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Extended work-related learning programmes: guidance for schools


		11-16 schools

		6th form schools

		Colleges

This guidance is for schools and their partners (FE colleges, training providers, and employers) in extended work-related learning. It covers key stages in organising extended work-related learning programmes.

The guidance is centred on a series of key questions. Each question is discrete and any aspect of the guidance can be read separately. Much of the authority behind good practice statements drives from the Ofsted report, Extending work-related learning at Key Stage 4.

The basics of extended work-related learning programmes

What is extended work-related learning?

Which students can benefit from extended work-related learning programmes?

What are the components of a typical extended work-related learning programme?

Organising a programme of extended work-related learning

Planning

What are the main features of successful planning of programmes of extended work-related learning?

What factors should schools take into account when developing extended work-related learning programmes?

What is the curriculum rationale for extended work-related learning?

What are the main barriers to overcome when setting up an extended work-related learning programme?

What qualifications can students obtain?

What are the legal issues schools must consider?

What is the role of the extended work-related learning coordinator?

What professional development and training is necessary?

What support can schools get from education-business link organisations?

How should parents be involved?

How should students be recruited and inducted to the programme?

What features of teaching and learning are appropriate?

What careers guidance do students need initially, during and at the end of key stage 4?

Assessing, monitoring and evaluating

What constitutes good practice in the assessment of students’ learning on extended work-related learning programmes?

How can schools monitor students?

How can the programme be evaluated?

What are the main features of successful practice in monitoring and evaluating a programme of extended work-related learning?

The basics of extended work-related learning programmes

What is extended work-related learning?

There is a distinction to be made between work-related learning for all, work-related learning programmes and extended work-related learning programmes.

Work-related learning describes a broad range of activities for pupils and students of all ages. It is aimed at learning about work, through direct experience, and as preparation for work. It involves using the context of the world of work to develop the knowledge, skills and understanding that will be useful in work.

An extended work-related learning programme is one that allows certain students regular experience over a specified period of time, varying from a few weeks to two years. Programmes include:

direct experience of working environments and working practices
qualification outcomes that have currency with FE providers and employers, or that are a stepping stone to such qualifications
a taught component, either through a vocational course or a training plan
a planned progression through the programme, with agreed targets for achievement and ongoing feedback and review supported by a mentor
a mechanism to support students and their teachers in linking out-of-school work-related learning programmes with in-school activities and GCSEs, in order to maximise learning from both.

Extended work-related learning programmes provide planned opportunities for students to develop:

literacy, numeracy, communication and ICT skills
personal attributes required in working life
occupational skills and competencies
skills in team working, working independently, planning and reviewing progress, and problem solving
awareness of career opportunities.

Programmes typically involve one or more of the following:

extended work experience (one or more days per week)
vocational courses or taster courses in an FE college
vocational or prevocational experience with a training provider
key skills programmes
personal development programmes.

Which students can benefit from extended work-related learning programmes?

Any student can benefit from extended work-related learning programmes. Schools have found them particularly useful for those with a strong vocational aspiration, who might want the opportunity to gain skills and experience in key stage 4 not offered in school, and for students who are ‘at risk’ of underachievement and exclusion.

What are the components of a typical extended work-related learning programme?

Programmes of extended work-related learning generally comprise one or more of the following components, customised to meet the needs of students and taking into account available partners and level of resources.

Vocational courses

Vocational courses include those leading to a range of qualifications as detailed in the Section 96 list (eg the GCSEs in vocational subjects, GNVQ, NVQ) and to courses that are not formally accredited. Courses can be taught in school, or in partnership with an FE college or private training provider. Direct experience of working environments and working practices is an important element of any vocational course. Various models are possible, including following one course for the whole of key stage 4, or experiencing a series of vocational tasters in different vocational areas. Some of the best provision occurs when students are given a general introduction to different vocational areas, before specialising in one.

Extended work experience

Extended work experience generally lasts for between half a day and two days a week. It should not be longer than two days a week (except under special circumstances) or it is likely to impede progress across the curriculum as a whole. It is important to see work experience in the context of the wider learning programme and as complementary to school-based provision. Various models are possible, including:

weekly placements with the same employer during key stage 4
a succession of placements with different employers
two-week blocks taken at times to maximise learning at the workplace but minimise impact on the in-school parts of the programme.

The design principles for extended work experience are similar to the normal two-week block of work experience and teachers should refer to DfES and QCA guidance. In addition to the generic principles, an extended programme should:

ensure that preparation before a placement raises student awareness of the industry sector
have a written agreement between the school, employer and student on the aims of the placement
offer progression of experiences, becoming more challenging over time
emphasise the development of key skills for employability
introduce students to vocational skills
include support from a workplace mentor
link to other aspects of the extended work-related learning curriculum.

