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.

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

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 85% drop-out due to student reasons 12% due to employer reasons 26% during placement

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 Case Study: One provider held a Student Readiness preparation week for their learners during half-term. The sessions were aimed at giving learners an understanding of expectations in the workplace; attitudes and behaviours, CV skills, interview skills, rights and responsibilities and health & safety. Unfortunately only six students turned up out of 40 students. Task: What could be done differently? What could be an alternative solution? How might this be integrated into the curriculum?

SEND/LLDD Considerations NB: Pilot Key Learning - Allow extra time (maybe term early) to allow for preparation. One provider experienced a breakdown 4 days into placement due to employer not considering the learner to have the right attitude after a poorly worded email was sent to them. The learner has aspergers and anxiety but neither the industry placement coordinator or the employer were aware of this because the learner's tutor did not pass on the information. The employer terminated the placement immediately and the college accepted this. A failure to properly support an SEND learner had occurred and it is something which needs to be addressed as it is not very inclusive. The Education & Training Foundation has produced an excellent, comprehensive, free online learning toolkit (the “Toolkit”) funded by the DfE

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

In-House Employability Content Suggestions Job Search Research CV Writing Interview Skills Rapport Elevator Pitch Attitudes & Behaviours Managing Anxiety Communication Skills – Assertiveness Financial Management Travel Training Risk Management NB: Can link these to Ofsted’s Personal Development, Behaviour and Welfare criteria

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?