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Substantial Qualifications – vocational qualifications

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by Debra Johnson, FlfL QTLS and Rachel Cooke

http://get.adobe.com/uk/reader/

A levels

Traineeships

Supportedinternships

Vocational qualifications

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16-19 study programmes - A toolkit

for practitionersThis toolkit aims to support practitioners to develop effective study programmes

for 16-19 year olds.

A levels

Traineeships

Supportedinternships

Vocational qualifications

16-19 study programmes – A toolkit for practitioners

This toolkit aims to support practitioners to develop

effective study programmes for 16-19 year-olds.

It does not offer specific guidelines or models of good

practice, rather it provides links to useful sources

of information, guidance and examples. It poses

questions for individuals and collaborative reflection to

encourage you, as expert and creative practitioners,

to build on the successful elements of existing practice

and extend what you already do well. Bear in mind

that you are planning for each learners’ journey on an

individual basis and taking a holistic approach that

meets each student’s personal needs and aspirations.

Rationale

Substantial qualification

Non-qualification activity

English and maths

Teaching and learning

Rationale

Professor Alison Wolf, in her review of vocational education, recommended that study programmes be introduced to offer students breadth and depth and without limiting their options for future study or work.

As of September 2013, all 16-19 year-old students are following a

study programme with clear study and/or employment goals reflecting

students’ prior attainment, including students with learning difficulties

and/or disabilities.

Further information is available on the Department for Education’s

(DfE) study programmes website and in the Education Funding

Agency’s 16-19 funding formula overview:

DfE - 16 to 19 study programmes

Study Programmes for 16-19 year olds (PDF)

Detailed information is also given by AELP:

Association of Employment and Learning Providers

16-19 study programmes include:

• A substantial qualification (which can be

A-levels or larger vocational qualifications)

or, where appropriate, a traineeship, or

extended period of work experience and

employability preparation;

• Work experience;

• English and maths, where students have

not yet achieved a GCSE grade A*- C in

these subjects by age 16;

• non-qualification activity, such as tutorials,

work experience and work-related learning,

relevant to the programme goals.

These four elements of the programme should

combine to provide stretch and challenge for

the learner, to prepare them for employment or

further study.

16-19 study programmes - A toolkit for practitioners

http://www.education.gov.uk/childrenandyoungpeople/youngpeople/qandlearning/programmes

http://media.education.gov.uk/assets/files/pdf/s/study%20programmes%20briefing%20for%20colleges.pdf

http://www.aelp.org.uk/topics/details/study-programmes-and-traineeships/

Funding

Information on the funding changes that support

16-19 study programmes is available at:

DfE - Funding of 16 to 19 study programmes

DfE - EFA 16 to 19 funding guidance

2013 to 2014

DfE - The 16 to 19 Bursary Fund

Skills Funding Agency - Funding Rules

ACCOUNTABILITY

Ofsted will inspect all study programmes through the common

inspection framework. Apprenticeships must meet the Department of

Business Innovation and Skills (BIS) minimum levels of performance.

Ofsted has produced a slide pack on how study programmes will

be inspected, available on the DfE website:

Ofsted – Quality and inspection of study programmes (PDF)

The government is consulting on reforms to performance tables

for 16-19 education, with proposals to include not only attainment

information, but also progression, destination and completion. The

proposed new measures also include, recording student attainment

at level 2 and below for the first time. This will ensure that schools

and colleges are doing their best to support all students in securing

positive outcomes, with a particular focus on post-16 English and

maths attainment.

Narrowing the achievement gap between different groups of learners

Providers will also be judged on the extent to which they are

successful in narrowing the achievement gap between different

groups of students. Data analysis to identify differences in

attendance, retention, achievement and progression, for different

groups will continue to be crucial.

Some interesting research that evaluates a range of teaching and

approaches and their impact on maximising achievement and

progression of disadvantaged students is available:

Sutton Trust - EEF Teaching and Learning Toolkit (PDF)


http://www.education.gov.uk/childrenandyoungpeople/youngpeople/qandlearning/programmes/a00225740/funding-16-to-19-study-programmes

http://www.education.gov.uk/aboutdfe/executiveagencies/efa/funding/fundings/a00222378/funding-guidance-2013-to-14

http://www.education.gov.uk/aboutdfe/executiveagencies/efa/funding/fundings/a00222378/funding-guidance-2013-to-14

http://www.education.gov.uk/childrenandyoungpeople/youngpeople/studentsupport/a00203061/16-19-bursaries

http://skillsfundingagency.bis.gov.uk/providers/fundingrules/

http://media.education.gov.uk/assets/files/pdf/o/ofsted%20slides%20on%20inspection%20of%20study%20programmes.pdf

http://educationendowmentfoundation.org.uk/uploads/toolkit/Teaching_and_Learning_Toolkit_(July_13).pdf

Substantial qualifications

For those students capable of studying and achieving qualifications, study towards a substantial qualification should take up at least half of a student’s study programme time.

