framework

• Nine Elements
• Recognise, develop and apply their skills for
  enterprise and employability
• Use their experience of work, including work
  experience and part-time jobs, to extend their
  understanding of work
• Learn about the way business enterprises operate,
  working roles and conditions, and rights and
  responsibilities in the workplace
• Develop awareness of the extent and diversity of
  local and national employment opportunities

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QCA Work Related Framework

• Relate their own abilities, attributes and
  achievements to career intentions and make
  informed choices based on an understanding of the
  alternatives
• Undertake tasks and activities set in work
  contexts
• Learn from contact with personnel from different
  employment sectors
• Have experience (direct or indirect) of working
  practices and environments
• Engage with ideas, challenges and applications
  from the business world

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Learning through work

• All subjects in the curriculum can use the world
  of work as a context for learning
• Direct experience of the world of work
• Work experience
• Extended work placement
• Work shadowing
• Part-time work
• Work-related activities
• Mini-enterprises
• Visits to industry
• Business simulations
• Case studies
• Problem solving projects

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Learning for work

• Young people should be provided with
  opportunities to recognise, develop and apply
  their skills for enterprise and employability
• Employability viewed as the knowledge and
  understanding, skills, attitudes and qualities
  that young people will need to thrive in their
  future working lives
• The main components of employability
• Enterprise capability
• Financial literacy
• Economics and business understanding
• The six key skills

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Learning for work

• Enterprise capability defined as
• The capability to handle uncertainty and
  respond positively to change, to create and
  implement new ideas and new ways of doing things,
  to make reasonable risk/reward assessments and to
  act upon them in ones personal and working
  life.

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Learning about work

• Covers the area previously defined as economic
  and industrial understanding, economics awareness
  or business understanding
• All young people should learn about the way
  business operates, about employers and
  employees roles and rights and responsibilities
  in the work place.
• Business should include large and small
  enterprises, in the public, voluntary and private
  sector
• Integrate with study for citizenship which
  includes the economy functions, including the
  role of business and financial services

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Developing a Policy on Work Related Learning

• Vision/Rationale
• Principles
• Aims
• Objectives
• Activities and opportunities which contribute
• Equal opportunities
• Processes for assessment
• Roles and responsibilities
• Leadership and Management
• Curriculum provision learning programme how it
  will be delivered
• Progression, Qualifications and Accreditation
• Monitoring, review and evaluation

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Underlying Principles

• All young people should
• have access to a range of opportunities and
  activities designed to develop knowledge,
  understanding, attitudes and skills of the world
  of work and its demands
• are able to relate their work in school to the
  world of work
• develop knowledge and understanding about the
  range of employment opportunities available to
  them and the skills, training and qualifications
  which will be needed for those opportunities
• have access to informed and impartial careers
  guidance
• have their WRL achievements recorded and
  recognised

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The Role of Children Schools and Families

• Leadership and strategic guidance
• Identify good practice in WRL and provide case
  studies and opportunities to disseminate
• Identify and evaluate key aspects which
  contribute to effective education for WRL for all
  young people
• Provide guidance and staff training opportunities
• Consultancy and review support and
• Make recommendations to improve the quality and
  effectiveness of WRL.

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Effective work related learning

• Clear policy statements to ensure schools are
  fully aware of importance of WRL
• Systematic planning and monitoring of all
  aspects of WRL through a co-ordinating group
• Audits of programme to identify appropriate
  contexts to deliver WRL aspects
• Clear roles for all involved
• Effective communication of range of activities
  to make sure schools make informed response
• Ensure steps are taken to give a high profile
  for WRL among young people.

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Qualifications and Accreditation

• Entry Level Certificates National Skills
  Profile, AQA Unit Awards
• GCSEs General and Applied
• GNVQ Intermediate (6 unit)
• BTEC and OCR Nationals
• Other Vocational Qualifications
• Key Skills Communication, AoN and ICT
• Wider Key Skills
• NVQs or NVQ units - vocational and vocationally
  related
• Career Planning and Preparation for Employment
  Qualifications
• Entry Level Certificate in Job Seeking Skills
• Level 1 and 2 Certificate in Career Planning
• Entry, 1 and 2 Certificate in Preparation for
  Employment

