Professional Learning: A response to employability learning

Professional Learning: A response to employability learning

A 16-19 strategy for schools

Professional Learning Programme

Excellence for all by all

Employability

Are students ready to work at 16 or 19?How secure are the decisions students make?Are students ready to work at 16 or 19?How secure are the decisions students make?

Can we help them to make better decisions about pathways to higher levels of learning or employment?

Can we help them to make better decisions about pathways to higher levels of learning or employment?

How can we better prepare them for employment?How does this fit with the drive toward high academic outcomes?

How can we better prepare them for employment?How does this fit with the drive toward high academic outcomes?


Post-16 work experience as a part of 16-19 study programmes- October 2013

‘Changes to funding for 16-19 year olds mean that in post 16 education work experience counts as a ‘non qualification activity’ and will be funded on the same basis as qualifications.’

‘Changes to funding for 16-19 year olds mean that in post 16 education work experience counts as a ‘non qualification activity’ and will be funded on the same basis as qualifications.’

‘A meaningful work placement can provide experience of the work environment and help students decide on future careers or study options and demonstrate their potential to future employers or universities.’

‘A meaningful work placement can provide experience of the work environment and help students decide on future careers or study options and demonstrate their potential to future employers or universities.’

‘To achieve high quality experience it should be tailored to suit the prior attainment of each student and their career aspiration’

‘To achieve high quality experience it should be tailored to suit the prior attainment of each student and their career aspiration’

‘It may form part of a

substantial qualification’

‘It may form part of a

substantial qualification’


University access within the Academic route up to 2012

2007 2008 2009 2010 2011 2012

UCAS Applicants

534495 588689 639860 697351 700161 653637

Accepted Places including clearing

413430 456627 481854 487329 492030 464910

From UK Education

364544 405024 425063 424634 431235 407391

Not accepted

121065(33%)

132062(32%)

158006(37%)

210022(49%)

208131(48%)

188727(46%)


The Personalised Pathway

Aspiration development- No door closed no route predetermined.

AcademicRoute to Higher Education respecting entry criteria and achievements.

ProfessionalRoute to Higher/Further Education but stated intended route to employment with training.

TalentedRoute to Higher/Further Education. No doors closed to high performer in talent area. Weaknesses addressed.

AccessRoute to Further Education/ or employment with training.

Be what tomorrow needs


Professional Learning Programme

The Professional Learning Programme is designed for students in post-16 education level 3 courses in the main and are making decisions about professional working life- higher and further levels of study in employment or continuing education.

10 day blocks1 day per week 3 blocks per year2 years of study

10 day blocks1 day per week 3 blocks per year2 years of study

Interview developmentProjects and targeted competencesReview cycle Performance management

Interview developmentProjects and targeted competencesReview cycle Performance management

Celebration eventPresentationEmployers Summary

Celebration eventPresentationEmployers Summary

Develop stakeholder benefits for the school and the communityDevelop stakeholder benefits for the school and the community



Sector of employment

• Consider the sector of work they really want to work within.

• 15 sectors described

1 Health, Public Services and Care 1.1 Medicine and Dentistry 1.2 Nursing and Subjects and Vocations Allied to Medicine 1.3 Health and Social Care 1.4 Public Services 1.5 Child Development and Well Being

2 Science and Mathematics 2.1 Science 2.2 Mathematics and Statistics

3 Agriculture, Horticulture and Animal Care

3.1 Agriculture 3.2 Horticulture and Forestry 3.3 Animal Care and Veterinary Science 3.4 Environmental Conservation

4

Engineering and Manufacturing Technologies

4.1 Engineering 4.2 Manufacturing Technologies 4.3 Transportation Operations and Maintenance

5 Construction, Planning and the Built Environment

5.1 Architecture 5.2 Building and Construction 5.3 Urban, Rural and Regional Planning

6 Information and Communication Technology

6.1 ICT Practitioners 6.2 ICT for Users

7 Retail and Commercial Enterprise

7.1 Retailing and Wholesaling 7.2 Warehousing and Distribution 7.3 Service Enterprises 7.4 Hospitality and Catering

8 Leisure, Travel and Tourism 8.1 Sport, Leisure and Recreation 8.2 Travel and Tourism

9 Arts, Media and Publishing 9.1 Performing Arts 9.2 Crafts, Creative Arts and Design 9.3 Media and Communication 9.4 Publishing and Information Services

