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Bitterne Park School


		11-16 schools

		6th form schools

		Colleges

About the case study

This case study shows how work-related learning can be provided at key stage 4. It shows how work-related learning can be developed through work in school, in college and in the workplace.The individual student examples are illustrative and based on students following different programmes at the school.

The school

Bitterne Park School is an 11-16 mixed comprehensive school with a roll of 1,288. It is situated in a mixed residential area north-east of Southampton. Approximately 20 per cent of students have special educational needs without statements.

All students have the opportunity to follow a vocational course and have two weeks’ work experience during year 10. Students are prepared for the world of work through active tutorials, PSHE lessons and activity days. The head of careers helps coordinate work experience and the school has worked with the Trident Trust at a local level to provide placements for all students.

Students complete a work-experience diary and are made aware of skills for employability. PSHE lessons are used to cover rights and responsibilities in the workplace. All students complete a careers questionnaire, which is followed up by a one-to-one tutorial with their tutor or head of year.

Some students take the opportunity to become involved in the school’s Young Enterprise company and school bank. In year 10, students take part in a ‘world of work’ activity day.

Student examples

Anthony’s work-related learning is acquired through work experience, activities in GCSE courses and involvement in the school’s Young Enterprise company and the school bank.

Anthony is taking 10 GCSEs and has predicted grades of A* to C. He particularly enjoys GCSE business studies. Anthony took part in the year 10 activity day on the ‘world of work’ and was a member of the winning team in a competition organised as part of the day. He is on the board of the school’s Young Enterprise company, which makes door plaques and year planners for students in school. The company adviser is from a local bank and has been able to advise students on employment opportunities in the business and finance sectors.

Anthony also helps operate the school bank. This runs at lunchtime and gives all students the opportunity to learn about the banking system.

During his two weeks’ work experience in year 10, Anthony worked in a local bank. In the debriefing session he discussed what skills he had used and what he had learnt from the experience.

Anthony’s ambition is to follow a career in the financial sector and he has discussed this with his personal tutor following a careers questionnaire. He has given a talk to students at a school assembly about the purposes of Young Enterprise and the school bank and about the roles and responsibilities that students can take up within them.

Daniel’s work-related learning is acquired through his GCSEs in leisure and tourism and applied science, combined with opportunities including work experience and discussions with his personal tutor.

Daniel is taking GCSE leisure and tourism and applied science among his options in year 10. As part of his leisure and tourism marketing assignment he worked closely with the marketing department at a local football club. Daniel visited the club to see how they market to a targeted audience. He has worked with the marketing department to put together a plan to market the club and club merchandise to students, teachers and parents.

Daniel has negotiated his two-week work experience to be in the football club. He will use this time to collect information and data on customer care and will spend some time on match days dealing with enquiries.

As part of the applied science GCSE, Daniel studied the energy industries and visited a local power station.

Daniel has had several one-to-one meetings with his tutor. The first allowed him to discuss the careers questionnaire he had completed and to be advised on employment opportunities and career paths. Subsequent meetings will discuss the experience and skills he acquires during his work experience at the football club. In PSHE lessons, Daniel has been looking at rights and responsibilities in the workplace.

Jacqueline is working towards NVQ level 1 at a local college as part of her programme. In addition to work-related learning acquired through her college course, she has work experience and career guidance activities.

Jacqueline has a mentor in school who supports her school work and college-based course. She attends the local college to take an NVQ level 1 course in hairdressing. Her mentor organised her work experience in the hairdressing salon at the college. She has recorded in her work-experience diary how she practised employability skills and has discussed them in school with her mentor. They also discussed possible careers and pathways.

The school PSHE programme has allowed Jacqueline to learn about the employee’s role and about rights and responsibilities. Her work experience and career guidance activities have strongly motivated Jacqueline in her studies. It is hoped that she will work in a local hairdressers for one day a week in year 11.

Kate’s work-related learning is acquired through a mix of level 1 vocational courses, GCSE subjects, and sessions with her personal tutor and Connexions adviser.

Kate is taking five GCSEs in school together with level 1 vocational qualifications through the school’s vocational link programme. The qualifications available are NCFE foundation certificate in photography, NVQ level 1 in food preparation and cooking and CACHE foundation award in caring for children. Kate has enjoyed the practical aspects and continuous assessment suits her style of learning. In particular, she has enjoyed preparing a photographic report of the school play as part of the photography course.

Kate’s school life has been marked by poor behaviour and poor attendance in the past. She has a Connexions personal adviser who supports her in coping with school, and with her personal and family life. She has discussed her skills for employment with her Connexions adviser and prepared a portfolio of her work. She has covered the employee’s role, and rights and responsibilities at work in PHSE lessons and in discussions with her adviser.

Kate has also attended some ‘taster’ sessions at a local college organised by her Connexions adviser. This has allowed her to meet with professionals from several sectors and to be informed about employment opportunities and career paths.