Substantial qualifications should be of sufficient relevance and

size typically the same size as an A-level or at least 150 guided

learning hours per year. They should provide a recognised route into

a trade, profession or form of employment, or to higher education.

A-levels or substantial vocational qualifications at level 2 or 3 provide

most students with the route to their career goals. Study for these

qualifications should make up the majority of the study programme

time. In most cases, students will take qualifications at A-level above

their prior attainment. For students who are not yet ready to study and

achieve substantial vocational and/or academic qualifications at level

2, their study programme may consist of substantial work experience

plus English and maths if they have still to achieve GCSEs (A*-C) .

DfE - Substantial qualifications

A key aspect of the substantial qualification

is that is offers opportunities for curriculum

development on a student-by-student basis

so that learners can be entered for more

challenging qualifications, can take fewer

qualifications and spend time on work

experience.


http://www.education.gov.uk/childrenandyoungpeople/youngpeople/qandlearning/programmes/a00225746/substantial-qualifications

Students taking A-levels

It is likely that A-level programmes

already cover the new requirements.

These programmes usually include

non-qualification activity such as tutorial,

work to develop personal or study skills and

guidance for progression into employment

or higher education. One area for development

might be the extension of work to develop

enterprise related skills in order to prepare to

become self-employed or to set up or develop

a business successfully.

QUESTIONS FOR REFLECTION

1. How will the interview and induction process ensure that

the learner understands the structure and purpose of the

programme? Has the learner received effective advice and

guidance to select the most appropriate qualification?

2. Is the initial assessment process sufficiently diagnostic to

identify specific areas of need for individual learners?

3. Is the balance between the substantial qualification and other

activities in the learner’s programme appropriate to meet their

individual needs and aspirations?

4. Does the qualification offer provide progression at A-level

beyond the learner’s prior attainment? Will it stretch the student?

What are the opportunities for progression in employment,

training or higher levels of education?

5. Is the qualification recognised by Higher Education institutions

and/or the relevant trade or professional body?

6. Does the programme offer opportunities for review and

changing track?

7. To what extent can your organisation offer good support and

guidance by staff and external agencies that can effectively

enable young people who have been disengaged from learning

to return to study?


Students following vocational qualifications

Most students undertaking vocational qualifications will take at least

one substantial qualification which will make up the majority of the

programme. These qualifications should provide a direct route into a

trade or profession or a higher level course of study.

Students on traineeships

Traineeships provide preparation for apprenticeship or employment

for 16 – 24 year-olds. Trainees undertake a substantial work

experience placement, with skills training, support for English and

maths, alongside other types of support.

DfE - Traineeships (PDF)

Supported internship

Supported internships provide a route into supported employment for

16 – 25 year-olds with Learning Difficulty assessments. They provide

a structured study programme, based at an employer, tailored to the

individual needs of the young person to equip them with the skills

they need for the workplace. This will include on-the-job training,

backed by expert job coaches to support interns and employers, and

the chance to study for relevant qualifications – where appropriate.

AELP - Study Programmes and Traineeships


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/223591/Traineeships-framework-July2013.pdf


USEFUL WEBLINKS

National careers service

For students to explore career opportunities

in STEM subjects:

Gocracker - Career Pathways

Information on financial and learning support:

Skills Funding Agency - Discretionary

Learner Support

GOV.UK - Professional and Career

Development Loans

Skills Funding Agency - Lifelong learning

account

Award board websites provide a rich source on

information on substantial qualifications.

GOV.UK - Increasing options and improving

provision for children with special

educational|needs (SEN)

For most practitioners the move to 16-19 study programmes is likely

to involve an adjustment and extension of current effective practice,

as some programmes already include work placements, activities

to develop generic and specific employability skills including self-

management, business and customer awareness and application of

numeracy and IT in ways that enable learners to acquire skills and

knowledge for their chosen career.

