View
219
Download
0
Tags:
Embed Size (px)
Citation preview
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?• 13-19 year olds with access to up-to-date
information about opportunities in learning and work?
• Connexions PAs with access to, and information about, their 13-19 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 11-19• 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 2Use 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 6Undertake 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
Work related learning elements and outcomes Yes, definitely Possibly No, its unlikely1. Recognise, develop and apply their skills for enterprise and employability1. describe and demonstrate the main qualities and skills needed to enter and thrive in the working world2. evaluate the usefulness of a range of employability skills3. assess, undertake and manage risk, and make decisions in conditions of uncertainty4. collect relevant evidence and use it for making decisions5. show leadership, management, drive and self reliance when working on tasks and in teams6. demonstrate innovative approaches to solving problems2. Use their experience of work, including work experience and part-time jobs, to extend their
understanding of work1. give an account (in any medium) of their work placement or part-time job identifying what they have learned
about work2. apply some of the learning gained from work experience to their key stage 4 courses and their career planning3. analyse what motivates people for work4. demonstrate an understanding of the main changes happening in the world of work3. Learn about the way business enterprises operate, working roles and conditions, and rights and
responsibilities in the work place1. outline the main types of business enterprises and the key roles within each2. give examples of employers’ and employees’ rights and responsibilities at work, particularly in relation to
equality of opportunity, respect for diversity and health and safety3. demonstrate a basic knowledge and understanding of a range of economic concepts4. describe some ways that working conditions changed during the last century and give some reasons for the
changes4. Develop awareness of the extent and diversity of local and national employment opportunities1 explain the chief characteristics of employment, self-employment, unemployment and voluntary work2 recognise the concept of the labour market (local, national, European and global)3 describe the main trends in employment in their local area and relate these to their career plans5. Relate their own abilities, attributes and achievements to career intentions and make informed
choices based on an understanding of the alternatives1 collect and use relevant information about opportunities available to them beyond key stage 42 reflect on and record achievements, abilities, interests and skills and use them to make realistic choices for
progression after key stage 43 access and use an interview with a careers guidance specialist to progress plans4 complete application procedures for work placements, part-time jobs and post-16 opportunities, including
preparing a CV and adapting it for different applications5 present well at an interview6. Undertake tasks and activities set in work contexts1 explain the relevance of a curriculum subject to the world of work2 demonstrate understanding of work-related language and vocabulary3 analyse how examples of learning within the curriculum can be applied to work contexts7. Learn from contact with personnel from different employment sectors1 describe working practices in different employment sectors2 understand the career motivations and pathways taken by people in different employment sectors3 understand the importance of attitudes, qualifications and skills to employers8. Have experience (direct or indirect) of working practices and environments1 describe (from experience gained through work placements, visits, simulations, videos and so on) the
working practices of one type of business compared with another2 describe (from experience gained) the work environment in one type of business compared with another3 describe the main hazards associated with particular types of workplace9. Engage with ideas, challenges and applications from the business world1 know and understand key enterprise concepts2 demonstrate the main enterprise skills, attitudes and qualities
Which elements of WRL will KS4 studentscover in their CEG programme?
CEG Framework: self-developmentGo to: cegnet.co.uk/managing CEG
1. Use self-assessments and career relatedquestionnaires to help identify and set shortand medium term goals, and career andlearning targets
WRL no. 1. Use self-assessments and career relatedquestionnaires to help identify and set shortand medium term goals, and career andlearning targets
WRL no 1. Use self-assessments and career relatedquestionnaires to help identify and set shortand medium term goals, and career andlearning targets
WRL no
2. Review and reflect on how theirexperiences have added to their knowledge,understanding and skills and use thisinformation when developing career plans
WRL no 2. Review and reflect on how their experienceshave added to their knowledge, understandingand skills and use this information whendeveloping career plans
WRL no 2. Review and reflect on how their experienceshave added to their knowledge, understandingand skills and use this information whendeveloping career plans
WRL no
3. Use review, reflection and action planningto make progress and support careerdevelopment
WRL no 3. Use review, reflection and action planning tomake progress and support careerdevelopment
WRL no 3. Use review, reflection and action planning tomake progress and support careerdevelopment
WRL no
4. Explain why it is important to developpersonal values to combat stereotyping,tackle discrimination in learning and workand suggest ways of doing this
WRL no 4. Explain why it is important to developpersonal values to combat stereotyping, tacklediscrimination in learning and work andsuggest ways of doing this
WRL no 4. Explain why it is important to developpersonal values to combat stereotyping, tacklediscrimination in learning and work andsuggest ways of doing this
WRL no
5. Use guided self-exploration to recogniseand respond appropriately to the maininfluences on their attitudes, values andbehaviour in relation to learning and work
WRL no 5. Use guided self-exploration to recogniseand respond appropriately to the maininfluences on their attitudes, values andbehaviour in relation to learning and work
WRL no 5. Use guided self-exploration to recogniseand respond appropriately to the maininfluences on their attitudes, values andbehaviour in relation to learning and work
WRL no
No. WRL no No. WRL no No. WRL no
No. WRL no No. WRL no No. WRL no
No. WRL no No. WRL no No. WRL no
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?Matching the outcomes for Careers Education and Guidance with those for Work-related Learning
Outcomes: CEG: self-development CEG: career exploration CEG: career management
WRL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Total
1.1 Skills 1 1 1 1 41.2 for enterprise 1 1 1 1 4
1.3 and employability 1 11.4 1 1 1 3
1.5 01.6 1 1
2.1 Learning f rom 1 1 22.2 experience of 1 1 2
2.3 w ork 1 12.4 1 1
3.1 Businesses, 03.2 w orking roles, 1 1 2
3.3 rights and 03.4 responsibilities 0
4.1 Employment 1 1 24.2 opportunities 04.3 1 1 1 3
5.1 Relating ow n 1 1 1 1 1 1 6
5.2 strengths to 1 1 1 1 1 55.3 career plans, 1 1 1 3
5.4 making choices 1 1 1 35.5 1 1
6.1 Tasks in 06.2 w ork contexts 06.3 0
7.1 Contact w ith 1 1 2
7.2 w orking people 1 1 27.3 1 1 2
8.1 Experience of 1 18.2 w orking practices 1 18.3 1 1
9.1 Engaging w ith 09.2 ideas f rom bus'ess 0
Total score 3 6 1 1 1 5 2 2 3 5 4 4 4 0 1 2 9
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
14-19 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 14-19• Informing Choices: QCA /05/1542• Specialist Schools’ Trust: teachandlearn.net• CESP materials
– Briefing for teachers in ITT– CEG in a Nutshell– Into 14-19 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