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Professional Learning: A response to employability learning

Professional Learning: A response to employability learning. A 16-19 strategy for schools. Professional Learning Programme. Employability. Are students ready to work at 16 or 19? How secure are the decisions students make ?.

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Professional Learning: A response to employability learning

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  1. Professional Learning: A response to employability learning A 16-19 strategy for schools Professional Learning Programme

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

  3. 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.’ ‘It may form part of a substantial qualification’ ‘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’

  4. University access within the Academic route up to 2012

  5. The Personalised Pathway Be what tomorrow needs Aspiration development- No door closed no route predetermined. Academic Route to Higher Education respecting entry criteria and achievements. Professional Route to Higher/Further Education but stated intended route to employment with training. Talented Route to Higher/Further Education. No doors closed to high performer in talent area. Weaknesses addressed. Access Route to Further Education/ or employment with training.

  6. Professional Learning Programme Be what tomorrow needs Celebration event Presentation Employers Summary Develop stakeholder benefits for the school and the community 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 blocks 1 day per week 3 blocks per year 2 years of study Interview development Projects and targeted competences Review cycle Performance management

  7. Sector of employment Be what tomorrow needs • Consider the sector of work they really want to work within. • 15 sectors described

  8. Professional Competencies Be what tomorrow needs Generic Skills Written and verbal Communication | Improving your own learning and performance | Application of number | Working with others | Information and Communication Technology |Problem solving High Level Business Behaviours Career 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 inclusionBuilds relationships internally and externally; works collaboratively to achieve success | Strives for continual improvementShows self-awareness and a positive approach to self-development |Exercises Professional JudgementReaches informed judgements through effective gathering and analysis of information |Makes an impactCommunicates professionally and confidently with others to make the right impact |Seizes business opportunitiesShows awareness of the external marketplace and issues clients are facing |Demonstrates innovation and curiosityIs comfortable in situations requiring new or different approaches; can produce creative ideas |ResilienceMaintains a professional service and optimistic outlook under challenging circumstances.

  9. Induction Day Be what tomorrow needs Presentation development Self evaluation Planning Multiple Interview opportunity

  10. Competences Home Office Competence Model Used with Permission

  11. Developing Competent Individuals Be what tomorrow needs 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

  12. Case studies Be what tomorrow needs 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. 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.” Ben Year 12 2012

  13. Case studies Be what tomorrow needs Jake completed his first placement with Training Centre Direct working as an IT consultant. 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 Jake Year 12 2012

  14. Case studies Be what tomorrow needs 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. 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

  15. Decisions and Actions Be 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.

  16. Course Validation Be what tomorrow needs • 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.

  17. Programmes in development Be what tomorrow needs Bexleyheath Academy, Bexley Internship development 58 students. Sixth form of 300+ students Third year begins in September 2013. St Mary’s CE High School, Cheshunt Begin with 21 placements in September 2013. Sixth form of 200 students Well established programmes. John Madejski Academy, Reading Curriculum modelling in place. Football academy working beginning journey toward programme.

  18. ? Questions

  19. CJ Learning Ltd Curriculum 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.

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