Careers Education & Guidance Work-related Learning Enterprise: the same ….. or different? Staffordshire Partnership Sylvia Thomson: 28 June 2005

Objectives CEG, WRL and Enterprise Education: some joined up thinking?  The statutory requirements for CEG & WRL  Where does they overlap at KS4?  Where does Enterprise Education fit?  Some current practice  Support materials

Statutory requirement for CEG Do all schools have to provide: careers education for students in years 7-11? year olds with access to up-to-date information about opportunities in learning and work? Connexions PAs with access to, and information about, their year old students in order to provide careers guidance?

National Framework for CEG Is careers education in the National Curriculum? Careers Education & Guidance: A National Framework Learning outcomes for KS3, KS4 and post-16 Schools, colleges and work-based learning providers Securing coherent guidance provision Improving quality – local quality awards Curriculum organisation and links

Learning outcomes for CEG Self development; career exploration, career management SD 2 activity: writing a reflective account of their work experience CE 10: use work-related learning and direct experience of work to improve their chances CM 17: understand what employers look for in relation to behaviour at work ……..

QCA framework for WRL Non-statutory 9 elements of provision Suggested minimum provision Desirable broad learning outcomes Examples of learning activities

WRL framework elements Elements of provision for all students 1. Recognise, develop and apply their skills for enterprise and employability 2. Use their experience of work, including work experience and part-time jobs, to extend their understanding of work 3. Learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the work place 4. Develop awareness of the extent and diversity of local and national employment opportunities

Element 2 Use their experience of work, including work experience and part-time jobs, to extend their understanding of work. Suggested minimum: Students have the equivalent of at least half a day for debriefing and follow-up of work experience and/or part-time work. Through this provision students can:  Give an account of their work placement or part-time job identifying what they have learned about work.  Apply some of the learning gained from work experience to their KS4 courses and their career planning.  Analyse what motivates people to work.  Demonstrate an understanding of the main changes in the world of work.

Element 5 Relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives Suggested minimum: Students undertake activities to develop their skills for career management, including a guidance interview focusing on career progression

Element 6 Undertake tasks and activities set in work contexts Suggested minimum: Students use work as a context for learning within the curriculum on at least two occasions, and record evidence of their learning Through this provision students can: explain the relevance of a curriculum subject to the world of work demonstrate an understanding of work-related language and vocabulary analyse how examples of learning within the curriculum can be applied to work contexts

WRL framework elements 7. Learn from contact with personnel from different employment sectors 8. Have experience (direct or indirect) of working practices and environments 9. Engage with ideas, challenges and applications from the business world

Which elements of WRL will KS4 students cover in their CEG programme?

CEG Framework: self-development Go to: cegnet.co.uk/managing CEG

Mix and match CEG & WRL CEG learning outcomes CE 6: describe employment trends and associated learning opportunities at different levels CM 16: understand the purposes of interviews and select and present personal information to make targeted applications CE 10: use work-related learning and direct experience of work to improve their chances WRL learning outcomes 4.3: describe the main trends in employment in their local area and relate these to their career plans 5.5: present themselves well in an interview 2.2: apply some of the learning gained from work experience to their KS4 courses and their career planning

CEG & WRL: the map?

Enterprise Education What is it? Enterprise capability: handle uncertainty, change, new ideas, risks, rewards; act on them in personal and working life Financial capability: manage own finances; become informed consumers of financial services Business and economic understanding: business context; informed choices between alternative used of scarce resources

Enterprise Education How is it done? By providing and enterprising learning environment in which students are encouraged to take the initiative; and an enterprise process which akin to project work Where does it fit in the curriculum? Work-related learning is statutory in KS4. Schools must have regard to the QCA guidance. The guidance says that enterprise is part of work-related learning [Teachernet.gov.uk: Enterprise education guidance]

Mix and match WRL & Enterprise WRL elements 1. Recognise, develop and apply their skills for enterprise and employability 3. Learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the work place 9. Engage with ideas, challenges and applications from the business world WRL/enterprise outcomes 1.3: assess, undertake and manage risk, and make decisions in conditions of uncertainty 3.1: outline the main types of business enterprises and the key roles within each 9.2: demonstrate the main enterprise skills, attitudes and qualities

Managing CEG/WRL/EE at KS4 whole school approach: senior manager named co-ordinator clear learning outcomes build on existing provision planned coherent programme students’ participation in-service training for staff included in school development plan local partners involved collaboration with other schools/colleges

Funding CEG/WRL/Enterprise School budget: funding to deliver the statutory curriculum standards funding for development and training New standards funding for Enterprise Education: From September 2005 External funding: LSC/EBLO/Connexions development funding

Recognising students’ learning Formative assessment:  Reflection and review  Student self-assessment  Progress File Summative assessment:  Part of GCSEs, NVQs etc  National qualifications & awards (Section 96)  Local awards

Inspection from 2005 Every Child Matters:  Be healthy  Stay safe  Enjoy and achieve  Make a positive contribution  Achieve economic well-being  Young people are helped to prepare for working life

Inspection from 2005? School self-evaluation: How good is the overall personal development and well-being of the learners? How well do learners prepare for their future economic well-being? Including: how well learners develop skills and personal qualities that will enable them to achieve future economic well-being? learners’ understanding of career options, and the acquisition of workplace skills.

Careers central Personal development for learning and work Teachers’ duties Informing Choices: QCA /05/1542 Specialist Schools’ Trust: teachandlearn.net CESP materials –Briefing for teachers in ITT –CEG in a Nutshell –Into Learning –Understanding the Labour Market

Support for schools QCA: qca.org.uk/14-19 CESP: materials on cegnet.co.uk NACGT: journals, lobbying, events LEA advisers Connexions Partnerships - CEG advisers EBLO/EBP Business partners

References Publications: Work-related learning for all at key stage 4 - guidance for implementing the statutory requirement from 2004: QCA/2003/1168 Careers Education and Guidance-a national framework 11-19: DfES 0163/2003 Understanding the Labour Market - a basic guide for teachers in secondary schools in England: cegnet.co.uk information Work-related Learning and the Law: DfES/0475/2004 Websites: qca.org.uk/14-19/11-16 cegnet.co.uk vocationallearning.org.uk teachernet.gov.uk June 2005