Elements of provision for all students |
Suggested minimum |
Through this provision students can: |
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1. Recognise, develop and apply their skills for enterprise and employability |
Students have the opportunity to develop and apply their skills in at least two work-related activities. Students have at least one opportunity to discuss the skills developed across the whole of their work-related programme. |
- describe and demonstrate the main qualities and skills needed to enter and thrive in the working world
- evaluate the usefulness of a range of employability skills
- assess, undertake and manage risk, and make decisions in conditions of uncertainty
- collect relevant evidence and use it for making decisions
- show leadership, management, drive and self-reliance when working on tasks and in teams
- demonstrate innovative approaches to solving problems.
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2. Use their experience of work, including work experience and part-time jobs, to extend their understanding of work |
Students have the equivalent of at least half a day for debriefing and follow-up of work experience and/or part-time work. |
- give an account (in any medium) 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 key stage 4 courses and their career planning
- analyse what motivates people for work
- demonstrate an understanding of the main changes happening in the world of work.
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3. Learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the workplace |
Students have at least two curriculum activities that develop their understanding of business and work. |
- outline the main types of business enterprises and the key roles within each
- give examples of employers’ and employees’ rights and responsibilities at work, particularly in relation to equality of opportunity, respect for diversity, and health and safety
- demonstrate a basic knowledge and understanding of a range of economic concepts
- describe some ways that working conditions changed during the last century and give some reasons for the changes.
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4. Develop awareness of the extent and diversity of local and national employment opportunities |
Students undertake at least two tasks that investigate labour market information. |
- explain the chief characteristics of employment, self-employment, unemployment and voluntary work
- recognise the concept of the labour market (local, national, European and global)
- describe the main trends in employment in their local area and relate these to their career plans.
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5. Relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives |
Students undertake activities to develop their skills for career management, including a guidance interview focusing on career progression. |
- collect and use relevant information about opportunities available to them beyond key stage 4
- reflect on and record achievements, abilities, interests and skills and use them to make realistic choices for progression after key stage 4
- access and use an interview with a careers guidance specialist to progress plans
- complete application procedures for work placements, part-time jobs and post-16 opportunities, including preparing a CV and adapting it for different applications
- present themselves well at an interview.
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6. Undertake tasks and activities set in work contexts |
Students use work as a context for learning within the curriculum on at least two occasions,
and record evidence of their learning. |
- explain the relevance of a curriculum subject to the world of work
- demonstrate understanding of work-related language and vocabulary
- analyse how examples of learning within the curriculum can be applied to work contexts.
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7. Learn from contact with personnel from different employment sectors |
Students have direct contact with a minimum of two people from different employment sectors with differing roles and working conditions. |
- describe working practices in different employment sectors
- understand the career motivations and pathways taken by people in different employment sectors
- understand the importance to employers of attitudes, qualifications and skills.
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8. Have experience (direct or indirect) of working practices and environments |
Students use work practices or environments as contexts for learning in the curriculum on at least two occasions and record evidence of their learning. |
- describe (from experience gained through work placements, visits, simulations, videos and so on) the working practices of one type of business compared with another
- describe (from experience gained) the work environment in one type of business compared with another
- describe the main hazards associated with particular types of workplace.
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9. Engage with ideas, challenges and applications from the business world |
Students undertake at least one business challenge, problem-solving or enterprise activity. |
- know and understand key enterprise concepts
- demonstrate the main enterprise skills, attitudes and qualities.
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Page updated: 12 June 2008