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Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools
Level 3
QCF Qualification No: 501/0403/2
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching &
Learning in Schools Level 3
Published and distributed by:
Study House
Tel 01539 724622
Publication date
September 2011
Edition Number
2011 v2
Study House 2011
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the publisher.
The authors believe the contents of this book to be accurate and correct, and all possible care has been taken in producing this work, no guarantee can be given. You should take professional advice prior to making any decisions. This workbook should, however, provide you with good background information.
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
CONTENTS
1. INTRODUCTION 1.1 Introductory notes 1.2 Registration form 1.3 Course assessment requirements 1.4 Work Placement requirements
- Placement Supervision Agreement
- Work Placement Attendance Record and Diary
1.5 Building Your Portfolio of Evidence
- Types of Evidence - Range of Evidence - Sample Forms of Evidence
Annex 1. DFES Work Experience Guide for Employers
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
2. COURSE STUDY UNITS
Unit 1: Understand Child and Young Person Development. This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young peoples development.
Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People.
This unit provides the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety.
Unit 3: Support Children and Young People's Health and Safety.
This unit provides the knowledge, understanding and skills required to support children and young people’s health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting.
Unit 4: Engage in personal development in young people’s settings
This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit considers personal development and reflective practice, which are both fundamental to such roles.
Unit 5: Support learning activities This unit provides the knowledge, understanding and skills to support learning activities. It requires competence in supporting the planning, delivery, assessment and review cycle.
Unit 6: Promote children and young people’s positive behaviour
This unit provides the knowledge, understanding and skills required to promote children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing inappropriate behaviour, dealing with challenging behaviour and contributing to reviews of behaviour and behaviour policies.
Unit 7: Develop professional relationships with children, young people and adults
This unit covers the competence required to develop professional relationships with children, young people and adults.
Supporting Teaching & Learning in Schools Level 3
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Unit 8: Promote equality, diversity and inclusion in work with children and young people
This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting Inclusion.
Unit 9: Support assessment for learning This unit provides the knowledge, understanding and skills to support assessment for learning. It requires demonstration of competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the teacher to review assessment for learning processes and outcomes.
Unit 10: Communication and professional relationships with children, young people and adults
This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults.
Unit 11: Schools as organisations This unit aims to prepare the learner for working in a school. It covers knowledge and understanding of the structure of education, how schools are organised, school ethos, mission, aims and values, legislative and policy frameworks and the wider context in which schools operate.
Supporting Teaching & Learning in Schools Level 3
© Study House
Part One: Introduction
This section of notes contains important information about your course, the assessments and the compilation of your portfolio on which your certificate is based. You should read and familiarise yourself with these introductory notes before embarking upon study of the 11 course units which follow. This will help to make sure that your studies are directed toward meeting the awarding body requirements.
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
Introductory Notes Welcome to your course and your study pack. This introduction contains some very important information about your course and the certification which the course is designed to provide. Please read these notes very carefully before starting your studies and ensure that you complete and return the registration form which follows, in order that we can ensure that we can register you with the Awarding Body. This form must be returned within four weeks of receiving your pack. The level 3 course Supporting Teaching and Learning in Schools is designed around the national standards so as to give students the skills and knowledge which are becoming a requirement for people seeking to work as a Teaching Assistant, Classroom Assistant or Learning Support Assistant. To meet the requirements of the national standards, students will need to compliment their studies with practical work experience, in order to demonstrate their skill in a teaching/classroom environment. NCFE Level 3 Supporting Teaching and Learning in Schools This accreditation is a fully listed qualification designed to meet the requirements for Teaching Assistants, Classroom Assistants and Learning Support Assistants. Students taking this option MUST have a work placement arranged and will need the support of a member of staff in school who will supervise a number of assessments. Assessments for the course are based upon building a portfolio of evidence which demonstrates knowledge, understanding and skill. These assessment requirements are described in detail later in the introductory sections of the course and you should familiarise yourself with these requirements before electing to be registered for this award to ensure that you will be able to meet the requirements during your study period. The course is based upon study of all 11 units of the enclosed course notes PLUS a work placement during the study period to enable you to gather evidence of practical skills as you work through each unit.. On successful completion of the assessments, and subject to moderation by the awarding body you will be eligible for the award of the qualification
NCFE Level 3 Supporting Teaching and Learning in Schools, QCA Qualification Accreditation Number 501/0403/2
The following page contains a student registration form. You should complete this registration form, returning it to Study House within four weeks of receiving this pack.
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
PLEASE COMPLETE AND RETURN THIS FORM
WITHIN FOUR WEEKS OF RECEIVING YOUR PACK
TITLE FIRST NAME[S] DATE OF FAMILY NAME BIRTH STUDENT No CONTACT DETAILS Address
Postcode
Email Phone Course Title
NCFE Level 3 Supporting Teaching and Learning in Schools (Assessed through submission of portfolio of evidence)
The following information is requested for equal opportunities monitoring purposes: Ethnic Origin
Gender Male / Female Disabled Yes/No Data Protection: All data supplied will be held in accordance with the Data Protection Regulations. Where an email address is supplied by the applicant we assume permission to use this address to communicate information relevant to the chosen programme of study. SIGNED DATE DATE Please return this form when completed to:
Study House Ltd, Student Centre 8 Hillswood Avenue Kendal Cumbria LA9 5BT
COURSE REGISTRATION FORM
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
NCFE Level 3 Supporting Teaching and Learning in
Schools
Course Assessment Requirements
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
NCFE Level 3 Supporting Teaching & Learning in Schools
Student Assessment Notes
Students submitting for the NCFE level 3 qualification will be required to fulfil a number of assessment criteria, primarily based upon building a portfolio of evidence which is designed to demonstrate that a series of learning outcomes have been met. For each unit of the course you will find an assessment sheet which lists a number of tasks to be accomplished. Each task relates to a learning outcome in the qualification specification and for each task you should provide evidence of your learning appropriate to what is sought, in order to demonstrate the requisite level of knowledge, understanding and skill. The responses to the tasks form the portfolio of evidence for that study unit. Evidence contained within the portfolio can be based upon a number document types and these are described in detail later in this introduction. Many forms of evidence rely upon practical work undertaken whilst in school under the supervision of a qualified teacher. This is why students MUST undertake a placement in order to gather the evidence required. Where the evidence required takes the form of demonstrating a practical skill, the supervising teacher for that activity will need to witness and sign to confirm that the task has been accomplished successfully. Again this makes it essential that students have a work placement. The forms of evidence provided are otherwise not prescriptive in that students may decide how to demonstrate their knowledge and skill. However the portfolio must CLEARLY indicate where evidence of each learning outcome lies in their portfolio. The remainder of this section provides detailed guidance on the completion and submission of a portfolio but first, the process of assessment is described in more detail: Process of assessment: For each of the 11 study units
1. Student reads and familiarises them self with the reading materials which provides detailed notes on the information required to complete that unit
2. Student reads and familiarises themselves with the tasks and forms of
evidence required for that unit
Supporting Teaching & Learning in Schools Level 3
© Study House
3. Student undertakes ALL tasks and composes evidence which demonstrates achievement of ALL tasks (learning outcomes) for that unit
4. Unit evidence in the form of a portfolio is submitted to the tutor for marking
and feedback
5. Where required, additional evidence is provided and re-marked
6. Once ALL units have been submitted and marked, student’s completed portfolio is Internally Moderated by Study House to ensure that standards have been met. Where required additional evidence or referencing may be requested.
7. Once Internally Moderated, Study House submit a sample of student’s work
to the Awarding Body (NCFE) for External Moderation
8. Once the completed portfolio has been checked internally and externally, and signed off, certificate is produced and awarded to the student.
To assist in this process, the reminder of this section provides additional detail on the assessment requirements and how they can be fulfilled. Specifically included are: • Guidance on the work placement requirements, and mentor confirmation form • Guidance on the building of a portfolio of evidence • Further guidance on the internal and external moderation process • Sample/example portfolio documentation
Supporting Teaching & Learning in Schools Level 3
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Additional studyguide notes NCFE Level 3 Supporting Teaching & Learning Dear Student, The following information on submitting assessments and fulfilling the Tasks should be read in conjunction with the section on “Building Your Portfolio of Evidence” which can be found further on in this introduction, to ensure you complete each Task with the inclusion of the correct requirements of the portfolio of evidence.