10 History, Philosophy and Theology

10.1 History 10.2 Archaeology and Archaeological Sciences 10.3 Philosophy 10.4 Theology and Religious Studies

11 Social Sciences 11.1 Geography 11.2 Sociology and Social Policy 11.3 Politics 11.4 Economics 11.5 Anthropology

12 Languages, Literature and Culture

12.1 Languages, Literature and Culture of the British Isles 12.2 Other Languages, Literature and Culture 12.3 Linguistics

13 Education and Training 13.1 Teaching and Lecturing 13.2 Direct Learning Support

14 Preparation for Life and Work 14.1 Foundations for Learning and Life 14.2 Preparation for Work

15 Business, Administration and Law

15.1 Accounting and Finance 15.2 Administration 15.3 Business Management 15.4 Marketing and Sales 15.5 Law and Legal Services



Professional Competencies

Generic SkillsWritten and verbal Communication | Improving your own learning and performance | Application of number | Working with others | Information and Communication Technology |Problem solving

High Level Business BehavioursCareer Motivation Understand personal goals; is committed to personal development and is enthusiastic about a developing career | Delivers Quality Takes responsibility and works hard to deliver projects to high standards | Drives collaboration and inclusion Builds relationships internally and externally; works collaboratively to achieve success | Strives for continual improvement Shows self-awareness and a positive approach to self-development | Exercises Professional Judgement Reaches informed judgements through effective gathering and analysis of information | Makes an impact Communicates professionally and confidently with others to make the right impact | Seizes business opportunities Shows awareness of the external marketplace and issues clients are facing | Demonstrates innovation and curiosity Is comfortable in situations requiring new or different approaches; can produce creative ideas | Resilience Maintains a professional service and optimistic outlook under challenging circumstances.



Induction Day

Self evaluation

Multiple Interview

opportunity

Presentation development

Planning



CompetencesLEADERSHIP AND MANAGING MYSELF AND OTHERS Setting the Direction I know how my role contributes to delivering the departments goals and objectives.

I ask questions to clarify the objective, timescale and priority of tasks.

I am open minded and positive about change.

I readily accept wider responsibilities and take on new challenges.

I use my initiative to get on with things without waiting to be told.

I identify with/ share the aims and objectives of our organisation.

Supporting Others

I support others when they are under pressure

I acknowledge success in others and provide constructive feedback where necessary I remain calm in a crisis, and respond rationally to challenges

I share knowledge and offer support and encouragement to colleagues

Leading on Equality and Diversity I challenge inappropriate behaviour

I am open and willing to listen to the views of others, including those whose viewpoint is different from my own I value working with those with different views and backgrounds

I am aware of my impact on others, and modify my behaviour as necessary

I treat everyone fairly, with respect and dignity

I am polite, tolerant and patient when dealing with others

Review and Recognise Performance I take responsibility for my personal performance and for delivering my work objectives I make suggestions for improving the ways things can be done

I review my own performance as well as take on board feedback to improve my performance I maintain steady performance when under pressure and seek help to deal with excessive work pressure I remain focused on my tasks, even when things don’t go smoothly

I consistently deliver a high level of output to a high quality and to time

Developing Self and Others I understand my strengths and development needs, and seek out ways to learn and develop I look for, and take, opportunities to keep up to date and expand my skills

I actively involve myself in team tasks

I encourage and support others to learn

I look for opportunities to develop my role

I take responsibility for developing myself and my career

Home Office Competence Model Used with Permission


Developing Competent Individuals

Provide opportunities to develop higher order skills within the programme

• A personalised programme tailored to the interests, skills and needs of each young person.

• Integrates high quality ‘Information Advice and Guidance’ with experiential learning and development.