Employers and their staff can contribute to the success of the extended work experience programme when:

objectives for the experience are clear and agreed with the employer
there are close links with the school to monitor students’ progress
students experience different parts of the workplace to help their understanding of the business
there is a focus on the development and application of key employability skills
students are assigned a workplace mentor
target setting and assessment of vocational skills is provided.

Learning from a work placement should be recorded and recognised, either as part of a formal qualification or through a record of achievement. It is also important that learning at the placement is recognised and built on when the student is at school.

Work with external agencies

Some schools make extensive use of external agencies, such as the Connexions Service, when assessing a student’s needs, designing a suitable learning programme and monitoring progress. Education business link organisations (EBLOs) also offer a range of support to schools, including finding suitable placements, health and safety checks and advice on work-related learning.

Study support

Study support is important where a student unavoidably misses lessons due to off-site provision. Students on extended work-related learning programmes should have access to study support staff who can:

support them across a range of subjects
where necessary, develop their literacy, numeracy and ICT skills
help them to make up work missed while off site.

Organising a programme of extended work-related learning

What are the main features of successful planning of programmes of extended work-related learning?

Features of successful practice include:

senior management support in engaging staff with the programme
discrete funding allocation
partnerships with external partners based on mutual understanding
inclusion of at least one school-based component in the programme
at least one taught component, either taught through a vocational course or a training plan
an induction programme for students, involving interviews, visits and introductory activities
careful matching of the programme to the student’s needs and career aspirations
planned progression, with agreed targets for achievement and ongoing feedback and review
variety and progressive challenges in work and learning tasks
teaching and learning that is more practical than theoretical and that involves more discussion, speaking and listening than writing
literacy and basic skills support for students
involvement of staff who want to work on the programme
a mechanism to support students and their teachers in linking the elements of the programme to maximise the learning from in-school and out-of-school activities.

What factors should schools take into account when developing extended work-related learning programmes?

The main factors to consider include the:

needs and characteristics of targeted students
number of students to be involved (based on individual needs and practical constraints)
age of students (eg year 11 thought more appropriate for extended work experience)
school’s background and experience in business links and vocational education
timetabling arrangements and flexibility
available resources - physical (eg rooms, equipment), financial (eg via initiatives such as the Increased Flexibility Programme) and human (eg teachers, business partners, administrative support)
existing relationships with providers such as colleges, employers and training providers
programmes offered through an LEA, LSC, college, training provider or education-business link organisation
geographical location and transport issues.

What is the curriculum rationale for extended work-related learning?

Extended work-related learning programmes can be made available to all students who would benefit from, and want, a distinctive focus on work-related learning. However, schools should have a clear rationale for setting up an extended work-related learning programme. The elements of the rationale will differ according to the individual context. Examples include the aim to:

reduce academic pressure on some students and develop their basic skills
offer a more appropriate and practical curriculum for particular students, including those with special educational needs
enhance learning opportunities by focusing on vocational learning and employability skills
motivate students so that they are re-engaged with learning and achieve in their GCSEs
open up new progression routes into modern apprenticeships and FE that students might not have considered
allow students to have direct experience of college or a training provider and to experience different forms of learning (eg NVQ) in order to facilitate their inclusion and progression
reduce the risk of permanent exclusion from school.

What are the main barriers to overcome when setting up an extended work-related learning programme?

In planning any activity, it is useful to identify all the factors that could act as barriers to prevent the programme being a success.

The following list of barriers can be addressed through careful planning:

shortage of funding
staff workload, ie a lack of time for the essential administration and support that the programmes require
timetabling, especially making sure that off-site programmes are timetabled against option blocks rather than core subjects
establishing appropriate provision, including links with training providers and employers, and matching demand (what students want to do) with supply (what can be offered).

What qualifications can students obtain?

Under Section 96 of the Learning and Skills Act 2000, publicly funded courses leading to qualifications can only be offered to learners aged under 18 by schools, institutions and employers if the qualifications have been approved by the Secretary of State. Schools should check that the qualifications that they, or external providers, are seeking to offer are on the DfES Section 96 list of approved qualifications for students pre-16.

In most cases, extended work-related programmes should lead to qualification outcomes or provide stepping stones to qualifications. It is also important that any qualification has currency with FE providers and employers, and that a progression route is available locally.

What are the legal issues schools must consider?

Guidance on all legal issues relating to extended work-related learning programmes should be sought from the local LEA or Learning and Skills Council.