When submitting assessments for marking, please ensure you number each Task exactly as the assessment / task list (i.e. Task 1 or Task 2) If using PC MS Works please ensure your page is set at A4 and not the standard Letter format. All assignments must have the Assessment Task Sheet with the listed tasks attached to the front of the assignments with the columns on types of evidence and page references clearly stated for each task. (Assessments will be returned unmarked if the assessment task list page is missing).
Sending Assignments in by Email for marking
Please note that we can only accept assessments for this course by email if you have the facility to scan the Assessment Task Sheet and include it in your document.
If you cannot do this, then all assignments must be submitted by post, as the Assessment Task Sheet is an important part of the moderation of your course work.
When sending by email, please ensure you complete the subject line of your email with your student number, name and course title. Emails received with subject headings like “Hi / Hello or RE:” or even blank will often be rejected by the server and cannot be received.
Supporting Teaching & Learning in Schools Level 3
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Study House Diversity Policy Study House is committed to achieving equality of opportunity for all people who choose to study one of our programmes, and recognises the requirements of the current equality and diversity legislation. We will treat students with respect and dignity and promote a learning experience free from unlawful discrimination, harassment or victimisation. The recruitment, retention and achievement of students will be reviewed by the quality group to provide a means of monitoring performance and to enable positive action to be taken to achieve a balance which reflects the total student population. Such monitoring will cover gender, disability, race, and age, determined by data volunteered by students at the time of enrolment. To this end students will be asked to self-classify their gender, race, age and disability status at the time of enrolment. Such information will be contained within the registration form and be held confidentially. Study House complaints appeals process In the event of a student wishing to complain or appeal against an assessment of their work we will operate the following appeals process:
Stage 1 Candidate refers appeal to course tutor
Course tutor responds to appeal within 14 days
Stage 2 If stage one fail s to resolve the appeal, course tutor refers appeal to Study House Internal Verifier
Internal verifier responds to appeal within 14 days
Stage 3 If stage two fail s to resolve the appeal, the Internal Verifier refers appeal to NCFE External Moderator
External Moderator responds to appeal within 14 days
Please note that the External Moderator’s decision is final and completes the appeal process
Supporting Teaching & Learning in Schools Level 3
© Study House
NCFE Level 3 Supporting Teaching and Learning in
Schools
Work Placement Requirements
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
Work Placement Requirement To fulfill the criteria for this qualification, learners must complete a work placement, which can be paid or voluntary. This allows you to gain real work experience and put into practice the knowledge, skills and theory being taught within the qualification. It’s a requirement of the qualification that, in addition to the assessment requirements, the learner completes the required amount of work placement hours to achieve certification. Work experience is defined by the Department for Children, Schools and Families (DCSF) as: ‘a placement on employer’s premises in which a student carries out a particular task or duty, or a range of tasks or duties, more or less as would an employee, but with the emphasis on the learning aspects of the experience’ (Work Experience – A Guide for Employers, DfES, 2002). CRB Check In order to work with children, candidates on work placement MUST undertake a CRB check and your school will usually request this. Schools offering paid employment or voluntary placements will be able to undertake this check and you should ensure that you arrange this before commencing your placement. Please note that Study House is unable to arrange this check and students must ensure that the proper arrangements are made. Use of Placement Material It’s important that issues of confidentiality are clear within the organisation. Learners need to make sure that they’re aware of any permission requirements for taking information out of the organisation for use in their portfolio work. You should clarify this in advance with the placement organisation. Where material from the work placement organisation is used, it must be used sensitively and appropriately and in full accordance with any organisational policies and procedures. Learners shouldn’t use the personal details of any individual service user in work placement records. The Tutor, Assessor or work placement Supervisor must make sure that learners are aware of these issues and don’t produce any materials that might identify an individual, child or family. Where required, confidentiality must be maintained at all times.
Supporting Teaching & Learning in Schools Level 3
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The role of the work placement organisation and supervisor In order that students undertaking the NCFE Level 3 qualification Supporting Teaching & Learning in Schools can gain practical experience of assisting learning in schools, it is a requirement that an in-school placement is undertaken. The aim of the placement is to gain experience of a range of teaching and learning related activities which enable students to achieve the learning outcomes of the National Occupational Standards, and provide evidence of successfully completing a number of practical tasks. Consequently each student must arrange a placement in school which is supervised by one or more qualified teachers, and under the general guidance of a school appointer placement supervisor. The following form should be given to the work placement supervisor who should read these notes and then confirm that they will provide a placement which fulfils the following role. (Further guidance on work placement is provided in the DFES booklet Work Placements, A Guide for Employers, which is reproduced in Annex 1 of the this course introduction. Role of the placement supervisor The placement supervisor will take overall responsibility for the student will undertaking the placement and specifically should ensure the following:
• Agreeing a timetable for the placement and agree learning objectives
• Arranging induction and an introduction to the school
• Arranging any statutory checks (e.g.CRB) which may be required
• Compliance with school Health & Safety policies and procedures
• Issue of any personal protective equipment
• Identifying opportunities to take part in the range of activities covering the assessment criteria for the qualification’s learning objectives
• Monitoring overall student progress in school and provide opportunities to review progress
• Confirmation, by signing witness statements, the successful completion of practical tasks required by the National Occupational Standards.
Supporting Teaching & Learning in Schools Level 3
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NCFE Level 3 Supporting Teaching & Learning in Schools Placement Supervision Agreement I have been made aware of the placement supervision requirements of this course and agree to provide supervision and work experience support for the student named below: STUDENT DETAILS
Name
Student Number
Date of commencement of placement
Name of placement organisation
Address of placement organisation
Supervisor name: Supervisor Signature: Date: When completed, this form should be returned to:
Study House Student Centre 8 Hillswood Avenue Kendal LA9 5BT
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
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NCFE Level 3 Supporting Teaching & Learning Work Placement Attendance Record & Diary
Name of Student …………………………………………………………… Placement location …………………………………………………………. Please keep a record of your placement attendance hours and practical activities in order to ensure that the qualification requirement is complied with. Once you have completed your course this record should be signed by the candidate and by the placement supervisor and then submitted with your final assignment.
Date Hours Attended Main Activities
Supporting Teaching & Learning in Schools Level 3
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Student Signature …………………………………………………….. Supervisor Signature ………………………………………………..……
(This form can be copied if additional space is required)
Supporting Teaching & Learning in Schools Level 3
© Study House
NCFE Level 3 Supporting Teaching and Learning in
Schools
Building Your Portfolio of Evidence
Supporting Teaching & Learning in Schools Level 3
© Study House
Supporting Teaching & Learning in Schools Level 3
© Study House
Student Assessment : Building Your Portfolio of Evidence This course is assessed through the building of a portfolio of evidence. This means that each Task (learning outcome) must be demonstrated by the student using documents (referred to as evidence) which shows what you have done. At the beginning of each unit you will find an assessment summary with a series of tasks listed, with space to record what you have done in order to demonstrate achievement of the learning outcome, and where in your portfolio your evidence of what you have done can be found. Consequently the unit assessment summary provides a very important method for students to understand what they need to do, and for tracking your progress. It will also prove invaluable to your assessor when reviewing what you have done and locating the sources of evidence which you have provided. For each completed unit of the course, you should submit the relevant assessment summary sheet, together with your evidence, to your tutor for assessment and feedback. On this sheet you should carefully complete the two columns to indicate:
Type of evidence This should indicate whether your evidence is a report, witness statement, diary etc Location or page number Please indicate here the page number(s) of where your evidence for this task can be found. It is permissible to use a source of evidence towards more than one task where it is appropriate to do so.