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Publications and Resources

• Hertfordshire Grid
• www.thegrid.org.uk/wrl
• QCA
• www.qca.org.uk/14-19
• DfES
• www.dfes.gov.uk/qualifications
• Teachernet
• www.teachernet.gov.uk
• LSDA
• www.lsda.gov.uk/vocationallearning
• Qualifications
• www.openquals.org.uk

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HERTFORDSHIRE CSF

• Choosing Appropriate Qualifications for Work
  Related Learning

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Qualifications Developments

• Accreditation to the National Qualifications
  Framework
• Progression Awards (within Entry Level)
• Entry Level Qualifications (Certificates of
  Achievement)
• Level 1 and Level 2 GCSEs and Vocational GCSEs
• Level 1 and 2 GNVQs ( 6 unit award )
• Level 3 AS/A2 levels and AVCEs
• Levels 1,2 and 3 Key Skills Qualifications
• Levels 1,2 and 3 Technical Certificates
• Entry, Levels 1 and 2 Qualifications for
  Preparation of Working Life and Careers Education
  Guidance

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Entry Level Qualifications

• These awards provide students with a point of
  entry and a means of progressing into other first
  level or foundation qualifications
• Designed for pupils not yet ready for GCSEs or
  NVQ level 1
• Entry level certificates available in NC subjects
  and broader vocational areas
• Available at three levels in line with NC levels
  1-3
• Certificates can be taken alongside GCSEs,
  Vocational GCSEs or NVQs
• Called Entry Level Awards

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General Certificate of Education GCSEs

• Meet the National Curriculum requirements at KS4
• Extensive range of subjects
• Full awards or short courses
• Specification outlines course content and
  identifies coursework achievements
• Grading A - G

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GCSEs in Vocational SubjectsSeptember 2002

• 8 subjects
• GCSE Applied Art and Design (Double Award)
• GCSE Applied Business (Double Award)
• GCSE Engineering (Double Award)
• GCSE Health and Social Care (Double Award)
• GCSE Applied Information and Communication
  Technology (Double Award)
• GCSE Leisure and Tourism (Double Award)
• GCSE Manufacturing (Double Award)
• GCSE Applied Science (Double Award)

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Approved Work Related Learning Qualifications

• ASDAN
• Level 1 Certificate in Career Planning
• Level 2 Certificate in Career Planning
• Edexcel
• Entry level Certificate in Skills for Working
  Life
• NCFE
• Level 1 Certificate in Employment Skills
• Level 2 Certificate in Employment Skills
• OCR
• Entry level Certificate in Preparation for
  Employment
• Entry level Certificate in Job Seeking Skills
• Level 1 Certificate in Preparation for Employment
• Level 2 Certificate in Preparation for Employment
• Level 1 Certificate in Career Planning
• Level 2 Certificate in Career Planning

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National Vocational Qualifications NVQs

• NVQs focus on developing practical skills for
  jobs at work - trainees learn on the job and
  are assessed for what they can do at work
• Number of NVQs are approved for KS4 students
• For some students who follow programmes that
  include regular work placement and/or at FE
  college or with training provider
• Students can do full NVQ or units

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National Vocational Qualifications NVQs

• NVQs can be used for students
• doing work-based placement
• to demonstrate competence in a particular area
• to gain qualifications that recognise work they
  are already doing
• Assessment of knowledge, skills and understanding
• Level 1 equivalent to GCSE grades D-G
• Level 2 equivalent to GCSE grades A-C

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National Vocational Qualifications - NVQs

• The standards of progression for NVQ cover five
  levels
• NVQ Level 1 Craft level
• NVQ Level 2 Skilled Work
• NVQ Level 3 Supervisory
• NVQ Level 4 Management
• NVQ Level 5 Senior Management

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Other Vocational QualificationsVQs and RVQs

• Wide range of certificates and progression awards
  are now approved at KS4
• VQs can be taken alongside NVQ, GNVQ, GCSE or
  Entry Level qualifications
• For example, a Hospitality and Catering programme
  could include
• NVQ units Food Preparation and Cooking
• GNVQ units Hospitality and Catering
• VQ Food Hygiene Certificate

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Key Skills

• Units and qualifications that can be applied to
  vocational and general programmes, which
  demonstrate that students have reached an
  identified standard
• There are six key skills
• Application of number
• Communication
• Information technology
• Working with others
• Improving own learning and performance
• Problem solving.
• Five levels of key skills
• At levels 1- 4 there is a unit in each of the key
  skills
• At level 5, there is a single unit, Personal
  Skills Development

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Modern ApprenticeshipsTechnical Certificates

• New technical certificates (related vocational
  qualifications) schools/colleges are able to
  accredit knowledge and understanding elements of
  the qualification
• Envisaged MAs pursue AVCEs or Vocational GCSEs
  alongside NVQs
• Other qualifications may be nominated as an
  alternative to technical certificates as
  fulfilling the vocational component
• Obligation on providers of MAs to ensure trainees
  have opportunities to gain key skills
  qualification - Citizenship will focus on rights
  and responsibilities if employees.