Whatever the subject, schemes of work will need to be adjusted

to meet the new focus on developing enterprise skills and

entrepreneurship in all subjects. This would include activities to

maximise the development of personal learning and thinking skills so

that students are used to encountering enterprise activities in all their

subjects. Where possible, support from businesses and community

groups would enhance this, as would activities that encourage

students’ creativity and provide opportunities to be innovative in

interesting real life contexts. When planning these activities, bear in

mind the DfE guidance on work experience and enterprise;

DfE - Work experience for 16- to 19-year-olds


https://nationalcareersservice.direct.gov.uk/mediaroom/Pages/letsgetstarted.aspx

http://www.gocracker.com/career-pathways/

http://skillsfundingagency.bis.gov.uk/training/Discretionary+Learner+Support.htm

http://skillsfundingagency.bis.gov.uk/training/Discretionary+Learner+Support.htm

https://www.gov.uk/career-development-loans/overview

https://www.gov.uk/career-development-loans/overview

http://skillsfundingagency.bis.gov.uk/training/lifelong-learning-account.htm

http://skillsfundingagency.bis.gov.uk/training/lifelong-learning-account.htm

https://www.gov.uk/government/policies/increasing-options-and-improving-provision-for-children-with-special-educational-needs-sen/supporting-pages/supported-internships-for-young-people-with-sen



http://www.education.gov.uk/schools/teachingandlearning/qualifications/b00223495/post-16-work-exp-enterprise-educ


A welcome feature of the new study programmes is the freedom to offer non-qualification activities; work experience and learning to develop personal, employability and study skills. It is likely that schemes of work, learning resources and lesson plans on these themes are already available to you within your organisation. The sharing of successful practice among colleagues may well be the most effective way of developing the new curriculum.

Non-qualification activities aim to develop the skills, attitude and

confidence to support progression through work experience, enterprise

education and other enrichment activities. Although the terms,

‘work experience’ and ‘enterprise education’, are familiar to most

practitioners, DfE have given clear guidance on the differences and

connections between the two:




Providers will already have established links

with local organisations in their area that

can be built on and extended. It may be that

dedicated staff will be needed to network with

employers to develop and maintain contact

closer relationships for the benefit of learners.

AELP gives some useful guidance:


Extending employer engagement will be

a significant area for further research and

development as 16-19 study programmes

develop.

Work experience will form an integral part

of each learner’s study programme. Work

experience could encompass a range of

activities that take place in the workplace

and develop skills, knowledge and

understanding of different skill sectors and

employers’ expectations, with a clear aim

of improving the student’s employability.


Work experience

The most radical change with 16-19 study programmes is the need

for much more work experience.

Guidance on expectations for high quality, meaningful work

experience is given on the DfE website:

Our definition of meaningful work experience is:

• Purposeful, substantial, offers challenge and is relevant to the

young person’s study programme and/or career aspirations.

• It is managed well under the direction of a supervisor in order to

ensure that the student obtains a genuine learning experience

suited to their needs.

• It ensures that time is well spent: the employer has prepared

a structured plan for the duration of the work placement that

provides tangible outcomes for the student and employer.

• It provides up-front clarity about the roles, responsibilities and

the expectations of the student and employer.

• It is reviewed at the end: the employer provides some form of

reference or feedback based on the young person’s performance

during their time on the work placement.


This is likely to require much more employer engagement with

providers and more rigorous coordination of work placements.

This is already proving to be as one of the biggest challenges of

16-19 study programmes.

http://www.aelp.org.uk/topics/details/study-programmes-and-traineeships/.



1. How will you prepare the learner for the placement, so they

are clear about their responsibilities and expectations? Who

will be responsible for negotiating with the learner to devise a

structured learning plan with tangible outcomes? What will this

look like?

2. How will learning be assessed? Will the employer provide some

sort of reference or feedback on the learner’s performance

during the work placement?

3. How can placements be managed and supervised efficiently and

effectively to ensure that the experience genuinely supports the

student’s learning?

These questions could provide a framework for discussion at team

meetings or within CPD events.

Some suggested approaches from DfE:

Experiential

Learners taking A-levels participating in one or two short periods of

work experience and other work-related projects connected to future

study or employment, such as study visits, projects and engagement

with local enterprise.

Vocational

Learners taking level 2 or 3 vocational qualifications participating

longer placements relevant to their main qualification.


Extended

Learners not taking level 2 or 3 substantial qualifications, following

the traineeship route, should be offered extended work experience.

A useful paper: Traineeships - Supporting young people to develop

the skills for apprenticeships and sustainable employment, published

by DfE and BIS, explains the specific requirements:

We expect the duration of the work placement within a

traineeship to be at least six weeks and no more than five

months. We expect the lead employer for the work placement to

be identified before young people are enrolled on a traineeship.