Types of evidence of learning Evidence of learning can take many forms and you should look carefully at each Task (learning outcome before embarking on providing evidence. Some tasks can be “answered” by way of a text based answer which shows you knowledge and understanding of the topic e.g. where you are asked to “explain” or “describe” something. Where the task requires evidence of a skill you will need to provide documents which describe how you have taken part in practical activities within the school setting. In these cases your evidence may take the form of one or more of the following types. 1. Candidate Report Many learning outcomes and assessment criteria require that students provide information and descriptions related to their understanding of the course materials for the unit in question. In these cases students may produce a report which contains the information required. The report should clearly indicate the student’s
Supporting Teaching & Learning in Schools Level 3
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name, the unit title, the Learning Outcome(s) to which it refers and the Assessment Criteria covered by the report. The report can then be written freestyle and may include attachments with documents which provide supporting evidence to the report. The report may include what is called product evidence i.e. other documents you have produced as part of your placement such as lesson plans etc. 2. Observation/Witness Statement Many assessment criteria require students to undertake tasks related to teaching and learning activities. In these cases you should agree with your supervisor when and in what circumstances the task is to be undertaken and the evidence contained in your portfolio should be in the form of a witness statement of the observation. This will be a record of the task undertaken and the outcome, a note of any discussion which took place subsequently with your supervisor and importantly the supervisor will need to sign the statement to confirm that the task was undertaken as described in your report. 3. Professional Discussion Some assessment criteria will in part or in full be achieved through discussing policies, practice and methods with your supervisor. You should arrange these discussions with your supervisor and subsequently write notes which summarise your discussions, your conclusions, and any actions agreed as a result. Again, the evidence contained in your portfolio should clearly indicate which assessment criteria are being discussed, the date, who the discussion was with, and the outcomes. 4. Reflective Diary A good way to assemble evidence is through the use of a reflective diary. This should be your personal notes made on a regular basis of your experiences in school. You should compose a diary of your experiences and update it daily or weekly so that you have a record of what you have done, what you have learned and any actions you plan to take as a result of your experiences (for example you may wish to arrange to discuss a topic with a member of staff so that you understand better something which is not quite clear). These are just examples of the evidence you may wish to include in your portfolio. As you work your way through the course and through your placement you will find other ways of presenting evidence. Please remember though that all of your evidence must give a clear indication of what you have learned and should be in your own words. Your assessor will examine all of your evidence and will need to be sure that the portfolio provides proof of your learning against each learning outcome and assessment criteria.
Supporting Teaching & Learning in Schools Level 3
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All evidence documents should include: • Your name and student number
• The date on which it was composed
• The learning outcome and assessment criteria to which it refers (please see NCFE student pack for these).
• Supervisor signature for activities which have been witnessed.
Range of Evidence One very important principle on which the qualification is founded is that students should be confident and competent in applying their knowledge and skill to the whole spectrum of learning situations. This means that students must be able to display knowledge and understanding of how the principles impact on learners throughout the age spectrum of learners. This is known as the RANGE of evidence i.e. that students can display knowledge and understanding across the age range of teaching and learning support. Increasingly, teaching support roles are applicable to learners in secondary education, in Sixth Form Colleges and in Colleges of Further Education whereas in the past these roles were perhaps predominant in primary education. Consequently when answering tasks in each of the course assignments you will be expected to display an understanding of the impact of the principles being discussed to different age groups within the student population, right up to age 18. If, for example, your experience relates to learning environments in the primary sector, naturally your evidence will be based upon that age group. You should however include notes on how this may vary and differ for other age groups, and this may involve additional research, talking to teaching staff in other sectors, or arranging a visit to a school or college in a different age group sector. To help in explaining how you should approach this some examples of the differences are provided below:
• Older age groups tend to be much more influenced by their peers and you should include in your answers (where appropriate) the effect of peer groups on learners’ behaviour and attitudes.
• As children get older they are also much more influenced by media, culture,
role models, fashion etc, and you should be able to demonstrate an understanding of these influences on learner’s behaviour and aspirations.
• Older pupils are more influenced by emotional needs and social networking
which can again be a significant influence on behaviour and the role of teaching support.
Supporting Teaching & Learning in Schools Level 3
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• Many older students and pupils will be independent or semi-independent
and certainly for 17/18 year olds they will be in education by choice rather than by statute. In these cases, teaching support workers may well find that multi agency support must involve additional agencies such as a housing association, a probation officer, and where the learner is also a parent, support may need to tale account of their own child’s needs.
• Teaching assistants in learning environments for older learners will often
encounter and support people who are disaffected, who may be in residential care or in remand care. Obviously in these situations, security and supervision issues may vary widely from that of infant/junior environments. Conversely students over the school leaving age, in school or in college, attend voluntarily and so again issues related to uniform, attendance, absence during lunch breaks etc require a very different approach to younger learners.
• Anther factor students must bear in mind that there are increasingly learners
for whom English is a second language, who may be migrants and even victims of conflicts around the world. Again these scenarios have great implications for teaching support staff.
The above are just some examples of how the age and background of learners places different demands on teaching support staff and the qualification will expect that you can identify and discuss these issues as you answer the assignment tasks. Evidence of practical involvement must of course be based on the age group where your placement takes place but when attempting answer a task you should always ask yourself whether what you submit applies across the board. If not you should comment on and show that you understand how variations in approach may be required where you encounter different learner groups. To help with this you may want to research further how different approaches are taken and some suggestions for research could be: Talk to a teacher who has experience of other age groups Arrange a visit to a school or college with different aged learners than in your placement Read about different approaches form article in the education press (e.g. Times Educational Supplement - http://www.tes.co.uk/) Research different approaches from the major educational web sites such as: Department for Education http://www.education.gov.uk/schools Teacher Development Agency http://www.tda.gov.uk/support-staff.aspx BBC Schools Web pages http://www.bbc.co.uk/schools/teachers/
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Important Note on Confidentiality
Please remember that evidence of your learning should be presented in a manner which preserves school policies on confidentiality. Photographs of children, and their personal details should not be included. If you are in any doubt about confidentiality of information you should discuss this with your supervisor.
-oOo-
The following pages provide example layouts for forms of evidence. You can copy and use these or devise your own layout as your prefer provided that the essential information is included.
Supporting Teaching & Learning in Schools Level 3
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Supporting Teaching & Learning in Schools Level 3
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Example Candidate Report
Student Name
Student Number
Date
Learning Outcome
Assessment Criteria
Report Content Conclusions Further actions (if appropriate)
Supporting Teaching & Learning in Schools Level 3
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Supporting Teaching & Learning in Schools Level 3
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Example Observation/Witness Statement
Student Name
Student Number
Date
Learning Outcome
Assessment Criteria
Description of Activity Undertaken and results/outcomes Discussion points with supervisor Further Action (if required) Supervisor signature confirming this to be an accurate record ________________________________________ Date _____________________
Supporting Teaching & Learning in Schools Level 3
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Supporting Teaching & Learning in Schools Level 3
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Example Professional Discussion Record
Student Name
Student Number
Date
Learning Outcome
Assessment Criteria
Discussion Topic(s) Summary of discussion Actions agreed Supervisor signature confirming this to be an accurate record ________________________________________ Date _____________________
Supporting Teaching & Learning in Schools Level 3
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Supporting Teaching & Learning in Schools Level 3
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Example Reflective Diary
Student Name
Student Number
Date
Learning Outcome
Assessment Criteria
Date Observations and Reflections Conclusions and further actions
Supporting Teaching & Learning in Schools Level 3
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Supporting Teaching & Learning in Schools Level 3
© Study House
NCFE Level 3 Supporting Teaching and Learning in
Schools
Annex 1 DFES Work Experience Guide
for Employers
Supporting Teaching & Learning in Schools Level 3
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Work Experience: A guide for employers
Work Ex - A guide for employers 27/5/03 12:38 pm Page 102
3
FOREWORD 4
INTRODUCTION 5
1. WHAT EMPLOYERS CAN DO 6
– What is work experience?
– Benefits to employers
– What employers can offer
– How to start
2. HOW TO ENSURE QUALITY PLACEMENTS 8
– Aims and objectives
– Planning
– Educational framework
– Preparation and briefing
– Induction
– Debriefing and evaluation
– Teacher placements
3. ORGANISATIONAL CONSIDERATIONS 11
– Hours
– Payments
– Confidentiality
– Trades unions
– Extent of involvement
4. OTHER WORK-RELATED ACTIVITIES 12
– Further information and guidance
5. INSURANCE 14
– Notification of risk
– Checks on employer’s insurance
– Placements lasting longer than two weeks
6. HEALTH AND SAFETY 15
– Visits to premises
– School and employer responsibilities
– Further information and guidance
ANNEX A 17
School students in the workplace:
Notification of Risk (Standard Form)
ANNEX B 18
Checklist for schools of employer’s
risks covered
ANNEX C 19
Checklist for employer’s briefing
to students
ANNEX D 20
Useful addresses
Contents
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4
Foreword
To improve competitiveness, it is vital for education and
business to work together to ensure that young people are
better prepared for the world of work, with the necessary
skills and motivation.
One important way in which employers can establish links
with their local schools is through the provision of work
experience placements. Work experience offers many
benefits and opportunities. For students, it can enhance
their knowledge and understanding and better prepare
them for the world of work. For employers, it can provide
the opportunity to help students develop an insight into
the skills and attitudes required by business and to raise
their awareness of career opportunities within the
organisation visited.
