Enhancing Employability: Empowering Young Minds

1. Employable Young People: Is it just a pipe dream? Gerard Liston

2. ‘As the largest employer in the country, we depend on high standards in our schools.’ Sir Terry Leahy, Chief Executive, Tesco 13th October 2009

3. ‘Sadly, despite all the money that has been spent, standards are still woefully low in too many schools.’ Sir Terry Leahy, Chief Executive, Tesco 13th October 2009

4. ‘From my perspective, there are too many agencies and bodies, often issuing reams of instructions to teachers, who then get distracted from the task in hand: teaching children.’ Sir Terry Leahy, Chief Executive, Tesco 13th October 2009

5. Work-related Learning Enterprise Education Personal Learning & Thinking Skills Functional Skills New Secondary Curriculum/PSHE Social & Emotional Aspects of Learning Economic Well-Being

6. ‘Young people often feel uninspired and demoralised because their experience in the classroom does not take into account their individual passions and talents.’ ‘Six Steps to Change Manifesto’ Edge Foundation 2009

7. ‘… curriculum which is able to value, nurture and acknowledge the learning that happens in different locations outside the formal programmes of study and outside the school walls.’ ‘Developing and accrediting personalskills and competencies’ Futurelab April 2007

8. ‘[young people] want to do things they can see the point of. They want to do things together. They want to feel that, in working on these challenges, they are developing the confidence and capability to face whatever life may bring.’ ‘What’s the point of school?’ Guy Claxton 2008

9. ‘…. employers and universities do not judge students solely on the basis of examination performance: they are also looking for students who can take responsibility, are innovative in their approach to solving problems and can work effectively in teams, as well as individually.’ Developing Enterprising Young People OFSTED November 2005

10. ‘Economically valuable skills’ is our mantra.’ Leitch Review of Skills December 2006

11. ‘We want every school, college, university and training provider to treat the employability of their learners as part of their core business. We want a unified and coherent policy, assessment and funding framework that empowers teaching and training professionals to develop employability.’ ‘The Employability Challenge’ UK Commission for Employment & Skills Feb 2009

12. ‘From 2010 ‘employability skills’ and ‘transferable skills’ will be embedded throughout the curriculum.’ ‘The Talent Challenge’ DCSF Talent & Enterprise Taskforce September 2009

13. Inspectors should evaluate: • the pupils’ ability to apply skills appropriate to their age in oracy, literacy, numeracy and information and communication technology (ICT) • the extent to which pupils develop their knowledge and understanding of the world of work and develop skills and personal qualities which will serve them well in education, training, employment and their future lives • the extent to which pupils understand their future options and develop aspirations. ‘The evaluation schedule for schools’ OFSTED September 2009

16. ‘Time Well Spent’ CBI & DCSF March 2007

18. ‘A Framework for Personal Learning & Thinking Skills’ QCA 2007

19. ‘… These skills, together with the functional skills of English, mathematics and information and communication technology (ICT), play a crucial role in successful learning, work and life.’ ‘Guidelines on recording personal learning and thinking skills in the Diploma’ QCA January 2008

20. CBI framework: • Using IT Effectively • Using Language Effectively • Using Numbers Effectively • Self Management • Thinking & Solving Problems • Working Together & Communicating • Positive Attitude • Understanding the Business

21. CBI framework: • Using IT Effectively • Using Language Effectively • Using Numbers Effectively • Self Management • Thinking & Solving Problems • Working Together & Communicating • Function Skills + PLTS: • Functional IT • Functional English • Functional Maths • Self Managers & Independent Enquirers • Reflective Learners & Creative Thinkers • Effective Participators Team Workers • Positive Attitude (Enterprise Capabilities) • Understanding the Business (Ec. & Bus. Understanding & Fin. Capability)

22. CBI framework: • Using IT Effectively • Using Language Effectively • Using Numbers Effectively • Self Management • Thinking & Solving Problems • Working Together & Communicating • Function Skills + PLTS: • Functional IT • Functional English • Functional Maths • Self Managers & Independent Enquirers • Reflective Learners & Creative Thinkers • Effective Participators Team Workers • Key/Wider Key Skills: • Information & Communication Technology • Communication • Application of Number • Improving Own Learning & Performance • Problem Solving • Working With Others • Positive Attitude (Enterprise Capabilities) • Understanding the Business (Ec. & Bus. Understanding & Fin. Capability)

