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The 'Work Related Curriculum'		Planned Activities
	About Work Related Learning
Outcomes and Opportunities		Preparation for Working Life

The 'Work Related Curriculum'

The term 'Work-Related Curriculum' does not describe a subject or study in its own right but relates to a range of work related elements of a school's whole curriculum. These Work-Related Learning elements in schools may include:

• National Curriculum Subjects

• Personal and Social Education

• Careers Education and Guidance

• Vocational Education

• Key Skills

The curriculum should provide opportunities for all pupils to prepare for working life by clearly identifying:

• The intended learning outcomes and how different elements of the curriculum relate to these outcomes;

• How they will develop basic economic awareness and understanding of the diversity of the workplace opportunities and requirements.

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Planned Activities for Work Related Learning

Work-related learning might result from any planned activity, which uses work as a context for learning or to illustrate aspects of working life. Learning 'through work' such as work experience and enterprise activities, can raise standards by using contexts that improve motivation and attainments. Learning 'about work' through for example vocational course and careers education and guidance, can improve young people's understanding of themselves and opportunities at work. Learning 'for work' through for example, the development of key skills and career management skills, can improve the transition of young people to adult and working life.

A variety of planned activities, which use work as a context for learning or to illustrate aspects of working life and might include:

• Professional Development opportunities in business for education staff

• Curriculum projects

• Problem solving and insight into work activities

• Industry days

• Work experience and work shadowing

• Visitors to schools

• Literature and other resources provided by business

• Visits to places of work

• Work simulations or industry days

• Mentoring

• Curriculum projects with input from business

• Careers education

• Economic awareness (Financial Literacy) and

• Enterprise activities

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Outcomes and Opportunities

Through work related activities pupils should develop:

• An awareness of the diversity of industry and what it does so that they gain insights into the relevance and applicability of their work in schools to the world of work;

• High standards in key skills and an understanding of the significance of them to employers;

• An understanding of basic economics, how industry contributes to the nation's prosperity and how they, as future employees, can contribute to the economic success of the country;

• A basic knowledge of the range of employment opportunities available to them, the prior attainment needed and the skills demanded, to enable them to make informed career choices, and the skills to plan effectively for lifelong learning; and

• An understanding of these day-to-day expectations made of an employee and their responsibilities and rights in the workplace.

The school curriculum should provide opportunities for preparing all pupils to manage their transitions to further education, training or employment. The curriculum can put pupils in a position to:

• Make informed choices about their future working lives;

• Recognise the importance of lifelong learning; and

• Continue to develop skills and qualities, which enable them to participate effectively as adults in a changing world.

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Preparation for Working Life

While it is the school's key responsibility to ensure that pupils gain the qualifications, skills and attitudes they need to improve their employability, it is important that they should develop a knowledge and understanding of the world of work and its demands.

Schools should make provision for pupils to develop the skills and confidence they will need for the experiences of adult life where learning, earning and relearning will be inextricably linked. Preparation of pupils for working life needs to take account of:

• Changes in the nature of work relating from global development in markets and supply chains;

• Changes in technology;

• The development of how organisations are structured; and

• A growing need for business to maintain public confidence in the moral integrity of its operation.

To succeed in working life young people need to be equipped for lifelong learning and able to cope with change. In addition to their learning outcomes identified above, after wide consultation with employers and others, the following have been identified as essential:

• The career management skills of decision making, action planning, negotiating and self-presentation;

• A range of personal and interpersonal skills and qualities, such as managing time, demonstrating initiative, determination and reliability, strategic thinking, risk assessment and management, entrepreneurial and inactive skills, integrity and being able to live with uncertainty and cope with pressure;

• Job or company-specific skills and knowledge;

• Appropriate qualifications.

Effective performance throughout working life is achieved through the application of a contribution of these skills and qualities to particular situations. Employability can be built on the integration of knowledge skills and attitude development in school and those required for successful performance at work.

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WRL Conference Presentations

Stevenage 14-19 Pathfinder

• PowerPoint97, 75.5kb/6slides,CBP.ppt

A Real Experience

• PowerPoint97, 40.5kb/6slides,Ian ppt

A Flexible Approach to Student Apprenticeship

• PowerPoint97, 47kb/10slides,Lesley ppt

Increased Flexibility Programme for 14 - 16 Year Olds

• PowerPoint97, 54kb/9slides,Jane ppt

Hertfordshire CSF Work Related Learning

• PowerPoint97, 199kb/42slides,Mike ppt

The Role of the LSC

• PowerPoint97, 103kb/10slides,role ppt