Happily, there has been a tremendous growth in work
experience placements. Currently, approximately 95 per
cent of students in their last two years of compulsory
schooling undertake such placements and about half of
sixth formers in schools have a further period of work
experience or work shadowing. This increase owes much
to the investment of time and effort of both teachers and
employers for which we are grateful. It is important to
maintain the momentum and to improve further the
quality of the experience gained through placements.
This booklet suggests specific measures which can be
taken to help achieve both these aims. We are most
grateful to all employers who have worked so hard to
develop these successful programmes.
Charles Clarke Digby Jones
Secretary of State Director General
Department for Confederation of
Education and Skills British industry
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5
1. This booklet offers general guidance and practical
advice on the main issues relating to work experience
placements for students in their last two years of
compulsory schooling. It is intended to assist
employers in establishing structured programmes
which generate the maximum benefit for both
employers and students.
2. Those concerned with placements for students over
the school-leaving age and other education-business
activities should also find this booklet helpful.
Employers are advised to consult their local Education
Business Link Consortia, Careers Service, Local
Education Authority (LEA), Learning and Skills Council
(LSC) or other education-business links organisations
for more detailed and/or local guidance.
3. This booklet also explains the legal background. It
does not, however, constitute an authoritative legal
interpretation of the provisions of the relevant Acts of
Parliament or other enactments and regulations: that is
exclusively a matter for the courts. It supersedes Work
Experience: A Guide for Employers issued in 1999 by
the Department for Education and Employment
4. In addition to work experience placements, there
are many ways in which employers can link with local
schools and their students. These are discussed in
Chapter 4.
5. Further copies of this booklet can be obtained
from the DfES Publications Centre (see Annex D
for address).
Introduction
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1. Work experience offers students of today the
opportunity to prepare for the challenges of tomorrow.
Students at school can become familiar with the skills
and attitudes needed by modern business and
recognise that the demands of working life are
undergoing rapid and constant change.
2. Competitive advantage for all will best be served if
students can acquire the right skills and attitudes.
Employers can help students develop these qualities
and influence their future career choices by providing
them with first-hand work experience.
WHAT IS WORK EXPERIENCE?
3. Work experience may be defined as: a placement on
employer’s premises in which a student carries out a
particular task or duty, or a range of tasks or duties,
more or less as would an employee, but with the
emphasis on the learning aspects of the experience.
4. Work experience is governed by the Education Act
1996, as amended by the School Standards &
Framework Act 1998. The main features of work
experience are:
• only students in their last two years of compulsory
schooling, or students taking post-16 courses, are
eligible;
• placements occur on employers’ premises; and
• the vast majority of pre-16 placements last for two
weeks, but post-16 placements can be more
varied in length depending on the course being
followed.
5. The ‘hands-on’ nature of work experience placements
is distinct from ‘work shadowing’, which involves
students in merely observing employees at their
particular tasks (see also Chapter 4).
6. Those under school leaving age may take part only in
schemes for which the arrangements have been
made, as part of a student’s education, by the Local
Education Authority (LEA), or the school’s governing
body on its behalf.
7. The success of a placement relies upon an effective
partnership between the employer, the work
experience organiser, the school and the student.
BENEFITS TO EMPLOYERS
8. Work experience placements provide many
opportunities and benefits to both employers and
students. Those most commonly cited by employers
are:
a. influencing the quality of future employees:
employers can help improve the quality and
preparedness of young people coming onto the
labour market;
b. development of recruitment channels: building
links with local schools can help to attract school
leavers into jobs and can reduce recruitment costs;
c. influencing career choices: many employers
have found that work experience placements are
the ideal way of raising the profile of career
opportunities within their organisation and, in some
cases, of dispelling unwarranted stereotyped views;
d. promotion of vocational qualifications: many
students are now studying towards a General
National Vocational Qualification (GNVQ) pre-16.
GNVQs are also widely available in several subjects
in schools post-16, and are set to become even
more widespread over the next few years. There is
clear evidence that well-organised work experience
placements enrich students’ general education and
help to improve the standard of their vocational
work;
e. raising the community profile: many employers
attach importance to raising their profile in the
community. Work experience placements provide a
valuable means of creating a positive image
amongst students, teachers, parents and
employees;
f. creation of management development
opportunities: the process of policy development,
planning, implementation, monitoring and
evaluation of work experience programmes gives
1 What Employers Can Do
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7
scope for employees to develop their management
and coaching skills, and widen their experience;
g. increased motivation of employees: companies
participating in education-business link activities
have found that such activities increase the
motivation of their employees; and
h. understanding changes in the education
system: closer liaison with schools helps
employers to improve their understanding of
modern learning processes and current educational
qualifications, and enhances their relationship with
teachers.
i. monetary: students may provide fresh
perspectives, as well as providing an additional
resource.
WHAT EMPLOYERS CAN OFFER
9. What employers can offer will depend on the nature
and size of their organisation and the complexity of
the work they do. Both employers and schools will
also have to consider how the experience offered can
be related to students’ work at school.
10. Any programme offered needs to be efficient and
effective. Anything less will be counter-productive both
for the students and the employers. Employers
therefore need to consider:
• how much time and resources – both human and
financial – can be devoted to the programme;
• which departments, posts and tasks are suitable;
• the health, safety and welfare implications;
• how long it will take students to understand the
task or tasks involved; and
• when students’ placements will cause the least
disruption to the normal routine.
11. If a work experience placement is to be worthwhile it
must be well-planned. The better the activity is
planned – and followed up – with the teachers, the
more likely it is that students will benefit from the time
they spend in a placement. Initial time spent on
planning placements is an investment, as it reduces
the time which needs to be spent planning
subsequent placements.
HOW TO START
12. In the first instance, employers are advised to contact
the Education Manager of the local Learning and Skills
Council or their local Education Business Link
Consortia about the arrangements in place in their
area. Thereafter, the establishment of direct contact
with the school or local co-ordinating agency should
follow as quickly as possible.
13. In every area, there will be schools wanting to find
placements for their students. In many areas, the
Education Business Link Consortia, the Careers
Service, Trident organiser or other education-business
links organisations act as a broker between local
schools seeking placements and companies offering
them. These organisations can also help to ensure
that placements, which may be in short supply, are
distributed equitably amongst local schools and that
appropriate matches are made.
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8
1. Business depends for its success upon quality. This
means investing in quality products, services and staff.
Similarly, for work experience placements, employers
and schools will need to invest time and effort in
planning their programmes in order to reach the
desired standard and gain the maximum benefits. If
the placement is to be a success, due account must
be taken of the following elements:
• aims and objectives;
• planning;
• preparation and briefing;
• induction; and
• debriefing and evaluation.
AIMS AND OBJECTIVES
2. A clear rationale is a pre-requisite for good quality
programmes. Companies are advised to develop an
overall policy for their links with local schools and to
consider the reasons why they want to become, or
remain, involved in work experience placements. These
should be stated clearly and developed into broad
aims and specific objectives for their programmes. This
will enable employers to assess their value properly.
3. A meeting with teachers is often helpful as it will clarify
mutual aims and objectives. Possible objectives might
include:
• to undertake a range of tasks as would an
employee;
• to develop and show good understanding of the
purpose of the post and how it relates to the work
of the company;
• to help prepare for working life by learning to meet
the appropriate standards of company behaviour,
for example, time keeping, dress sense, conduct;
and
• to appreciate the importance of good health, safety
and welfare policy and practice.
4. Wherever possible, objectives should be supported by
appropriate performance targets, as this will assist
assessment. Education Business Link Consortia, the
Careers Service, Trident organiser or other education-
business links organisations should be able to offer
useful advice on the formulation of specific objectives
and performance targets.
5. Staff at all levels in the organisation should be given
the opportunity to be involved in the development of
the programme and demonstrate their commitment to
it. Senior management will need to give it their positive
backing, and all those likely to be directly concerned
with the students must understand the purpose of the
exercise. Supervisors should be clear about their roles
and what is expected of them. Consultation with
trades unions will ensure that the programme has their
support and encouragement.
2 How to Ensure Quality Placements
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6. Monitoring and evaluation of progress towards
objectives is a key requirement for successful
programmes. Feedback on outcomes should be given
to senior management and employees to indicate the
achievements of the programme. Employers are also
advised to compare their estimated use of resources,
particularly staff time, with actual use and outcomes.
