The full text of the document can be found on the QCA web site at:

• www.qca.org.uk

A work-related learning programme is one which offers pupils experience of the working environment and working practices and provides pupils with the opportunity to develop literacy, numeracy and key skills through the experience. It is expected to complement the pupil’s education through the national curriculum and contribute, as far as possible, towards approved qualifications

1. Partnership with the careers service

Since April 1999 contracts with the DfEE require careers services to focus on provision on those in greatest need. In particular, to work with schools to identify pupils in year 9 who are at the greatest risk of disaffection and of dropping out of school at KS4.

2. Partnerships with further education colleges

The Education Act (1998) allows for the key stage 4 curriculum to be provided in colleges of further education. Many of the schools using the regulations under Section 363 do so in partnership with FE.

3. Partnership with training providers

Some schools have arranged activities involving training providers, sometimes in partnership with the local TEC and/or careers service.

4. Partnership with employers

The majority of schools using the regulation under Section 363 are providing extended work placements with employers for some of the pupils involved. The placements vary from half a day to three days per week. During placements, some employers assess the development of pupils’ skills or record pupils’ achievements. In some cases it has been possible for pupils to achieve NVQ units in the workplace.

1. In-house provision of work-related learning
   Many schools using the regulations under Section 363 are providing some of the wider focus on work-related learning through in-house activities. In addition to their normal provision of work-related learning, schools are arranging:

• Extra careers education lessons;

• Investigations into the world of work;

• Additional industry days and simulations of work situations, with support from employers;

• Activities for developing key skills in a work-related contex;

• Individual action planning;

• Visitors from the world of work to talk about employer expectations;

• Visits to a variety of places of work to compare with different working practices;

• Work placements in school, with support staff and premises staff, or in on-site crèches or leisure centres.

2. Accrediting pupils learning
   Schools are using GCSEs and Certificates of Achievement in English and mathematics and a range of approved qualifications linked to vocational sectors and specific occupations to accredit pupils’ achievements through their programmes of work related learning. Some of those qualifications include:

• GNVQ units (business, engineering, construction and the built environment, health and social care, hospitality and catering, liesure and tourism, manufacturing);

• NVQ units (administration, building craft, trowel and wood occupations, hairdressing, preparing and serving food);

• ASDAN Youth Award Scheme, AEB Life Skills Award;

• Certificates in basic food hygiene and Certificates of Achievement (catering, childcare, land studies, media studies, motor vehicle and road user studies, retail);

• National Proficiency Test Council awards ( Vocational Foundation Certificate) in occupations such as agriculture, animal care, floristry, horticulture, vehicle maintenance)

• Occupational skill awards from EMFEC, and other awarding bodies, in occupations such as motor vehicle maintenance, keyboarding, community and health care, and textiles)

The current list of approved qualifications for use at KS4, Section 400 list

3. Staff Development
   Staff need to understand the nature of, and reasons for, the school’s decision to take advantage of the opportunities for work-related learning through the use of the regulations under Section 363.
   
   Support for this training can be provided by

• Colleagues with previous experiences;

• The LEA Work-related and Vocational Advisers;

• Hertfordshire EBP, Hertfordshire LSC and Hertfordshire Careers Services;

• Local mentoring schemes

• Trident, the School Curriculum Industry Partnership (SCIP)

• Employers already working with schools;

• The Youth Programmes Unit.

4. Timetabling
   Planning has to ensure that pupils involved in out-of-school learning, experience the full programme of the remaining national curriculum subjects, religious education, careers education and sex education. To enable pupils to take full advantage of the in-school programme, schools using the regulations under Section 363 need to ensure that the out-of-school learning takes place at the same time as disapplied subjects.

5. Funding
   No specific funding has been allocated to support the regulations under Section 363. The regulations are to enable schools to develop programmes of work-related learning if they wish and are able to provide them.
   Specific funding for work-related learning has been obtained through:

• The Single Regeneration Budget:

• Standards Funding and Action Research Projects;

• Demonstration Projects, New Start Projects;

• LSCs, EBPs and careers services;

• Training providers and employers;

• Business and Educational Trusts and charities.

5. Monitoring and Evaluation
   Monitoring pupils’ progress by schools involves all of the organisations working in partnership, in particular, the careers advisers. Discussions with parents, reports from teaching staff are an important aspect for other subjects of the remaining national curriculum and option subjects.
   
   Schools and their partners need to monitor the effectiveness of their programmes, the effectiveness of the commitment by the partners, the implications for the school’s curriculum and the broader partnership with the community.

• Disapplication of the National Curriculum at key stage 4 using Section 363 of the 1996 Education for a wider focus on work-related learning. (QCA/98/215, July 1998)
• Preparation for working life ( QCA/99/384,April 1999)
• Learning from work experience (QCA/97/008, February 1998)
• Learning outcomes from careers education and guidance (QCA/99/359, February 1998)
• Learning through work-related contexts (QCA/98/310, April 1999)