We expect all traineeships to offer a guaranteed interview with

the work placement host at the end of the placement.

DfE - Traineeships - Framework for Delivery (PDF)

Students with learning difficulties and disabilities

For young people with learning difficulties and/or disabilities,

supported internships provide valuable work-based learning.

The programme might lead to a substantial qualification, although

this may not be appropriate for all learners; the ability to live

independently, or progress in the ability to communicate, may be

a more positive outcome. The programme of study may lead to

improved English and/or maths without a qualification.

DfE - Increasing options and improving provision for children with

special educational needs (SEN)

Examples of other types of non-qualification

activity might include:

• Workplace visits – for groups of learners

interested in particular sectors.

• Enterprise projects – employers setting

business briefs for learners for students to

solve. This type of activity encourages team

working, leadership, good communication,

working to deadlines, problem solving and

requires an understanding of business

finance.

• Mentoring – employers providing one-to-one

encouragement and support to learners.

• Work shadowing – giving learners the

opportunity to observe staff in real working

environments.

• Workshops – employers leading discussions

with learners, on school, college or employer

premises, about the realities of work, and

training environment.

These examples give some starting points but

the style and duration of work placements,

enterprise education and other activities will

vary. Aim for creative and flexible approaches

to respond to the needs and aspirations of

individual learners and the current realities of

local employment and adult life.


“

”




USEFUL WEBLINKS

Supporting learners to succeed on LSIS excellence gateway

Narrowing the achievement gap, case studies from LSIS

excellence gateway

Jorum provides a huge range of resources for tutorials produced by

colleagues in FE and HE

Lesson plans and materials on a range of topics linked to the

development of personal and social skills

Examples of good practice identified by Ofsted:

Ofsted - 16 to 19 study programmes

Ofsted - Good practice resource - Personal development programme

for apprentices: Honda Motor Europe Limited

AoC guide to preparing students for work experience, with examples

of how some providers have responded to this (PDF)

AELP has also developed a work experience readiness checklist

TEACHING AND LEARNING RESOURCES FOR ENTERPRISE

Ofsted - Promoting enterprise in vocational

courses for 16-19-year-old students in colleges

Biz/ed - Business Studies

tutor2u - EntrepreneurLIVE! Teaching Activity

BBC Dragons’ Den - Useful links to other

enterprise agencies including case studies.

The site also holds extracts from the popular

TV series

Enterprise Educators UK - Case studies,

examples from Higher Education


http://tlp.excellencegateway.org.uk/tlp/psp/resource/index.php

http://repository.excellencegateway.org.uk/fedora/objects/eg:4020/datastreams/DOC/content


http://www.jorum.ac.uk/


http://www.activecitizensfe.org.uk/prods/resources.html


http://www.ofsted.gov.uk/search/apachesolr_search/16%20-%2019%20study%20programmes?solrsort=im_search_date_mktime%20desc

http://www.ofsted.gov.uk/resources/good-practice-resource-personal-development-programme-for-apprentices-honda-motor-europe-limited


http://media.education.gov.uk/assets/files/pdf/w/wex%20readiness%20checklist.pdf



http://www.ofsted.gov.uk/resources/promoting-enterprise-vocational-courses-for-16-19-year-old-students-colleges

http://www.ofsted.gov.uk/resources/promoting-enterprise-vocational-courses-for-16-19-year-old-students-colleges

http://www.bized.co.uk/learn/business/index.htm

https://tutor2u.wufoo.com/forms/entrepreneurlive-teaching-activity

http://www.bbc.co.uk/dragonsden/business/resources/extlinks.shtml




http://www.enterprise.ac.uk/index.php/case-studies


English and maths

As a part of 16 –19 study programmes, all students who have not achieved a C grade in GCSE maths and English by the end of Key Stage 4 must continue to study those subjects. Almost 50 percent of all students fail to achieve a grade C at age 16 in these two subjects

Where GCSE A*- C English and maths is not immediately attainable,

students can study other English and maths qualifications such as

Functional Skills and Free Standing Maths qualifications as ‘interim’

or ‘stepping stone’ qualifications on the journey towards achievement

of a GCSE.

DfE - Study programmes for 16 - 19 - year olds

In many cases, learners who enter further education with grade D

in maths or English, will retake the GCSE in year 12, (though effective

initial assessment of the relevant skills will also be needed to determine

the most appropriate qualification route. It may be that those with

grade E or below will follow a functional skills qualification initially, with

an expectation that this will prepare them for GCSE in year 12.