This should help the planning process and evaluation
of programmes.
PLANNING
7. Thorough planning and preparation will ensure that
work experience programmes operate smoothly and
efficiently. Employers are encouraged to meet a
representative of the school to agree on policy,
organisational and managerial matters. Good planning
will normally mean that the details of placements are
confirmed in writing to the school or college. Such
details might include:
• dates and duration;
• location and hours of work;
• duties and responsibilities of the post;
• dress and conduct;
• arrangements for transport and meals;
• position regarding Employers’ Liability and Public
Liability policies;
• significant risks and control measures;
• confirmation of any mid-placement visit by a
representative of the school;
• name and telephone number of the student’s line
manager; and
• name and telephone number of the contact at the
workplace in case of difficulties.
EDUCATIONAL FRAMEWORK
8. When arranging work experience placements,
employers need to bear in mind that such placements
should focus directly on students’ education. Schools
and colleges will be concerned to show that a
placement contributes to students’ educational
attainment and development in, for example:
• specific National Curriculum and other subjects;
• vocational courses;
• personal and social development and general
maturity; and
• general learning about the world of work.
9. Employers should also be aware that, to derive full
value from work experience placements, schools are
encouraged to take account of the following basic
principles:
a. the contribution of the placement to the student’s
education should be clear;
b. the nature of the placement and its timing should
be determined with the needs of the individual
student in mind;
c. the individual student should play an active role in
the preparation, planning and evaluation of the
placement;
d. the experience should build on, and carry forward,
the student’s previous experience of business;
e. all placements should be open equally to young
men and young women, whatever their
background. Schools and colleges will welcome
help from employers in encouraging equal
opportunities and breaking down stereotypes; and
f. all students should be properly prepared and
briefed before the exercise and debriefed towards
the end of their placement.
PREPARATION AND BRIEFING
10. Before students begin their workplace activities they
need proper preparation and briefing. This is a vital
stage in the process and it is extremely useful if
employers can be involved in it. An opportunity might
be offered for students and teachers to visit the
organisation to discuss their programme beforehand.
It would also be helpful if students were able to meet
their immediate supervisor in the workplace, in
advance. This is especially desirable with the
introduction of the Management of Health and Safety
at Work Regulations 1999, which require employers to
identify the key hazards/risks to the young person and
how they will endeavour to reduce or eliminate these
risks, before they start work.
11 Work Experience: Learning Frameworks have been
made widely available through local work experience
organisers (Centre for Education and Industry 1997/99).
These frameworks help students, their teachers and
employers to identify general work-related skills and key
skills that can be developed on the work experience
placement. They can be used in preparation, during a
pre-interview, during the placement for recording
learning, and in debriefing sessions.
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10
INDUCTION
12. The adult world of work will be unfamiliar to many
school students and it is important that they have an
introduction which helps them to make the most of
the work experience placement. In addition to more
general information on the organisation and its work,
the introduction should cover details of who in the
workplace will be responsible for the students’ health
and safety and any specific rules and regulations
which must be followed (see Checklist at Annex C).
The supervisor should be made aware of any visits
from representatives of the school and of the
telephone number of a contact at the school in case
of accident or emergency. Mid-placement visits can
be used to monitor and review the placement and to
check on students’ progress, to which process
employers can make a valuable contribution.
DEBRIEFING AND EVALUATION
13. Reviewing the results of the exercise with the students
emphasises its importance to their education. It also
provides the opportunity to recognise the strengths
and aptitudes they have shown. Employers can give
feedback to the school’s staff and help them make
use of students’ experience in the classroom.
14. Some schools ask for a brief report from the employer,
signed jointly with the student. Some schools ask for
an assessment on individual students for inclusion in,
for example, their Record of Achievement/Progress
File – a nationally recognised document which
individuals can use to record their achievements and
to plan their career. Some employers also ask to see a
written report from the students. This gives useful
feedback which can be used to measure the value of
the programme and to find out how best to make it
more effective.
15 The report by the host company on the performance
of the student during the placement provide an
excellent first step towards the building up of a
portfolio of evidence of work-readiness in the National
Record of Achievement/Progress file. This evidence is
extremely useful to future employers and should
include the name of the student, the dates of the
placement, a brief description of the type of work
undertaken, and comments on the key skills, personal
qualities and positive attitudes evidenced by the
student. Particular examples of such things as the use
of initiative are very useful, as are positive comments
on the student’s suitability for employment. The report
should be printed on company headed paper and
given to the student or sent to the school at the
conclusion of the placement.
16. When considering the overall value of the programme,
employers will wish to take into account the extent to
which aims and objectives were achieved, the actual
use of resources and the cost implications. Costs in
staff time will take up the majority of the resources,
especially in respect of liaison with the school and
supervision of students. These costs should, however,
be offset by benefits to the company (see Chapter 1).
PROFESSIONAL DEVELOPMENT PLACEMENTS
FOR TEACHERS
17. In order to ensure the most effective use of work
experience placements and clarify their expectations,
many employers have found it useful, in advance of
such placements, to place an appropriate teacher with
a company under the Professional Development
Placement programme (PDP). The teacher can focus
on the design and delivery of work experience, its
assessment and follow up. They are an excellent way
of establishing positive links between employers and
schools, and in turn help to develop good quality
placements. Further details about PDPs can be
obtained from the local LSC, Education Business Link
Consortia or the National EBP organisation, which has
an overall co-ordinating role (see Annex D for
addresses).
18 Further information, including many good practice
case studies from employers across the country, can
be found in Improving Work Experience: A good
practice guide for employers, published in 1997. This
is available free of charge from DfES Publications
Centre (see Annex D). Local case studies of good
practice will be available from your local Education
Business Link Consortia, Careers Service, Trident
organiser or other co-ordinating agency.
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1. There are many organisational considerations which
employers will wish to bear in mind when planning work
experience placements. These are dealt with below.
HOURS
2. The number of hours worked is generally for
agreement by employer, school, parents and students.
Unless there are strong reasons to the contrary, it is
recommended that students should not be asked to
work more than a standard eight hour day. Good
employers will take steps to ensure that students on a
placement are not asked to work excessively long or
unnecessarily unsocial hours. The Working Time
Regulations 1998 also apply to work experience
students and they should not be asked to work for
more than five consecutive days out of seven.
PAYMENTS
3. Work experience is part of students’ education, and
employers should make no payment for work
performed, whether to the students, the school or
the LEA.
4. When they are attending school, students whose
parents are in receipt of Income Support must receive
a free meal. In addition, the LEA might be providing
free transport. The School or LEA will wish to consider
whether it needs to make arrangements for transport
or meals, or both, for the period of the placement. The
school has discretion to provide a subsidy where it
considers this to be appropriate. It is equally open to
employers to meet all or part of students’ out-of-
pocket expenses, if they so wish. It will simplify
matters if a clear statement is obtained from the
school about the arrangements it plans for each
student.
EQUAL OPPORTUNITIES
5. Employers and schools should adopt a policy of equal
opportunities in their work experience programmes.
This should be taken forward particularly in the areas
of gender, race and disability by encouraging students
to take up non-traditional placements. This may need
special preparation for the reactions they may
encounter and even more careful supervision during
the placement.
CONFIDENTIALITY
6. Employers sometimes raise questions about
confidentiality. In practice, few problems have been
found to arise. There may be some posts to which it
would be preferable not to assign students, or a few
aspects of work which it would be inadvisable for
them to see or hear about. It should, however, be
possible to plan around this. In most cases, it is
enough to underline directly to the students the trust
placed in them.
TRADE UNIONS
7. As a general principle, the Trades Union Congress
(TUC) strongly supports workplace activities for
students. It advises its members to seek opportunities
in such placements to present a factual account of the
place of unions in working life. Unions can also be
involved in the practical planning for placements,
including, for example, the induction process and
health and safety matters.
EXTENT OF INVOLVEMENT
8. The extent of employers’ involvement is clearly a
matter for them to decide. They may not want to do
more than offer a few occasional placements. They
may find, once they start, that they want to provide
more placements and become involved in wider
education-business activities (see also Chapter 4).
Those employers who have often been involved in
work experience report very favourably upon it and are
clear that their own staff enjoy it
3 Organisational Considerations
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1. In addition to work experience placements, there is a
variety of ways in which students – from a young age
– can gain useful insights into working life. Such
activities may relate to specific programmes of study
within the National Curriculum and other subjects, be
designed to increase awareness of the business
environment, and also have significant personal and
social benefits for individual students.
