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Heathfield Community 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 illustrates well-developed links with a range of local and regional businesses. The individual student examples are illustrative and based on students following different programmes at the school.

The school

Heathfield Community School is an 11-16 comprehensive school with arts college specialist status in a semi-rural area on the edge of Taunton in Somerset. There are 1,080 students on roll and 20 per cent have special educational needs without statements. There is a community arts centre on the school site.

The school has its own education business partnership with 20 local and regional businesses. Business colleagues meet every two months for a breakfast meeting at the school and are involved in reviewing, monitoring and planning the curriculum. The partnership also offers a number of company challenges each year, involving students working with businesses on a genuine (rather than simulated) activity specified by the company.

All students complete a lifelong skills portfolio as part of the citizenship programme. This complements and is additional to the students’ progress files and enables them to leave school with a clear idea of employability skills and how to articulate and demonstrate these. Each student also has the opportunity to have an individual careers guidance interview.

All students undertake a one-week work experience in year 10 and some students use the spring half-term to complete a second placement. All students also take part in a three-day industry/performing arts activity during the last week of the academic year.

Some students opt for an extended work-related option at key stage 4. This includes lessons on transition from school to work, practical projects in technology, and the OCR initial award in performing arts.

In 2002, the performing arts group produced a Theatre in Education project commissioned by the Construction Industry Training Board (CITB) to focus on numeracy within a construction industry context. The group produced an interactive performance piece for key stages 1 and 2, which involved working with primary school children in measuring, making estimates and considering health and safety issues.

Student examples

Rachael’s work-related learning is acquired through work-related learning lessons in school and through the vocational link programme with the local further education college.

Rachael opted for a pathway with an emphasis on vocational qualifications and work-related learning. She is taking six GCSEs and attends the local further education college one morning a week to study NVQ level 1 hairdressing. Her three work-related learning lessons in school comprise: transition from school to work, practical projects in technology, and OCR initial award in performing arts.

Transition from school to work is taught by youth workers. Students follow a programme of key skills, money management, parenting, health education and confidence building. As part of the course, Rachael has investigated career opportunities and the current labour market.

Rachael’s project in technology is carried out in partnership with a business making items for the community. This year’s project is making high-quality educational wooden toys for brain-injured children. The toys are designed for multisensory use and the materials have been sponsored by local businesses. The toys are made to professional standards with regard to health and safety.

The OCR initial award in performing arts is a one-hour a week course involving a Theatre in Education project. Rachael took part in a drugs education performance for 120 children at key stage 2. Her group also organised workshop activities for the children.

Rachael has represented the school at the local education business partnership awards evening and has given a number of talks about how work-related learning has benefited her. Rachael is looking forward to attending (with her parents) a work-related learning buffet lunch during which certificates are presented to students. Business partners, Connexions’ personnel, school governors and tutors will attend the event.

Rachael’s work experience was at a local restaurant and she holds a certificate to say she is an approved first aider. Rachael has had a careers guidance interview and hopes to pursue a career in administration or office management.

Matthew acquires his work-related learning by being involved in one of the school’s Young Enterprise companies, and through careers education and guidance, personal tutorials and work experience.

Matthew is taking 10 GCSE subjects at key stage 4 and has already gained a GCSE in photography in year 9. He acts as managing director of one of the school’s two Young Enterprise companies. The company prints T-shirts and receives business advice from a specialist at a local company. The management team meet after school each week. Matthew also takes part in the Duke of Edinburgh award scheme. His one-week work experience will be at a local solicitors’ office.

Representatives from businesses in the school’s education business partnership visit Matthew’s tutor group every term to advise students on employment opportunities. These sessions have been complemented by presentations about health and safety, equal opportunities and rights and responsibilities in the workplace.

Matthew has compiled a lifelong skills portfolio, highlighting the skills he has demonstrated both in and out of the school curriculum. These include being an effective member of a team, taking leadership responsibility and presentation skills.

At a recent school event, Matthew spoke to parents and students outlining the opportunities students have at key stage 4 in work-related learning.

Natalie’s work-related learning is acquired through her GCSEs, including leisure and tourism, by becoming involved in an education business challenge and by working in the school’s community arts centre.

Natalie has opted to take leisure and tourism as one of her GCSE options and is undertaking assignments investigating aspects of local and national leisure and tourism industries. She was one of eight students selected to take part in an education business partnership company challenge with a local bank. This involved her in undertaking and collating a customer survey in a bank’s local branch on a Saturday morning. The purpose was to discover how customers rate Saturday opening. Natalie was so successful in the challenge that it has been extended. She is now working on designs for refurbishing the banking hall.

Natalie received a certificate for her lifelong skills portfolio and gave an oral presentation to the school’s education business partnership about the challenge and its outcomes.

Natalie is one of 40 student volunteers who help in the community arts centre, performing front-of-house duties at evenings and weekends. The students are trained in fire evacuation, customer service, till service, cafe and auditorium duty. Recently, Natalie helped out all day at a conference in the community arts centre for 221 delegates. She received a separate certificate for this.

Natalie’s work experience was at a local newspaper and she has discussed employment opportunities and her own aspirations at a careers guidance interview with the careers adviser.