You may wish to consider whether or not, in light of your experience,

there is a clear progression route between the two awards?

1. How will the initial assessment process be managed?

2. How do you use the outcomes from initial assessment to plan

each learner’s programme of work in English and maths?

3. Does your organisation have specialist English and maths

teachers with the qualifications and expertise to deliver the full

range of qualifications?

4. In your organisation, would learners taking a course leading to

a functional skills award be adequately prepared for GCSE the

following year?

5. Would you wish to make changes or additions to the learning

activities in functional skills courses in order to support

progression to GCSE? If so, what and how would you do

differently?

6. To what extent will learners value this change? How will you

respond to those who question the value of retaking GCSE?

Level 3 qualifications in maths are valued by employers and higher

education institutions. Learners who have already achieved grade

A*- C in maths will value the opportunity to continue studying maths

at level 3 to support their progression.

Those with Learning Difficulty Assessments should continue

to progress in English and maths but not necessarily towards

qualifications.


English and maths in vocational learning

Vocational teachers who integrate the English

and maths into their teaching find that learners

are well motivated and achieve higher results.


1. How involved are you as a vocational

teacher, in teaching English and maths?

2. Are there different ways which you could

develop to your learners to develop skills

to carry out practical English and maths

tasks independently, confidently and

accurately?

3. What types of support are available to you

to develop this aspect of your teaching?


USEFUL WEBLINKS

NRDC - Excellent website for research and

resources on embedding English and maths

in vocational and general education courses.

Lots of information for extending your own

skills as well as teaching resources

NRDC - Particularly relevant article with links,

for vocational teachers new to teaching maths:

Cara,O et al. (2006) You wouldn’t expect a

maths teacher to teach plastering

Talent - A valuable source of teaching

resources for basic English and maths post 16,

many contextualised to work related learning

NCETM - Teaching resources for post 16 maths

Links to LSIS Excellence Gateway’s collections

of resources for English and maths

DfE- Article explaining the rationale for reform

of English and maths post-16

Great Learning - Thought provoking

discussions about Functional Skills

Lesct - Detailed article with tips for planning

learning and assessment (PDF)

Ofsed good practice examples

EEF - Some interesting research that evaluates

a range of teaching and approaches and

their impact on maximising achievement and

progression of disadvantaged students is

available (PDF)

Many vocational teachers are successful at embedding these

skills because they have the expert knowledge of the subject and are

able to find different ways of helping learners to carry out practical

English and maths tasks independently, confidently and accurately.

In maths, learning this can be particularly effective. Students

learn through practical application and problems solving, in an

environment where they have access to tools, materials and

equipment.

• Successful maths teachers use a mixture of innovation

and traditional methods

• They are skilful at questioning and developing

maths language

• Their questions are varied and challenging

If you are new to embedding English or maths into your subject

teaching, it might be helpful to seek mentoring support from a more

experienced colleague, if you can.

You may find a good starting point is to frame questions carefully

and listen closely to your learners as they explain the methods

and approaches that they use. When learners explain their ways of

working they are clarifying their thinking and gaining confidence.

This enables you to gain insights into their conceptual understanding.

You may also find that you are learning new approaches and a

reminder that in the adult world there is no one right way of doing

things. With collaboration, you can begin to extend your knowledge

of a range of successful methods that develop independence,

confidence and accuracy.

You may also wish to consider further study in maths or English

to raise the level of your qualifications and to watch expert teachers

in action.

http://www.nrdc.org.uk/





http://www.nrdc.org.uk/publications_details.asp?ID=73




http://www.talent.ac.uk/content.asp?CategoryID=731



https://www.ncetm.org.uk/resources/

http://www.excellencegateway.org.uk/EGcollections


https://www.gov.uk/government/news/major-reform-will-help-hundreds-of-thousands-of-young-people-get-good-jobs


http://www.great-learning.co.uk/


http://lsect.co.uk/FINAL-Tribal-Autumn-Supplement.pdf


http://www.ofsted.gov.uk/resources/lessons-foundation-learning-provision-for-new-16-19-study-programmes






Teaching and learning 16-19

16-19 study programmes are about making learning directly relevant to learners’ lives and the real world. As teachers and trainers, you have gained learners’ respect through your secure subject knowledge and experience in business, industry or higher education. You will recognise the value that school leavers place on the greater freedom and more adult-to-adult relationships that you foster. This increased courtesy, respect and trust from teachers, gives learners greater confidence, self-worth, and motivation to learn.