2. Work-related activities need to have expressly
identified objectives, be properly planned and
determined with the needs of the individual student in
mind.
3. Activities in which students spend time on employers’
premises include:
a. work shadowing: in which an individual student is
assigned to ‘shadow’ an individual employee going
about his or her normal activities, allowing close
observation of jobs which for reasons of
complexity, safety or security cannot be actively
undertaken by the student;
b. work observation or visits: in which individuals
or groups of students are guided round the
workplace to watch a range of employee activities
or work processes;
c. work-based projects: in which individuals or
groups of students carry out projects on
employers’ premises, for example, work-related
problem solving exercises set by employers,
enterprise projects or GCSE course work
assignments;
d. company briefings: in which the company invites
students following particularly vocational courses
for a seminar. Various people in the company
speak about their roles and aspects of the
business relevant to the courses, for example,
marketing, career progression, Investors in People;
e. mock interviews: in which students are given
experience of job interviews; and
f. mentoring: in which individual students meet on a
regular basis with an employee to enhance their
motivation, knowledge and skills.
4. In contrast with work experience placements, there is
no statutory lower age limit for other work-related
activities, although employers, together with schools,
will need to consider their relevance in the light of the
ages and maturity of the students concerned. In
particular, such activities must not involve any
significant ‘hands-on’ activities for students before
their last two years of compulsory schooling. Younger
students must, by law, only watch.
5. Employers can also help school students over 16 and
college students by providing the with workplace
activities – sometimes with a more vocational slant.
6. The essence of a good programme is that it gives full
consideration to a range of activities, matching them
to local circumstances. It also provides an assessment
of what an employer can provide and what is
desirable for each student over a period of time.
4 Other Work-Related Activities
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GCSEs in vocational subjects and increased
flexibility for 14 – 16 year olds.
7. The Secretary of State announced the GCSE in
vocational subjects initiative in June 2000. The
purpose is to radically improve the education and
training available to pupils. These particular initiatives
are part of the wider vision of creating an excellent
system of technical and vocational education as
outlined in the ‘Building on Success’ White Paper,
published September 2001. Quality Curriculum
Authority are charged with developing the
qualifications. Planning for the ‘Increased
Flexibility’ programme is underway.
8 The new GCSEs are general vocational courses of
study that introduce students to a broad sector of
industry or business. They encourage understanding
and knowledge of the sector and develop some
capability in the skills used within it. They will be
designed to provide a more hands-on approach to
learning. They will emphasise practical skills and the
application of knowledge and understanding. They will
have the same standards and rigour as academic
GCSEs. They will be the equivalent of two GCSEs.
They will be made available from September 2002.
9 Further information and guidance on GCSEs in
vocational subjects can be obtained from QCA. See
annex D.
FURTHER INFORMATION AND GUIDANCE
10. Further information and guidance on work-related
activities (including case studies) can be found in the
following publications, available free of charge from
the DfES Publications Centre (see Annex D):
• Building Effective School-Business Links – an
overview of school links with businesses from
primary schools to post-16 institutions;
• Making Education Our Business – an overview of
education links in 50 companies in 12 industrial
sectors.
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1. The principal risks, which may arise as a result ofstudent visits to workplaces are:
a. injury to the students themselves;b. injury to others on the premises (employees,
visitors, customers, etc;c. injury to others who are not on the premises (including
customers and members of the general public);d. damage to, or loss of, employers’ property; ande. damage to, or loss of, other property (e.g. the
student’s, or a customer’s property).
2. Most employers will carry insurance policies that covermost risks arising from student visits, provided thatthe insurers know in advance the type of activityplanned. This is a matter of conforming to the basicprinciple of disclosing to insurers material facts thatmay affect the terms of the policy.
3. The Association of British Insurers (ABI), the BritishInsurance and Investment Brokers Association andLloyd’s of London have agreed that, as a matter ofconvention, students on work experience placementsshould be treated as employees for the purposes ofinsurance against personal injury (that is, they will becovered by the Employers’ Liability policy). Suchplacements must conform with the requirements ofthe Education Act 1996 and the insurer must alwaysbe notified.
4. Student injury arising from other forms of attachmentwould normally be covered – like all injuries to visitors– by the employer’s Public Liability policy. Any injuriescaused to employees by students should normally becovered by the Employers’ Liability policy.
5. Any injuries caused to employees or students,provided they arise out of activities undertaken in theemployer’s name, should normally be covered by theemployer’s Public Liability policy or Employers’ Liabilitypolicy.
6. Any damage to the organisation’s property shouldnormally be covered by the employer’s materialdamage policy. Damage to anyone else’s property onthe premises should normally be covered by theemployer’s Public Liability policy.
NOTIFICATION OF RISK
7. As a matter of basic principle, employers should notifytheir insurer(s) of the sorts of activities which studentswill undertake, and should make sure they obtainwritten confirmation that the risk has been accepted.
8. In the case of more, or less, frequent visits and alsoshort visits by groups of students to the workplace, itshould be enough to notify the insurer(s) once and inbroad terms. Cover should then become a formality,and will probably not involve any adjustment topremiums (or, at most, a minimal one). Employers mightfind it helpful to use the specimen form in Annex A.
PLACEMENTS LASTING LONGER THAN TWOWEEKS
9. There has been some concern that employers’insurance policies may not cover students on longerwork placements. The agreement referred to above(see para 3) was based on the assumption thatplacements will last for about two weeks. However, inthe light of new measures to motivate disaffectedyoung people through extended work experience, theDfES contacted the ABI to discuss the insuranceimplications of longer placements. The ABI haveconfirmed that there should be no problem withextended work experience placements, as long as theinsurer has been notified of the placement details,including the duration.
10. Longer attachments, including those associated withNational Vocational Qualifications (NVQ) or GeneralNational Vocational Qualifications (GNVQ), willinevitably call for more detailed information. In thosecases, employers are advised to submit all the detailsset out in the form shown at Annex A (althoughwhether or not the form itself it used is a matter forthe employer). Even if the activity is likely to berecurring, it should be enough to inform the insurer onone occasion. There may be some adjustment topremiums, but it is still likely to be very small in relationto the overall size of the premium.
CHECKS ON EMPLOYERS’ INSURANCE
11. Work experience organisers are not expected tocheck the fine print of employers’ insurance policies,but they should check, in broad terms, that relevantcover is in place. Organisers are recommended, inadvance of placements, to ask employers to completethe checklist reproduced at Annex B, or an equivalent.
5 Insurance
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1. Health and safety are important considerations in the
arrangements for placements. It is essential that:
a. students are properly prepared and briefed on the
hazards of the workplace and the control measures
provided to reduce or eliminate risk or injury, before
they start work;
b. employers, workplace supervisors and other
employees know exactly what is expected of them
and are aware of their legal responsibilities; and
c. the school or college is clear about its
responsibilities in arranging placements for students
and introducing them to general health and safety
at work issues, prior to their placement.
VISITS TO PREMISES
2. Before agreement is reached on possible work
experience placements/visits, representatives of the
school/college or agency organising the activity are
advised to look round the premises from the point of
view of health and safety. They will probably ask:
• to see the employer’s written safety policy;
• for confirmation that the premises have been
notified to the relevant enforcing authority; and
• the employer to complete a form giving assurances
about a number of issues recommended by the
Health and Safety Executive (HSE).
As the school has a general duty of care towards its
students on placements, employers’ assurances on
these points will be very helpful. In addition, organisers
of work experience placements, including schools, have
particular responsibilities under health and safety law to
place students in a healthy and safe environment, and
to take reasonable care to ensure safety.
SCHOOL AND EMPLOYER RESPONSIBILITIES
3. Once there is agreement in principle, there needs to
be a more detailed discussion to ensure a clear
understanding between the employer and the school
on respective responsibilities, in particular on:
a the results of the employer’s health and safety risk
assessment (before the student takes up the
placement) and the measures taken to control to
eliminate the risks
b. the activities which students are to undertake;
whether there are any areas of work, or processes,
to which access should be denied to all, or to
particular, students; and what needs to be done to
ensure that students do not have access to them;
c. whether there are any students who need special
arrangements, for example, children with disabilities
and on medical grounds such as asthma, colour
blindness, epilepsy, hearing impairment, other
special needs or maturity/ behavioural
considerations;
d. arrangements to be made for briefing, health and
safety induction, training and supervision, including
supervision during meal-times, breaks etc. A
suggested checklist is given in Annex C; and
e. employers’ responsibilities under the Management
of Health and Safety at Work Regulations 1999.
