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What is work-related learning?

Documents to download

• Work-related learning for all at key stage 4: Guidance for implementing the statutory requirement from 2004 
• Guidance for school coordinators

Work-related learning describes a broad range of activities for students of all ages. These activities help students learn about the world of work by experiencing and preparing for it. Work-related learning takes place in the context of the world of work, to help students develop knowledge, skills and understanding that will be useful in that world.

Rationale

What do students learn from work-related learning?

How do students experience and acquire work-related learning?

How do schools know what students have learnt and what evidence do they use to support their claims?

Rationale

Within a broad and balanced education, all young people need work-related learning. It is essential for participating in an adult life in which they contribute to the country’s economic well-being.

Work-related learning develops students’ employability skills and helps to prepare them for life in the increasingly complex and changing world of work. It improves motivation by helping students see how their school work relates to the world of work. It also prepares students for further education and training and to make informed decisions about courses and careers. Work-related learning is as important for students going on to higher education as it is for students going on to the world of work (for example, to a modern apprenticeship placement). 

Work-related learning comprises three strands:

• learning through work: for example, placements in the community, work experience, part-time jobs, school enterprise activities, vocational contexts in subject learning
• learning about work: for example, vocational courses and careers education
• learning for work: for example, developing employer-valued key skills and career management skills.

What do students learn from work-related learning?

• About the diversity and function of business, and its contribution to national prosperity.
• Enterprise and employability skills and an understanding of their importance in the workplace.
• About the relevance of their work in school or college to the world of work.
• About the day-to-day expectations of employees and about work practices, environments, rights and responsibilities.
• About the range of progression and career opportunities available and the qualifications, skills and attributes required.
• Career management skills. 

How do students experience and acquire work-related learning?

The experiences of students will differ according to their individual learning programmes. Work-related learning is acquired in different ways by different students. It can take place:

• across the curriculum, with different subjects and courses providing students with experiences, opportunities and contexts in which they can develop their learning
• in subject learning (and citizenship and PSHE learning), supplemented by careers education and work experience
• in courses that lead to vocational qualifications
• in extended work-related learning programmes with further education colleges, training providers or employers.

Schools can help students to acquire work-related learning by providing opportunities to:

• recognise, practise and develop enterprise and employability skills
• carry out tasks and activities in work contexts
• meet people from various employment sectors (and see different work roles and working conditions)
• experience (directly or indirectly) various working practices and environments
• engage with the ideas, challenges and applications present in the business world (and creatively apply knowledge to deal with and solve problems)
• use their experience of work (including work experience, part-time jobs and community placements) to extend their understanding of work, work roles, working conditions, workplace rights and responsibilities
• research and interrogate labour-market information to develop an awareness of the extent and diversity of local and national employment opportunities
• see how their own abilities and attributes relate to possible careers (and make informed choices about careers based on an understanding of the alternatives).

How do schools know what students have learnt and what evidence do they use to support their claims?

Schools with effective work-related learning already in place check students’ progress against clear learning outcomes and expectations. QCA will develop a national framework for all schools so that current good practice is extended.

The approaches to assessment of learning depend on the intended learning outcomes. Some of these outcomes are assessed as part of GCSE and other qualifications. However, there is no presumption that work-related learning and experience should lead to formal examinations.

Evidence of individuals’ learning can also be included in their progress file and as part of the recording of wider achievements.

We will know when work-related learning has had a positive impact when students’ confidence is increased, when they make successful transitions to post-16 education and training, and when there is a higher level of employer satisfaction with new recruits.

Also see

> Coherent vocational programmes

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Page updated: 12 June 2008
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