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NVQs Approved for Use Under 18

• Accounting 12
• Administration 12
• Building Craft Occupations1
• Decorative Occupations 1
• Distributive Occupations 1
• Engineering Foundation 1
• Engineering Manufacturing Foundation 1
• Food Preparation and Cooking 12

• Hairdressing 1
• Performing Manufacturing Operations
  1
• Preparing and Serving Food
  1
• Preparing and Serving Food - Quick Service
  2
• Retail Operations 2
• Trowel Occupations 1
• Wood Occupations 1

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NVQs Approved for Use Under 18

• Bricklaying 2
• Construction 12
• Construction Operations 2
• Desk top Publishing 12
• General Construction Operations
  1
• Health and Beauty Therapy
  1
• Information System Analysis
  2
• Interior systems (construction) 12

• Software Creation 1
• Sport and Recreation 1
• Using Information Technology
  12
• Painting and Decorating (Construction)
  2
• Plastering and Solid Fibrous (Construction)
  2
• Print Commercial 2
• Wood Occupations (Construction)
  1

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Wider Opportunities for Work Related Learning at
Key Stage 4

• Accrediting Pupils Learning
• GNVQ units (business, engineering, construction
  and built environment, health and social care,
  hospitality and catering, leisure and tourism,
  manufacturing)
• NVQ units (administration, building craft, trowel
  and wood occupations, hairdressing, preparing and
  serving food)
• ASDAN Youth Award Scheme, AEB Life Skills Award
• Certificates in Basic Food Hygiene

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Wider Opportunities for Work Related Learning at
Key Stage 4

• Accrediting Pupils Learning
• Work related learning Entry Level awards and
  Certificates of Achievement (catering, childcare,
  land studies, media studies, motor vehicle and
  road user studies, retail)
• National Proficiency Test Council Awards
  (Vocational Foundation Certificate) in
  occupations such as agriculture, animal care,
  floristry, horticulture, vehicle maintenance
• Occupational Skill Awards from EMFEC, and other
  awarding bodies, in occupations such as motor
  vehicle maintenance, keyboarding, community and
  health care, and textiles

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Accrediting Young Peoples Achievement

• National Youth Agency
• National Framework for Informal Awards includes
• ASDAN
• Princes Trust
• Trident Trust
• Guide Association
• Scout Association
• National Open College Network (NOCN)
• National Extension College (NEC)

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Qualifications to support Careers Education

• Awarding bodies can help schools and colleges
  with resources and useful advice. In addition,
  you may find the following materials useful
• Better Practice Practical Strategies for
  Developing Excellence in Careers Education,
  NACGT/The Careers Forum/AICE (2000)
• Careers education in the New Curriculum its
  relationship to PSHE and citizenship at key
  stages 3 and 4, DfEE (2000) DfEE/0039/2000
• Keys skills for developing employability, QCA
  (2001) QCA/001/752
• Developing skills for career management,
  QCA(2001) QCA/001/751
• Learning through work-related contexts - a guide
  to successful practice, QCA (1998) QCA/98/310
• Preparation for working life, QCA( 1999)
  QCA/99/384
• Wider opportunities for work-related learning at
  key stage 4, QCA (1999) QCA/99/471

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Progress File

• The Progress File materials present a shift of
  focus from the presentation folder of past
  achievements to a set of materials to help
  individuals plan and manage their own learning.
  They can help learners of all ages to develop
  skills to identify their achievements to date,
  consider career goals/key skills, plan next
  stages in learning and record and present
  achievements to others.
• Booklets available are
• Getting Started for students in Year 9,
• Moving On for students in Year 10 and 11,
• Widening Horizons for post 16 students in
  education and trainees on government funded
  training programmes