4. In the case of longer, or several consecutive
placements, it will be necessary to draw up a formal
agreement with the school or college. This may be
simplified in the case of shorter or more occasional
placements. Clarity about respective tasks and
responsibilities of the partners must, however, be the
aim in all circumstances. The school/college will
probably ask for undertakings that:
a. students will not be permitted to do work which is
either prohibited by law, or, too hazardous for the
young and inexperienced; and
b. students will be given the full range of health and
safety protection that would be provided to young
employees including, for example:
• an introduction to the risks and hazards of the
work; and
• the control measures introduced to reduce or
eliminate risk, for example, the use of protective
clothing or equipment. (see also the Management
of Health and Safety at Work Regulations 1999).
5. If groups of students are to be taken on a visit,
employers will need to ensure that numbers are small
enough to be properly supervised. Particular care
should be taken in respect of hazards about which, in
the case of short visits, it may not have been possible
to prepare and brief students in depth.
6 Health and Safety
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6. Employers are legally responsible for visitors etc on
their premises, including students and teachers.
Under the Health and Safety (Training for Employment)
Regulations 1990, students participating in work
experience are regarded as the placement providers’
employees for the purposes of health and safety.
Providers must ensure, so far is reasonably
practicable, the health, safety and welfare at work of
all their employees.
7. Any problems should be notified immediately to the
school, which will need to decide whether or not to
continue the placement. In particular, in the case of
any accident involving a student, a reporting giving full
details should be made, without delay, to a previously
agreed contact. The provisions of the Reporting of
Injuries, Diseases and Dangerous Occurrences
Regulations (RIDDOR) 1995 also apply to students on
work experience.
8 Section 36 of the Criminal Justice and Court Services
Act 2000 (CJCSA), bans disqualified persons from
working in regulated positions. As defined in the
CJCSA, disqualified persons are those individuals who
have a disqualification order against them as a
consequence of committing an offence against a
child; regulated positions in this context are ‘positions
whose normal duties either involve either caring for,
training, supervising, or being in sole charge of
children’ or ‘involve unsupervised contact with children
under arrangements made by a responsible person.
The CJCSA strongly recommends police checks for
individuals working in regulated positions.
9 There is also a new offence of Abuse of Trust, as
specified in the Sexual Offences (Amendment) Act
2000, which states that it is illegal for a child of 16 or
17 to have a relationship with someone who holds a
position of trust over them.
10 ‘Whistle-blowing’ procedures within the workplace
enable other employees who suspect an individual is
unsuitable to work with children to report their
concerns to the relevant authorities, as per the Public
Interest Disclosure Act 1998.
THE MANAGEMENT OF HEALTH AND SAFETY
AT WORK REGULATIONS 1999
11. These regulations apply to all young people under 18,
including students on work experience from schools.
Information on the requirements of these regulations
relating to young people is contained in the HSE
publication Young People at Work. A guide for
employers (HSE, 2000). Managing health and safety
on work experience. A guide for organisers (HSE
2000) also provides guidance on the application of the
regulations to work experience. The publications give
further information on what the employer has to do to
comply with the 1999 Regulations.
12. Where a provider employs young people or takes any
on work experience, they must be informed about the
risks to their health and safety, identified by the
employer’s risk assessments, and the measures put
into place to control them. When students are below
compulsory school leaving age the provider must
provide their parents/guardians with the key findings
of the risk assessment and the control measures
introduced to minimise, or ideally eliminate, any
significant risks. Whilst there is no requirement to
provide any of this information in writing, employers
are advised to convey this information in printed or
written form in order to protect themselves against
any subsequent dispute arising from an accident.
13. Although the law places duties on placement
providers, there is no reason why they cannot seek
the assistance of others to help them fulfil it.
Employers may face logistical difficulties in seeking to
contact the parents or guardians of any student
seeking a placement. In addition to being a legal duty
on the provider, it is important that the information
reaches the parents or guardians before work
experience starts, if it is to serve any useful purpose.
Schools and central organisers can undertake this
task to help employers. The information might usefully
accompany a job description or other information
about the placement.
14. HSE also advises employers of another method of
passing the key findings of their risk assessments on
to parents of those under the minimum school leaving
age (MSLA). Employers can consider asking the
student to pass on the information following a pre-
placement visit, interview or telephone call, as long as
they are confident this will be done.
Work Ex - A guide for employers 27/5/03 12:38 pm Page 14
17
School Students in the Workplace: Notification of Risk
Name and address of company/organisation insured.
To [name and address of insurer]
The above-named insured hereby notifies the insurer of planned activities involving students in the workplace. Details are
submitted on the sheet attached. The insurer is invited to confirm, within one month, that the risks indicated are covered
sine die, and to notify any adjustment to premium.
For the insured
Date
Details of proposed workplace activities involving school students
Planned frequency of such activities
One-off Once or twice a year Frequently each year
Work experience
Work shadowing
Work observation
Short visits
Other
Notice of particular hazards
Annex A
Policy Tick Policy number:
Employers’ Liability
Public Liability
Material Damage
Nature of activity Number of Students Duration of stay
Work experience
Work shadowing
Work observation
Short visits
Other (please specify)
Work Ex - A guide for employers 27/5/03 12:38 pm Page 15
18
CHECKLIST FOR SCHOOLS OF EMPLOYER’S RISKS COVERED
Information for Schools/Colleges about Employers’ Insurance Provision
In connection with proposed placements of students from [school/college] .........................................................................
to ...................................................................... [name of organisation], the school/college needs confirmation that the
organisation has the necessary insurance covers and that insurers have confirmed their acceptance of this risk.
Please confirm this by ticking the boxes below
1. Accidental injury etc
i. to students
a. on Work Experience (Employers’ Liability)
b. other (Public Liability)
ii. to employers (Employers’ Liability)
iii. to others1
2. Loss or damage to property
i. employers’ property (Material Damage)
ii. other property (including students’) (Public Liability)
This form should be returned to [name of contact and address of school/college]
Signed:
Date:
1 ie other visitors, customers, members of the public etc
Annex B
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19
CHECKLIST FOR EMPLOYER’S BRIEFING TOSTUDENTS
This checklist contains some of the points which mostcommonly arise. It may need to be modified andexpanded for individual programmes and sorts of work, orto suite the age range of the students involved. Briefingcan often best be done while students are beingconducted around the areas which they are going to bevisited, or in which they will be working.
GENERAL
Line manager. Explain who will be in immediate charge ofthe student in the workplace and ensure that themanagers are aware of their responsibilities under healthand safety legislation.
Safety policy. Explain the policy and point out anyaspects that apply to students in particular. Emphasise thestudents’ personal responsibilities.
Safety literature. Distribute and explain any relevantsafety literature, taking into account the students’ ages,the length of their stay and their likely exposure to hazards.Further guidance can be found in the DfES booklet BeSafe, obtainable free of charge from the DfES PublicationsCentre (see Annex D for address).
Key safety people. Introduce them to students or givethem their names, locations and responsibilities.
Prohibited areas. Describe any areas which studentsmust not visit for safety reasons. Tell them why this is so.
WORKPLACE HAZARDS
Machinery. Explain to students that they must never operateany machine without the permission of the supervisor. Stressthat they must not attempt to repair any machine on theirown and that all faults must be reported to the supervisor.
Dangerous substances. Explain the importance ofcomplying with the rules on the handling of chemicals andthe advice given on container labels as detailed in theControl of Substances Hazardous to Health Regulations1999 (COSHH). Stress that students must ask thesupervisor if they are unsure of precautions to be taken.
Lifting heavy and awkward objectives. Such workshould have been assessed under the Manual HandlingOperations Regulations 1992. Where appropriate, arrangefor students to be shown the right way to life objects andexplain why it is important. Correct posture automationand lifting appliances are ways of avoiding injury.
Housekeeping. Explain the importance of, for example,keeping drawers and cupboard doors shut; safepositioning of loose telephone computer cables etc; safestorage of material; keeping the work area clean and tidy.
SAFETY PRECAUTIONS
Safe systems of work. Describe any hazards associatedwith the work the students are to do or watch and explainthe importance of safe working practices. Make surestudents get any necessary further briefing they needbefore they move on to something new.
Protective clothing. Where applicable, describe what isprovided, when and why it must be used and how tomake any necessary adjustments.