Any off-site provision raises the issue of the supervision of students, which arises from school’s duty of care. A risk assessment must be undertaken, taking into account the:

maturity, experience and likely behaviour of the student
student’s age at the start of the programme
advice and wishes of their parents
likelihood of unsuitable adults having substantial unsupervised access to the student.

Arrangements for lunchtime supervision need to be considered and parents should be informed. Schools placing students with FE colleges, employers or training providers should reassure themselves that a risk assessment has been undertaken and that control measures have been implemented.

Child protection legislation applies to extended work-related learning. For example, only someone who has been ‘police checked’ should supervise key stage 4 students on college courses. No adults should have ‘substantial unsupervised access’ to students, at college or the workplace, unless they have been checked.

It is important that suitable arrangements are in place to comply with legal requirements to report on students’ attendance when on off-site provision.

The responsibility for identifying a placement as generally suitable in terms of health and safety lies with the school and its ‘designated competent person’. Once the placement commences, responsibility passes to the employer, who must have undertaken a risk assessment and implemented measures to control risks.

Schools must ensure that suitable and adequate insurance is in place for students learning off site. The principal risks are:

injury to the students themselves
injury to others on the premises
injury to others not on the premises
damage to, or loss of, providers’ property
damage to, or loss of, other property.

Employers should clarify with their insurers whether they are covered for students undertaking extended placements.

What is the role of the extended work-related learning coordinator?

The extended work-related learning coordinator has an important role in establishing and maintaining programmes.

When planning the programme the coordinator should:

develop a policy for extended work-related learning that is consistent with other school policies, eg on inclusion, careers education and guidance, equal opportunities, raising achievement
consult guidance on extended work-related learning, especially relating to the health, safety and welfare of students in off-site provision
make sure that insurers are informed about off-site provision, such as extended work experience
ensure that the programme is adequately resourced in terms of staff, funding and other resources
develop referral criteria to make sure that students nominated are those most likely to benefit from the programme
build partnerships with providers and brokers who will support the programme, eg education business link organisations, colleges, training providers or employers.

When implementing the programme the coordinator should:

ensure that students have a careers interview to advise them on how the programme will affect their progression routes
involve parents in discussions about the programme and offer visits to the college, training provider or employer
provide an induction programme for students to ensure that they make the most of the opportunity
build relationships with off-site providers through regular contact and occasional visits
provide opportunities for students to reflect and discuss their off-site experiences when they are in school.

In monitoring and evaluating the programme the co-ordinator should:

follow up all instances of lateness and non-attendance at placements
inform providers if the school is closed or students will not be attending a session
develop and implement an internal evaluation strategy for the programme
produce and present an annual evaluation report.

What professional development and training is necessary?

A programme of professional development to support all those involved in the planning and implementation of the programme is important. Staff will need to become knowledgeable about curriculum models for extended work-related programmes, available qualifications, appropriate teaching and learning styles, and legal issues. Effective practice in some schemes has included:

training in course preparation and accreditation systems (eg NVQ and key skills assessment)
professional development placements for teachers organised through the Education Business Links Consortium to deepen their understanding of the vocational area and local business
classroom management and issues of teaching and learning related to working with 14- to 16-year-olds for college lecturers and vocational trainers
training of workplace mentors to support young people while on work experience
training of Connexions advisers working with young people in college and training provider settings.

What support can schools get from education-business link organisations?

Education business link organisations can support schools in a range of ways, including:

advice on funding routes
examples of good practice
contact details of employers and training providers
work placements, vetted for health and safety by trained professionals
professional development placements for teachers with employers
materials such as log books for recording key skills
prepare and brief students for work experience
assistance in monitoring and mentoring students during work experience.

Schools should contact the local Education Business Links consortium at an early stage of the planning to discuss what support is available. The DfES education business links website provides contact details.

How should parents be involved?

It is important to involve parents throughout the extended work-related learning programme. Parents should be informed about extended work-related learning, for example as part of the year 9 options choice evening. Providers can be invited to attend to talk to students and parents about the offer.

Parents should also be invited to attend a careers interview with the Connexions personal adviser to discuss the implications of choosing the extended work-related learning programme. In particular, parents should be made aware of progression routes that the extended programme can open and of the legal issues involving off-site provision, such as questions of supervision and health and safety.

Parents should be asked to sign an informal contract (also signed by the student, parents, employer and college), which can then be used as a basis for target setting. Parents should be invited to tour off-site provision at a college or training provider before making the final decision.

How should students be recruited and inducted to the programme?