16-19 study programmes will build on the skills and expertise that you

bring to your learners. One change is the increased focus on teaching

that consistently supports enterprise-related skills, regardless of

subject. No one single model is recommended, but well thought out,

practical work-based projects related to main programmes of study,

genuinely support the development of the young entrepreneur.


Well-designed projects are welcomed by

students and are effective in developing

their ability to:

• be confident

• be creative and innovative

• communicate effectively

• solve problems

• understand risk and reward

• respond positively to change

• work as a member of a team

• use initiative

• take the lead when the occasion demands


1. Does your initial assessment process motivate by emphasising

the learner’s strengths?

2. Is it used adequately to develop individual learning plans with

targets that are individual and specific enough for learners to

understand and have a record of their progress?

3. Do learning sessions take account of learners’ individual needs?

4. Do teaching and learning activities develop skills and knowledge

for the next steps?

5. Are activities challenging and interesting?

6. Do learners get enough constructive feedback on progress

in relation to what they need to do next to be successful?

Young people experience enormous change in terms of their

physical, emotional and psychological development between the

ages of 16 and 19. We see this in the diversity of attitude and

motivation in any teaching group. The development of the brain

during adolescence affects behaviour, particularly impulse control,

which can result in clumsiness when attempting to make reasoned

choices and control behaviour. These emotional and mental health

issues impact on learning.

You will also recognise the challenges that working with

16-19 year-olds through this period of transition in their lives is

challenging. As students strive to establish their own identity

and take greater control over their lives, they demand greater

independence. Teachers and trainers in further education are

skilful at lowering the power base in ways that allow students

more choice, whilst maintaining the control needed to enable

them to make informed decisions in a secure environment.


You are therefore, well equipped to ensure

that students actually do learn and make rapid

progress in terms of skills and knowledge

as well as growing in maturity needed for

successful progression in employment and

higher education.

Successful teaching and learning 16-19 year

olds includes:

• Creating reflective students;

• Fostering collaboration among learners

through group work and discussion;

• Using learning technology;

• Embedding English and maths;

• Overcoming barriers to learning;

• Supporting emotional or mental health

difficulties presented by students.

It is likely that schemes of work, learning

resources and lesson plans on these themes

are already available to you within your

organisation. The sharing of successful

practice among colleagues may well be the

most effective way of developing these.

Research and evaluation

As the new curriculum for 16-19 study programmes emerges, regular

review and evaluation will ensure that you are working effectively

within the new framework. You should consider:

The appropriate balance between the substantial qualification and

other activities in the learners programme.

Collaborative enquiry for is a valuable tool for mutual problem solving

in curriculum development. One approach might be for a small group

of teachers to identify key issues emerging from curriculum change in

their practice. For example:

• What specific changes to the curriculum are we making and why?

• How will we evaluate learning for wider personal, employability and

study skills?

• How will we assess the extent to which learners are making

progress in terms of their readiness for employment or higher

study?


One suggestion for a collaborative enquiry

approach:

1. Identify three learners for case study.

Be specific in the choice of learners, for

example a sample of high, middle and

low achievers

2. Teach and, if practical jointly observe, with

focus on learners’ response and progress

3. Interview the three case study learners,

analyse their feedback, progress and

impact of teaching on their learning

4. Discuss the impact of the curriculum

change with colleagues. Be prepared

to make adjustments

5. Consider how you could disseminate the

findings from your research more widely

within your organisation and beyond.

Practitioner research is a well-established

practice that enables teachers and trainers to

better understand the context in which they

work. It aims to explore complex situations in

which the practitioner has responsibility for

implementing policy in ways that give learners

the best possible experiences. It recognises

that in these situations, the practitioner is the

expert; they are best place to understand

and develop the specific context for learning

through structured, critical enquiry.

USEFUL WEBLINKS

IfL is building a library of online resources to support your continuing

professional development (CPD). As dual professionals, IfL members

are required to keep up-to-date with the latest developments in their

subject or vocational specialisms as well as their teaching practice. These

resources will help you find links to CPD opportunities through IfL and

across the further education and skills sector.