• Opportunity to experience work within different employment sectors before committing to them in the long-term or various aspects of their one favoured area.

Bloom’s Taxonomy



Case studies

The feedback was extremely positive and his skills review at the end of each placement block indicated it had helped him to develop particularly around interpersonal communication and presentation skills. At the conclusion of Year 12 Ben decided to apply for a number of business administration apprenticeships instead of continuing on to Year 13. He was invited for interview for all of them and was successful in his very first interview. Ben started working for an FE college in their business liaison team in July 2013. “Without my placement there is no way that I would have got my job. The professional learning programme has been an excellent experience for me.”

BenYear 12 2012


Ben completed his placement at the GLA in the Youth and Volunteering team and the Health and Communities team on a number of high profile events.


Case studies

He developed a number of skills including how to use data effectively and gained an understanding of long-term strategic planning. He also completed a 2 week placement with HSBC working for a week during half term and a week during term time.Jake used his experiences to develop his curriculum vitae. He gave to a family friend after speaking about his desire to work in the IT industry. The family friend was so impressed with Jake’s CV and experience that he asked him to attend an interview at his company, Capital Support. They have since offered Jake a full-time job in their IT department. Jake started working for Capital Support once he completed his AS exams in July 2013.“The professional learning programme helped me develop my skills in both the preparation process and in the workplace, this helped me put together a strong CV.” Jake

JakeYear 12 2012


Jake completed his first placement with Training Centre Direct working as an IT consultant.


Case studies

This placement helped her to develop her presentation skills, something that she had struggled with previously and for which she developed quickly.Once the first term was completed Rebecca then found herself a one day per week placement at a local nail and beauty company, learning how to design and implement nail art. She obtained her level 2 NVQ in Beauty Therapy in June 2012. The company that delivered her training were so impressed with Rebecca that she is currently working for them part-time and once she has completed the level 3 NVQ she will start working for them full-time.“Rebecca is a different person ever since she started the nail course. She’s happier in herself, she’s more confident and it’s made a huge difference to her.” Rebecca’s A-Level art teacher

Rebecca Year 13 2012


Rebecca was interested in different sectors relating to art, including jewellery design, logo creation and tattoo design. Initially it was difficult to find her a placement, so she participated in a 5 day work shadowing placement with a lighting design company.


Decisions and ActionsBe what tomorrow needs

Demographic understanding of locality-likely need-survey student aspirations

Timetable structural and delivery implications.

Match places to demand.-Begin to engage employers within area

Prepare students.Prepare staff for changes in

delivery methodology

Plan for delivery of course validation if required.


Course Validation

• Extended Project Qualification Level 3 A level– Written up as field study, artefact or presentation depending

on product of placement.

• BTEC Workskills Plus Level 3 Certificate (AS equivalent)• Career Academy another route

– 18 units selected to match specific needs.– Specialist knowledge exists in Herts already.

• No course but concentrate on key feature - the competence development.



Programmes in development

Bexleyheath Academy, BexleyInternship development 58 students. Sixth form of 300+ studentsThird year begins in September 2013.

St Mary’s CE High School, CheshuntBegin with 21 placements in September 2013. Sixth form of 200 studentsWell established programmes.

John Madejski Academy, ReadingCurriculum modelling in place. Football academy working beginning journey toward programme.


Questions?


CJ Learning LtdCurriculum design and implementation.Systems analysis and design- MIS, Assessment, Monitoring and Reporting.Timetable design and implementation - SIMS and CMIS.Virtual Learning Environment - Implementation and Integration.SLT member coaching. Accountability and Curriculum Management.

Professional Learning Programme – design and implementation.

CJ Learning LtdCurriculum design and implementation.Systems analysis and design- MIS, Assessment, Monitoring and Reporting.Timetable design and implementation - SIMS and CMIS.Virtual Learning Environment - Implementation and Integration.SLT member coaching. Accountability and Curriculum Management.

Professional Learning Programme – design and implementation.

Professional Learning: A response to employability learning

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