Safety equipment. Explain when and why it must beused, where it is kept and how to use it.
Hygiene. Tell students where the lavatories and washingfacilities are. Where applicable, explain the use of barriercreams etc and tell students where they can be found.
EMERGENCY PROCEDURES
First aid. Explain the first aid facilities.
Accident procedure. Explain that all accidents must bereported; that all injuries, no matter how small, must beentered in the accident book, where the accident book iskept and to whom students should report in the event ofany accident.
Fire alarm. Explain what students should do if theydiscover a fire. Describe how they will know if the alarmhas been raised.
Emergency evacuation. Explain the procedure foremergency evacuation, including the route to be taken, theuse of emergency exits, assembly points and reportingprocedures. Stress that there should be no running duringthe evacuation.
Finally: check that students understand the importance of
following the health and safety rules and the possible
consequences of disobeying them. Stress that students
who are unsure about any aspect should ask the
supervisor. Tell them who else should be contacted if the
supervisor is not readily available.
Annex C
Work Ex - A guide for employers 27/5/03 12:38 pm Page 17
20
USEFUL ADDRESSES
Schools Plus Division
Department for Education and Skills
Moorfoot
Sheffield S1 4PQ
Tel: 0114 259 4754
Fax: 0114 259 3847
School Business Links Team
Department for Education and Skills
2.41 Sanctuary Buildings
Great Smith Street
London SW1P 3BT
Tel: 0207 925 5725
Fax: 0207 925 5629
Qualifications & Curriculum Authority Publications
PO Box 99
Sudbury
Suffolk CO10 6SN
Tel: 01787 3129950
Fax: 01778 312950
Association of British Insurers (ABI)
51 Gresham Street
London EC2V 7HQ
Tel: 020 7600 3333
Fax: 020 7696 8999
DfES Publications
Prolog
Sherwood Park
Annesley
Nottingham NG15 0DJ
Tel: 0845 60 222 60
Fax: 0845 60 333 60
Email: [email protected]
Confederation of British Industry (CBI)
Centre Point
103 New Oxford Street
London WC1A 1DU
Tel: 020 7379 7400
Fax: 020 7240 0988
Email: [email protected]
Website: http://www.cbi.org.uk
Health & Safety Executive (HSE)
Rose Court
2 Southwark Bridge
London SE1 9HS
Tel: 0207 717 6000
Fax: 0207 717 6417
HSE Books
PO Box 1999
Sudbury
Suffolk
CO10 6FS
Tel: 01787 881165
Fax: 01787 313995
Trades Union Congress (TUC)
Trades Union Congress House
Great Russell Street
London WC1B 3LS
Tel: 020 7636 4030
Fax: 020 7636 0632
National EBP Network
c/o SmithKline Beecham
11 Stoke Poges Lane
Slough SL1 3NW
Tel: 01753 502370
Fax: 01753 502022
Royal Society for the Prevention of Accidents (ROSPA)
Edgbaston Park
353 Bristol Road
Edgbaston
Birmingham
B5 7ST
Website: WWW.ROSPA.co.uk
Website: WWW.youngworker.co.uk
Annex D
Work Ex - A guide for employers 27/5/03 12:38 pm Page 18
21
HEALTH & SAFETY EXECUTIVE REGIONAL AND
LOCAL OFFICES
London and South East region
St Dunstans House
201-211 Borough High Street
London SE1 1GZ
Tel: 0207 556 2100
3 East Grinstead House
London Road
East Grinstead
West Sussex
RH19 1RR
Tel: 01243 334200
International House
Dover Place
Ashford
Kent
TN23 1HU
Tel: 01233 624658
Brunel House
2 Fitzalan Road
Cardiff
CF2 1SH
Tel: 02920 263000
Home Counties Region
14 Cardiff Road
Luton
Bedfordshire
LU1 1PP
Tel: 01582 444200
Priestley House
Priestley Road
Basingstoke
Hampshire
RG24 9NW
39 Baddow Road
Chelmsford
Essex
CM2 0HL
Tel: 01245 706200
Kiln House
Portergate
Norwich
NR2 1DA
Tel: 01603 615711
14 New Fields
Stinsford Road
Nuffield Industrial Estate
Poole
Dorset
BH17 0NF
Tel: 01202 667219
Midlands Region
McLaren Building
35 Dale End
Birmingham
B4 7NP
Tel: 0121 607 6200
5th Floor
Belgrave House
1 Greyfriars
Northampton
NN1 2BS
Tel: 01604 738300
1st Floor
The Pearson Building
55 Upper Parliament Street
Nottingham
NG1 6AU
Tel: 0115 9172800
National Agricultural Centre
Stoneleigh
Kenilworth
Warwickshire
CV8 2LZ
Tel: 01203 696518
Mitchell Lane
Victoria Street
Bristol
BS1 6AN
Tel: 0117 988600
Work Ex - A guide for employers 27/5/03 12:38 pm Page 19
22
The Marches House
Midway
Newcastle Under Lyme
Staffordshire
ST5 1DT
Tel: 01782 602300
Yorkshire & North East Region
Woodside House
261 Low Lane
Horsforth
Leeds
LS18 5TW
Tel: 0113 283 4200
Marshall Street
Leeds
LS11 9YJ
Tel: 0113 283 4200
Sovereign House
110 Queen Street
Sheffield
S1 2ES
Tel: 0114 291 2300
Broad Lane
Sheffield
S3 7HQ
Tel: 0114 289 2000
Royal Exchange Buildings
Garden Street
Sheffield
S1 4BJ
Tel: 0114 289 2000
Arden House
Regent Centre
Gosforth
Newcastle
NE3 3NJ
Tel: 0191 202 6200
Festival House
Jameson Street
Hull
HU1 3JR
Tel: 01482 223487
North West Region
Grove House
Skerton Road
Manchester
M16 0RB
Tel: 0161 952 8200
The Triad
Stanley Road
Bootle
Merseyside
Tel: 0161 952 8000
Marshall House
Ringsway
Preston
PR1 2HS
Tel: 0161 952 8000
2 Victoria Place
Carlisle
CA1 1ER
Tel: 01228 539321
Scotland Region
Belford House
59 Belford Road
Edinburgh
EH4 3UE
Tel: 0131 247 2000
375 West George Street
Glasgow
G2 4LW
Tel: 0141 275 3000
Lord Cullen House
Fraser Place
Aberdeen
AB25 3UB
Tel: 01224 252500
28 Longman Road
Longman Industrial Estate
Inverness
IV1 1SF
Tel: 01463 718101
Work Ex - A guide for employers 27/5/03 12:38 pm Page 20
Copies of this publication can be obtained from:
DfES PublicationsPO BOX 5050Sherwood ParkAnnesleyNottinghamNG15 ODJ
Tel: 0845 6022260Fax: 0845 6033360E-mail: [email protected]
Please quote the ref: SPD/WES/01/1199(rev).
© Crown copyright 2002
Produced by the Department for Education and Skills
Extracts from this document may be reproduced for non-commercial education or training purposes on condition that the source is acknowledged.
ISBN 1 84185 717 3
PP??D10/?????/????/??
Work Experience:A guide for schools
DfES publication whichprovides practical advice and guidance to schools on theorganisation of workexperience. It includesinformation on their legal responsibilities,insurance and healthand safety issues of work experience.
For ordering quote reference:SPD/WES/01/1199(rev)
Improving WorkExperience:A good practice guide for employers
Written by DfEEEducation Adviser on work experience, thispublication providesgood ideas for school co-ordinators to usewhen discussingplacements withemployers.
For ordering quote reference:EG1
Health and Safety on Work Experience
This guide highlights good practice which all partners in the workexperience process can use to improve the health and safety aspects of work experience.
For ordering quote reference:GPS/RS/2
Managing health and safety on Work Experience:A guide for organisers
This guide covers pointsfor Work Experienceorganisers, employers andother parties that may beinvolved in the selectionprocess. It gives a basicunderstanding of theirresponsibilities and helpsthe work experienceplacement organisersselect placements withproper regard andknowledge to the healthand safety aspects ofarranging work places.
The guide will helporganisers to gain anunderstanding on thebasic welfare of studentsinvolved. The guide alsohas useful chapters onhow to raise a students'awareness regarding theimportance and reasonsfor health & safetyguidance in place.
For ordering quote reference:HSG199
Work Ex - A guide for employers 27/5/03 12:38 pm Page 101
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