Preparing Students For Industry Placements

Session Aim To provide delegates with some good practice models from pilot delivery of learner preparation tools and methodologies prior to students starting industry placements.

Tips & Considerations Directly related & linked to aspirations Familiar with subject matter of the work Confident in the value they’re bringing & benefits of the IP (them & employer) Understands “professional standards” of behaviour Suitable attitudes and expectations Pilot suggested content for student preparation Technical Skills Preparation Employability Skills Preparation

‘Why Technical Skills Preparation? Agriculture – FPEA Spraying, Chainsaws, Tractor Driving Construction – CSCS Catering – Food & Hygiene Care – Lifting & Handling Hair Dressing – Using thinning scissors

Why Employability Skills Preparation? NB: Feedback from the pilot identified that education providers’ existing preparation delivery required more thought and development. Awarding Bodies Kudos Barclays Life Skills Accenture's Skills to Succeed Academy Skills to Succeed NI Supporting students to meet the additional expectations of industry placements

Some Good Practice to Include Maximising Attendance ▶ Concise, benefit-focussed messaging ▶ Timetable inclusive Design Principles ▶ Co-Designing Materials ▶ Employer Encounters ▶ Soft Skills Training ▶ Feedback & Reflection

Activity Think about What they need to know What skills they have Task: Come together as a group and design a simple questionnaire to assess student readiness for industry placement, assuming the student has not attended any technical skills or employability skills preparation workshops. You will be looking to identify the student’s insight into their skills and abilities. Think about what you may need to know. Think about What they need to know What skills they have What technical skills may be required Their strengths Areas in need of development

SEND/LLDD Considerations NB: Pilot Key Learning - Allow extra time (maybe term early) this allow for… A clear understanding of the student’s profile, needs and aspirations Partnership working with students’ parents/guardians Employer communication & agreement on how to make placement suitably accessible and feasible Reasonable adjustments to be made in the workplace (such as learning aids; suitably quiet environments) Job carving/redesigning to tailor a role to the talents and abilities of the individual Appointment of suitable workplace mentors and/or job coaches The Education & Training Foundation has produced an excellent, comprehensive, free online learning toolkit (the “Toolkit”) funded by the DfE

SEND/LLDD Considerations 4 Weeks Prior to Placement Use of inclusive language and awareness of employer around what language should/shouldn't be used. Use of plain English, avoiding jargon on all sides Regular catch-up meetings with the individual(s) Make the role genuine with actual responsibility and contribution Use Word documents for communication as these are better for users of assistive technology Consider reasonable adjustments to interviews, e.g. additional time/altered format

SEND/LLDD Considerations Specialist Organisations British Association for Supported Employment (BASE) Education & Training Foundation - SEND: Sources of Support Toolkit United Response DfE Guidance on Supported Internships

Risk Management Managing risk should cover: Health and safety training Identification of risks and dynamic risk assessment Assessment of comprehension/knowledge of health and safety SEND - GDPR - Employer communication You could consider an Awarding Body external assessment Basic first aid training Safe manual handling

Timing of Student Preparation Heads Up: During pilot some preparation activities took place after the placement had started Most successful model focussed on preparation activities at least two terms prior to placement

Communication & Timeline NB: See handout for more details

Implementation of T Level programmes Government consultation response Students said they would prefer to start the course by obtaining broad knowledge about their chosen subject, then gradually focus on specialist work skills so that they finish the course feeling confident that they are competent in the workplace. Students told us that the opportunity to obtain experience in industry is the most valuable feature of the programme. They see industry placements and work encounters as tools to improve their confidence in their competency. Students also see industry placements as a way of improving their employability, recognising that employers and universities are looking for more than just a list of qualifications Students are willing to use their summer holidays to gain experience of work

Facilitated Discussion Reflective 1. Does anything discussed make you feel uncomfortable? 2. Where are you really clear? 3. What would make you more comfortable? 4. What are you most doubtful about? 5. What causes you to feel pressurised? Interpretive 1. What are the implications of this? 2. What are the different ways of approaching this? 3. What implications does this pose? 4. What kinds of changes do you need to make? 5. What questions did this raise for you?