Transcript Learning for Living and Work Summer Conference Preparing young people for adulthood: Supporting transition for learners working at level 1 and below S.

Learning for Living and Work
Summer Conference
Preparing young people for
adulthood: Supporting transition for
learners working at level 1 and below
S. Meehan
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Objectives
• To understand recent policy developments and the
implications of these for working practice
• To explore ways in which the curriculum has been
developed to foster independence and employability
skills
• To consider resources that support person centred
planning
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Department for Education
‘Schools have a duty to secure independent
and impartial careers guidance for young
people in schools’.
March 2013
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•
From September 2012, the Education Act 2011 placed schools under a
duty to secure access to independent and impartial careers guidance for
their pupils in years 9-11.
•
The Careers Guidance in Schools Regulations 2013 will extend the age
range to which the duty applies.
September 2013, the duty will be extended to include pupils in year 8 (12-13
 From
year olds) and years 12 and 13 (16-18 year olds).
This change will allow young people to access information and advice at more
key transition points
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Raising the participation age (RPA)
• The Government is increasing the age to which all young people in
England must continue in education or training, requiring them to
continue until the end of the academic year in which they turn 17 from
2013 and until their 18th birthday from 2015.
What does this mean?
Raising the participation age (RPA) does not mean young people must stay in
school; they will able to choose one of the following option post-16:
• full-time education, such as school, college or home education
• an apprenticeship
• part-time education or training if they are employed, self-employed or
volunteering full-time (which is defined as 20 hours or more a week)
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How does this affect the responsibilities of the
school?
Local authorities are expected to have
arrangements in place to ensure that 16 and 17
year olds have agreed post-16 plans and have
received an offer of a suitable place in post-16
education or training.
Schools should consider a range of wider
careers activities such as:
•
engagement with local employers
•
work-based education and training providers
to offer all young people insights into the
world of work
•
local colleges and universities for first- hand
experience of further and higher education.
Schools are free to determine the most
appropriate forms of engagement
The Hertfordshire LfLW (Learning for Living and Work
Framework) Framework has been evaluated and
revised to align with these proposals and the
revised Preparing for Adulthood (PFA)
Plan brings together information from a variety of
sources about future support needs so
that planning can take place to enable a
positive transition into young adult life.
Schools should work closely with local
authorities who have an important role to play, in
particular through the provision of SEN support
services.
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Pinewood School Ware
Pinewood is a mixed secondary special school for up to 155 pupils
with MLD. Many pupils also present a range of other needs and
difficulties including speech and language, physical and/or sensory
impairments, and clinical conditions which may affect their learning.
Though the majority of pupils live within the East Herts area. The
school admits pupils from every town and area of the County plus
neighbouring Authorities (e.g. Enfield and Essex)
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What is Pinewood doing to help pupils access
information and advice?
Extending and adapting the Curriculum
• Work experience in year 10 & 11
• Extended work placements and
supported apprenticeships
• Secure and supportive links with
local employers and businesses
• Accredited courses
• College course links at year 10
and 11
• Connexions attending annual
review meeting and interviews
• In-house work experience and
returning pupils
• Travel training
• WENTA
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Reasons for introducing 7546
• Awarding body relevant to the PSHCE curriculum
• Employability units provide the opportunity to
accredit areas of employability and independent
Skills taught within PSHCE
• Freedom of evidence/ specific learning outcomes
open to interpretation to meet learning needs
• Opportunity to accredit aspects of school life that
are not usually formally recognised
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Employability units
• Planning for Progression
• Effective skills qualities and attitudes
for learning and work
• Work Experience unit
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Year group
Unit name
Unit number
Level
Credit value
10
Community
Action
7546 - 226
Entry 2
2
10
(on going to
year 11)
Work
experience
7546 - 309
Entry 3
3
10
Healthy Living
Entry 2
2
10
Dealing with
problems in
daily life
7546 - 230
7546 - 228
Entry 2
2
11
Planning for
Progression
7546 - 201
Entry 2
3
11
Effective skills
qualities and
attitudes for
learning and
work
7546 - 202
Entry 2
3
11
Work
Experience
7546 - 309
Entry 2
3
(Entry level 11
award to cert)
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By far the most useful source of careers advice
for 16-18 year olds was a visit to an employer
with 88% saying it was ‘very useful’
or ‘useful’.