23. ‘… skills that employers and higher education want to see developed. For progression purposes, it is vital that young people can articulate the skills they possess in applications for jobs or courses, and during interviews.’ ‘Guidelines on recording personal learning and thinking skills in the Diploma’ QCA January 2008

35. ‘… a visually engaging tool that enabled students to record evidence of activities that demonstrated their enterprise capability at different levels. Students saw it as a useful tool ‘to build a CV …’. ‘They liked being able to customise the site and ‘the diagram of your progress because you can see how you’re doing’.’ ‘The tool appeared to be also a useful way of raising students’ awareness of their own capabilities: ‘I’ve realised that I’ve got skills that I didn’t think I had before’. ‘Assessing enterprise capability- guidance for schools’ NFER Sept 2008

36. Recording can enhance PLTS development by: • focusing learners’ attention on skills integral to their Diploma • providing a tool for reflection on skills development • providing a snapshot of PLTS achievements at any one time • showing progress in the development of skills over time • informing plans for further skill development and application ‘Guidelines on recording personal learning and thinking skills in the Diploma’ QCA January 2008

37. What have I achieved? In school Extra-curricular Home & hobbies Holidays Sports

38. What have I achieved? Which skill was required? In school Extra-curricular Home & hobbies Holidays Sports Enterprise Employability Creative Key Skills & Wider Skills PLTS & Functional

39. What profile am I creating? What have I achieved? Which skill was required? In school Extra-curricular Home & hobbies Holidays Sports Enterprise Employability Creative Key Skills & Wider Skills PLTS & Functional Character Personality Individuality Distinctiveness Talent

40. What profile am I creating? How can I use all this? What have I achieved? Which skill was required? In school Extra-curricular Home & hobbies Holidays Sports Enterprise Employability Creative Key Skills & Wider Skills PLTS & Functional ECM Themes Curriculum Vitae Subject Options Career Path Personal statement Character Personality Individuality Distinctiveness Talent

41. SSAT Enterprise Pilot What profile am I creating? How can I use all this? What have I achieved? Which skill was required? In school Extra-curricular Home & hobbies Holidays Sports Enterprise Capability Curriculum Vitae Character Personality Individuality Distinctiveness Talent

42. Bright Sparks ‘Classic’ What profile am I creating? How can I use all this? What have I achieved? Which skill was required? In school Extra-curricular Home & hobbies Holidays Sports Enterprise Capability PLTS Curriculum Vitae Character Personality Individuality Distinctiveness Talent

43. Wales – Skills Curriculum What profile am I creating? How can I use all this? What have I achieved? Which skill was required? In school (14-19) ‘MySkills’ (Essential Skills Wales) Key Skills Curriculum Vitae Welsh Bacc. Key Skills Character Personality Individuality Distinctiveness Talent

44. Sport England/DCSF What profile am I creating? How can I use all this? What have I achieved? Which skill was required? In-school Sports Extra-curricular Sports Sporting Skills CBI Employability Skills Curriculum Vitae Character Personality Individuality Distinctiveness Talent

45. Sheffield Schools/LEGI What profile am I creating? How can I use all this? What have I achieved? Which skill was required? In school Extra-curricular Home & hobbies Holidays Sports Enterprise Capabilities (x4 rubrics) PLTS Curriculum Vitae PLTS Cadbury’s Employment Criteria Character Personality Individuality Distinctiveness Talent

46. ‘… less than half of all young children go on to university … The ’less fortunate’ majority go out into the world bemused by an eleven year experience that they were told was of massive importance, but whose net effect has been to leave many of them with a smattering of certificates, and a strong feeling of not having been adequately prepared for the rigours and complexities of real life.’ ‘What’s the point of school?’ Guy Claxton 2008

47. League Tables

50. Gerard Liston Laisterdyke Business & Enterprise College g.liston@nbvlc.org.uk 07973 837 342 Adrian Jones Life Beyond School adrian.jones@lifebeyondschool.com 07771 773 377