Teaching and Learning CPD resources

IfL - Resources to support your CPD

Mobile learning in practice, a toolkit for FE teachers produced by Tribal

education (PDF)

Youtube’s education collection

Sutton Trust - EEF Teaching and Learning Toolkit - Interesting research

that evaluates a range of teaching and approaches and their impact on

maximising achievement and progression for disadvantaged learners is

available (PDF)

Case studies of good practice in enterprise education from Ofsted reports

Niace mental health toolkit for Fe teachers

infed, a rich source of discussions on teaching and learning matters

BBC Learning

Geoff Petty - Inspiration and resources for brilliant teaching and learning


LIFE 2: key compentencies in life skills

If you are looking for inspiring ways to help

learners to be ready for work and build links

with employers, here are some resources you

can use within any vocational course:

Ifl - LIFE 2 project

The contents of this publication may be

reproduced in part, except for commercial

purposes, provided that the extract is

preceded by a complete reference to

‘LIFE 2 – Key competences in life skills,

Transfer of Innovation EC supported project,

2012. Published 2012

This project has been funded with support from

the European Commission. This publication

reflects the views only of the authors and the

Commission cannot be held responsible for

any use which may be made of the information

contained therein.

• Mentoring

• Brain science in the classroom

• Characteristics of excellent

teachers

• Critical incident analysis

• Dyslexia

• Matching exercise

• Peer assessment of learning

• Speaking and listening

• Taking REfLECT to the next level

• Using mobile technologies

• Assessment for learning

• Differentiated questioning

• E-learning tools

http://www.ifl.ac.uk/cpd/cpd-guidance-and-resources/teaching-and-learning-cpd

http://www.ifl.ac.uk/cpd/cpd-guidance-and-resources

http://www.talpalink.co.uk/resources/Mobile+learning+in+practice.pdf


http://www.youtube.com/channel/HC-r1FlvvNFs0






http://www.niace.org.uk/current-work/mhm4fet

http://infed.org/mobi/exploring-practice/

http://www.bbc.co.uk/learning/

http://geoffpetty.com/

http://www.ifl.ac.uk/cpd/cpd-guidance-and-resources/life-2-project

Substantial qualifications - A-levels

For those students studying A-levels, study towards

the substantial qualification should take up at least

half of a student’s study programme time. A key

aspect of the substantial qualification is that it offers

opportunities for curriculum development on a

student-by-student basis so that learners can be

entered for more challenging qualifications and spend

time on work experience and enterprise education.



Enterprise education

English and maths

Teaching and learning

in A-levels programmes




1. Is the balance between the substantial qualification and

other activities in the learner’s programme appropriate?







4. Does the qualification offered provide progression at A-levels

beyond the learner’s prior attainment? Will it stretch the student?

What are the opportunities for progression in employment,

training or higher levels of education?

5. Is the qualification recognised by higher education institutions


6. Does the programme offer opportunities for review and changing

track?




to return to study?


USEFUL WEBLINKS


Career opportunities in STEM subjects

Award board websites provide a rich source

on information on substantial qualifications




Non-qualification activities aim to develop the skills, attitude and confidence to support progression through work experience and other enrichment activities. Most A-levels programmes will already cover some of the new requirements through the inclusion of non-qualification activity such as tutorial, work to develop personal or study skills and guidance for progression into employment or higher education.

Examples of non-qualification activity in A-levels programmes

might include:

• Workplace visits – for groups of learners interested in

particular sectors

• Enterprise projects – employers setting business briefs for

learners to solve. This type of activity encourages team working,

leadership, good communication, working to deadlines, problem

solving and requires an understanding of business finance.

• Mentoring – employers providing one-to-one encouragement and

support to learners

• Work shadowing – giving learners the opportunity to observe staff

in real working environments

• Workshops – employers leading discussions with learners, on

school, college or employer premises, about the realities of work,

and training environment.

Work experience

A work experience placement will form

an integral part of each learner’s study

programme. Work experience could

encompass a range of activities in the

workplace that develop skills, knowledge

and understanding of different skill sectors,

with a clear aim of improving the student’s

employability. For example; learners taking

A-levels participate in one or two short periods

of work experience or other work-related

projects in the workplace.


USEFUL WEBLINKS - FOR NON QUALIFICATION ACTIVITY

Supporting learners to succeed on LSIS

excellence gateway

Narrowing the achievement gap, case studies

from LSIS excellence gateway

Jorum provides a huge range of resources for

tutorials produced by colleagues in FE and HE

Lesson plans and materials on a range of

topics linked to the development of personal

and social skills

Examples of good practice identified by Ofsted

A guide to preparing students for work

experience, with examples of how some

providers have responded to this


This could provide a framework for discussion at team meetings or within CPD events.

1. How will you prepare the learner for the work experience

placement, so they are clear about their responsibilities and

expectations? Who will be responsible for negotiating with

the learner to devise a structured learning plan with tangible

outcomes? What will this look like?






















