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