Developments in work-related learning

1. Developments in work-related learning - in the emerging 14 to 19 curriculum ___________________ Johnallen23@aol.com

2. Schools - Achieving success • “transforming secondary education - character - innovation and diversity – curriculum development” • “meeting individual talents and aspirations, challenge the assumption that all proceed at the same pace” • “preparing for a fast changing society and employment” • “expand opportunities for learning in colleges, the workplace etc - making high quality vocational qualifications available to all students”

3. Recognising diversity Providing choice Understanding relevance of learning Motivation to learn Developing skills Enabling progression Improving employability Pupils with special needs Gifted and talented learners Gender issues Meeting the needs of learners

4. 14 to 19 Proposals 1 • Greater flexibility at KS4 • New requirement for WRL • Review of progress at start of phase -ILPs • Making the right choices at 14 (CEG in KS3) • Collaboration pathfinders • The role of businesses

5. 14 to 19 Proposals - 2 Expanding vocational provision • Changes to performance tables • Changes to inspection • Changes to KS4 funding (?) • New centres of vocational excellence

6. Recent developments • Increased flexibility for 14 to 16 year olds • Launch of new GCSEs in vocational subjects • National communication strategy • Davies Review of enterprise and the economy in education • Progress File role out • Connexions • Guidance from DfES on work-related learning

7. Davies Review of enterprise and the economy in education • A national agenda for enterprise capability, economic and business understanding • Government benchmarking and monitoring • “all to experience enterprise activity at some time” • Funding for school pilots and Enterprise advisers • DfES guidance & QCA schemes of work • Inspection of schools and standards for brokers

8. Changes to performance tables • All qualifications to count • Some qualifications to have GCSE equivalent scores • Pilots for current Year 11 • Current Year 10 to benefit fully • Changes to national education targets • Changes to approval of qualifications

9. Changes to disapplication • Easier to disapply from September 2002 • Section 363 Disapplication not needed from 2004 • Science to be disapplied until new PoS • Section 362 disapplication and 2002 Education Act

10. National communications strategy • DfES, QCA, LSDA, Ofsted, awarding bodies • Information for teachers etc, guidance staff, pupils & parents, employers • Media campaign • Guidance on Education Business links and work experience • Engaging with employers

11. DfES guidance for vocational and work-related learning • DfES, Ofsted and QCA • Ofsted’s recommendations • Consultation • Guidance for schools, colleges, employers, training providers etc. • Published in June 2002 • DfES web site • Revision in 2003 for 2004

12. Developments in CEG • Changed statutory requirement • Non-statutory framework • Scheme of work • Integrated approaches to citizenship, RE, CEG, PSHE • CEG support programme • ASTs for CEG

13. Guidance concerns • Poor, inadequate or inappropriate advice & guidance • Lack of access to good quality information • Indiscriminate recruitment onto courses • Interest in HE formed early and key decisions made pre-14 • Boys more likely to choose careers that need degrees

14. A new approach to work experience • ‘all 14 to 16 year olds to have a quality placement for two weeks’ • Clearer purposes • Letting go of tradition - Different types of experiences of work and different types of work settings • A wider view of ‘a placement’ • Better relationships with employers

15. WRL for all at KS4 • Not a new concept • Building on what already happens • Not a response to disaffection and/or under-achievement • Can take place across the curriculum • No need for discrete time • Need clear outcomes • Cost, capacity and health and safety

16. The requirement for WRL - 1 From August 2004 schools would be required to make provision for all students to: • learn through work, by providing opportunities for students to learn from direct experience s of work (e.g. through work experience or part-time jobs, enterprise activities or learning through vocational contexts in subjects); • learn about work, by providing opportunities for students to develop knowledge and understanding of work and enterprise (through, e.g. , vocational courses and careers education); • learn for work by developing the key skills for enterprise and employability.

17. The requirement for WRL - 2 All students should be given opportunities to: • recognise, practise and develop their skills for enterprise and employability; • undertake tasks and activities set in work contexts; • have direct contact with personnel from different employment sectors; • have direct experience of working practices and working environments; • engage with ideas, challenges and applications from the business world;

18. The requirement for WRL - 3 All students should be given opportunities to: • use their experiences of work, including work experience and part time jobs, to extend their understanding of work, working roles and conditions, and rights and responsibilities in the work place; • learn about the way business functions; • develop awareness of the extent and diversity of local and national employment opportunities; • relate their own abilities and attributes to career intentions and make informed choices based on an understanding of alternatives.

19. Public perceptions and ‘parity of esteem’ Gender issues Cultural/religious issues ‘collaboration’ Ensuring progression current and emerging practice’ and business support for education The duty of care Sustainability ‘Oh no, not the Vikings again’ Key issues for vocational and work-related learning

20. Collaboration • Needed to optimise the match to individual needs and use of resources and to ensure progression • LSC area strategic planning to ensure wide choice post-14 • Staff movement between institutions • Student movement • Common timetables

21. Current & emerging practice • Globalisation (markets/supply-chains/capital) • Trans-national employment • New technology • Occupations not yet invented • Changes of career direction • Multi-skilled and flexible workers • Regular updating/upgrading

22. Gender issues • 1975 - Sex Discrimination Act • 1988 - the national curriculum • 1992 - vocational courses • 1998 - disapplication • 2000 - PAT 14 report and Listen Up! • Women at work ? • Options in Year 9 ?

23. Legal issues – the duty of care • Fatalities and serious accidents • WRL at KS4 : Advice for practitioners on legal issues • WRL and the Law – Autumn 2003 • ‘worst case scenarios’

24. Implications for Key Stage 3 • Making subject choices at age 13/14 • Different locations for learning • Life and career management skills • Accessing guidance and support • Experience of vocational learning • Experience of alternative provision • Preventing disaffection

25. Future developments • Extension of new GCSEs • Promotion of vocational learning • Enterprise initiatives • Statutory requirement for WRL • Collaboration initiatives • Overarching qualifications ?

26. More pupils take GCSEs Many pupils improve on expected results Better organisational skills Application of number and mathematics Communication and English New GCSEs = 2 GCSEs 6 unit I & F GNVQ = 4 GCSEs Less disruption of lessons Happier and more effective teachers Work-related learning and currentperformance tables