When recruiting students to the programme schools should:

develop clear course aims and identify the characteristics of students most likely to benefit from them
identify at an early stage the students likely to benefit and secure the early involvement of key staff
make informed decisions based on attainment, attendance and potential, measured by standardised tests.
make sure that the course structure is similar to other key stage 4 options and that the course details are an integral part of options information
involve students and their parents in making a positive choice to take the programme accompanied by thorough careers education and guidance
use students who have been on the programme in previous years to help promote it as an attractive option.

What features of teaching and learning are appropriate?

Many students targeted by schools for extended work-related learning lack good basic skills. Schools should, therefore, develop strategies to strengthen students’ basic skills alongside their vocational programme, for example, through:

an increase in time for literacy work within English
a logbook, maintained by the employer and the student, which emphasises the applications of key skills
lessons in numeracy and ICT at school and college
checking resources for readability
additional classroom support in school, college and training provider.

Effective teaching on extended work-related learning programmes has the following features:

preparation is thorough and objectives are matched to earlier learning, shared with students and explored through questioning
students’ experience in college or workplace is used in school lessons to inform discussions or making a teaching point
students who miss work through their off-site sessions are helped to catch up, eg through study support classes
teachers encourage a broad understanding of the industry sector, expect key skills to be used and record students’ applications of key skills
students have the support of mentors or youth workers inside and outside the classroom
teachers give individual feedback to students on how to improve.

It should also be noted that lecturers and training providers might not have had specific training to teach key stage 4 students. It is important that adults teaching school students actively want to help students learn vocational skills.

What careers guidance do students need initially, during and at the end of key stage 4?

Effective careers education and guidance in extended work-related programmes has the following features:

guidance begins early and involves parents
it includes an analysis of students’ ambitions, strengths and prior attainments, and considers the consequences of taking the extended programme
students have an individual interview with a Connexions adviser, leading to a careers action plan or individual learning plan
there are arrangements for ongoing careers advice as students’ aspirations and plans change during the course of the programme (eg through Connexions personal advisers attached to college programmes or training providers).

What constitutes good practice in the assessment of students’ learning on extended work-related learning programmes?

Students are more confident when their work is regularly monitored and they understand how it is being assessed. They also respond well to the ‘assess and improve’ cycle in NVQ. Schools should:

use baseline testing and attainment from key stage 3 in target-setting for students, lesson planning by teachers and monitoring arrangements by tutors
record development and achievement in key skills
ensure that targets are set and regularly reviewed, so that students know how well they have done and what they have to do next to improve
make sure that employer, training provider and college assessments include the development of skills, personal effectiveness and progress in vocational learning, as well as attendance, punctuality and attendance.

How can schools monitor students?

Schools should monitor attendance when students are off-site. Generally this will involve the partner provider taking an attendance register and informing the school about any absence on the same day to allow the school to follow-up unauthorised absences. It is important that the service-level agreement between the school and the external provider spells out the relative responsibilities with respect to attendance and punctuality. It is desirable that students understand that both the school and the provider are concerned about attendance and punctuality, and that both can take action in the absence of satisfactory explanations.

How can the programme be evaluated?

General guidance on How to evaluate education initiatives is available from DfES. One way of evaluating your programme is to set some key performance indicators at the start of the programme. These can be used to measure the success of the programme. Examples of key performance indicators include the number and percentage of students achieving:

improved attendance
a level of punctuality above a defined percentage
reduced incidents of misbehaviour at school and fixed-term exclusions
positive reports from providers or employers
approved qualifications or units of qualifications
better than predicted grades in their GCSEs
positive destinations.

Some schools might have funding to appoint an external evaluator to examine the programme. Alternatively, the school might be part of a consortium where the off-site provision is evaluated through the LEA or Education Business Link consortium.

What are the main features of successful practice in monitoring and evaluating a programme of extended work-related learning?

In assessing, monitoring and evaluating the programme, schools can:

use baseline testing and attainment from key stage 3 in target-setting for students, lesson planning by teachers and monitoring arrangements by tutors
record the development and achievement in basic and key skills
record the development and demonstration of personal attributes required for working life, occupational skills and competencies
ensure that targets are set and reviewed regularly, so that students know how well they have done and what they have to do next to improve
make sure that employer, training provider and college assessments include the development of skills, personal effectiveness and progress in vocational learning, as well as attendance, punctuality and attendance
involve education-business partnership staff who are able to act as assessors for vocational skills helping to reduce assessment costs
ensure that the procedures for monitoring students are set out in a partnership agreement with providers
explain to students that both the school and the provider will follow up lateness and absence
develop an evaluation strategy to judge the effectiveness of the programme and how it can be improved
identify a set of key performance indicators on which to judge the success of the programme
engage external support in undertaking an evaluation of the programme
review the findings and recommendations of the evaluation with partners and providers.

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