1. Preparing Students
For Industry Placements

2. 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.

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Communication & Timeline
NB: See handout for more details

14. 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

15. 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?