City & Guilds 2012
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Important Aspects of 7546
• Structure class groups to enable pupils to
achieve at different levels
• Link qualification with extended work
placements
• Developing breadth of evidence (video diaries/
co-operation of employers
• Making links with other school and colleges and
employers
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What difference has it made to
the young people?
Increased confidence
Independence for their own learning
Managing own workload
Positive feelings about the future
Sense of achievement
Understanding personal strengths &
weaknesses
• Awareness of their own environment
• Opportunity to explore different jobs
• Self help skills/ ability to seek appropriate help
•
•
•
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•
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Michael
Michael completed the City and
Guilds course in 2012.
After completing a college link
course he has returned to
Pinewood and is currently
volunteering under the
supervision of the caretaker with
a view to becoming a full time
employee.
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Alex
After leaving Pinewood, Alex
completed a Teaching Assistant
apprenticeship at Level 3 in 2011
at Ware College with the support
of Pinewood school.
After recently finishing his GCSE
English exams at Broxbourne
college. Alex now volunteers at
Pinewood school, two days a
week with a view to becoming a
teaching assistant.
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Jordan
Jordan completed his City and
guilds Entry level qualification in
2012.
Following his work experience
placement at ‘Kaos Hair Design’
Jordan secured a link
apprenticeship in hairdressing
supported through the employer.
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Courtney
Courtney passed her City and
Guilds Entry level award
qualification this year.
Following her work experience
placement at ‘Studio 3’ hair
dressers. Courtney now
volunteers on Saturdays and
intends to work towards a career
in hair dressing.
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Miles & Jake
Miles and Jake both achieved
their City and Guilds Entry level
Award this year.
Both pupils are regular
volunteers. Miles at Pets Corner
and Jake at ‘Wot Nots’ charity
shop.
Their experiences enriched their
learning and understanding
throughout the course.
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Ben
Ben completed his City and Guilds
qualification in July 2012.
Ben completed an extended work
experience placement at Amwell
View School
Towards the end of the year, Ben
started working as a volunteer at
Pinewood’s after school club.
After leaving he continued
working with the children in the
after school club as a play leader
and is now a paid member of
staff.
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Shane
Shane has completed his Entry
level City and guilds Award in
Employability this year.
Shane has carried out an
extended work placement at
Hatfield Park Farm, where his on
the job training has been
essential to his progression and
transition to employment.
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Antony
Antony achieved a Level 1 City
and guilds Award in Employability
and Personal Development.
He completed his work
experience placement with his
uncles gardening firm and is keen
to set up his own gardening
business.
Antony is being used as a case
study by WENTA and is able to
access their facilities at the
incubator at HRC Ware, enabling
him to get business advice,
business cards, advertising and
attend network meetings.
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Wenta
• Bespoke Enterprise Programme for Year 10
• Advisor coming into school 1 day a week from September
• 10 week Programme running three times throughout the
year
• Early plans for accreditation to link in with 7546 at Level 1
and possibly Level 2
• Proposal is for students to take ownership of the
programme when in Year 11 for the following Year 10s
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Advice
•
Decide what you are aiming students to achieve
• Be specific about linking activities to unit learning
outcomes & extend
•
Employ aspects of school life that naturally occur.
•
Document everything! (photos/ witness statements)
•
Gain the co-operation of all staff
• Encourage pupils to hold responsibility for their
work/ take own direction
•
Cross reference evidence
•
Portfolio presentation
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Activity
Explore resources and pupil portfolio’s
• Think about:
• Portfolio presentation
• Worksheets and evidence appropriate to
learners
• Different levels of qualification
• Q&A
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