Whatever the subject, schemes of work will need to be adjusted to meet the new focus on developing enterprise skills and entrepreneurship in all subjects. This would include activities to maximise the development of personal learning and thinking skills so that students are used to encountering enterprise activities in all their subjects.

Most providers will already have good links with local employers

and a clear understanding of patterns of employment in the locality.

There is an expectation that providers will increase this engagement

with employers and to extend the regional ‘road map’ of employment

patterns, including skills shortages, in the local area or region.

Increasing employer engagement with learners has already been

identified as a particular challenge. There is a need to increase support

from local business and community groups to provide learners with

opportunities to see how enterprise education is applied successfully.


Biz/ed - business education brought to life

EntrepreneurLIVE! Teaching Activity


enterprise agencies including case studies. The

site also holds extracts from the popular TV

series

Examples from Higher Education

Ofsted good practice examples:










English and maths

As a part of 16-19 study programmes, all students who haven’t achieved a C grade in GCSE maths and English by the end of Key Stage 4 must continue to study those subjects. Almost 50 perecent of all students fail to achieve a grade C at age 16 in these two subjects.



functional skills and free standing maths qualifications as ‘interim’


of a GCSE.

In many cases, learners who enter further education with grade D

in maths or English, will retake the GCSE in year 12, (though effective


the most appropriate qualification route) . It may be that those with

grade E or below will undertake a functional skills qualification initially,

with an expectation that this will prepare them for GCSE in year 12.

You may wish to consider whether or not, in the light of your

experience, there is a clear progression route between the two awards.


Level 3 qualifications in maths are valued by

employers and higher education institutions.

Learners who have already achieved grades

A*- C in maths will value the opportunity to

continue studying maths at level 3 to support

their progression.

USEFUL WEBLINKS FOR ENGLISH AND MATHS

Teaching resources for post 16 maths



Thought provoking discussions about

Functional Skills

Detailed article with tips for planning learning

and assessment

Ofsted good practice examples





3. In your organisation, would learners taking a course leading to a

functional skills award be adequately prepared for GCSEs the

following year?



progression to GCSEs? If so, what and how would you do

differently?


respond to those who question the value of retaking GCSEs?










Teaching and learning in A-levels programmes

Successful teaching and learning 16-19 year-olds includes:

• Creating reflective students;

• Fostering collaboration among learners through group work

and discussion;

• Using learning technology;

• Embedding English and maths;

• Supporting emotional or mental health difficulties presented

by students.

It is likely that schemes of work, learning resources and lesson

plans on these themes are already available to you within your

organisation. The sharing of successful practice among colleagues

may well be the most effective way of developing these.





2. Is it used adequately develop individual learning plans with




4. Do learners get enough constructive feedback on progress in

relation to what they need to do next to be successful?


The significant change with 16-19 study

programmes is the increased focus on teaching

that consistently supports enterprise related

skills regardless of subject. No one single

model is recommended, but well thought-out

practical work-based projects related to main

programmes of study is welcomed by students

and are effective in developing their ability to:

• be confident



• solve problems



work as a member of a team

• use initiative


Case studies of good practice in enterprise

education from Ofsted reports



Evaluation


review and evaluation will ensure that you are working effectively with

the new framework. You should consider:


other activities in the learners programme.







study skills?



study?

Practitioner research is a well-established practice that enables

teachers and trainers to better understand the context in which

they work. It aims to explore complex situations in which the

practitioner has responsibility for implementing policy in ways that

give learners the best possible experiences. It recognises that in

these situations, the practitioner is the expert; they are best place

to understand and develop the specific context for learning through

structured, critical enquiry.


USEFUL WEBLINKS

IfL is building a library of online resources

to support your continuing professional

development (CPD). As dual professionals,

IfL members are required to keep up-to-date

with the latest developments in their subject or

vocational specialisms as well as their teaching

practice. These resources will help you find

links to CPD opportunities through IfL and

across the further education and skills sector.

IfL- Resources to support your CPD


• Mentoring


• Characteristics of excellent teachers


• Dyslexia












If you are looking for inspiring ways to help learners to be ready for

work and build links with employers, here are some resources you


IfL - LIFE 2 project

The contents of this publication may be reproduced in part, except

for commercial purposes, provided that the extract is preceded by

a complete reference to ‘LIFE 2 – Key competences in life skills,

Transfer of Innovation EC supported project, 2012. Published 2012

This project has been funded with support from the European

Commission. This publication reflects the views only of the authors

and the Commission cannot be held responsible for any use which

may be made of the information contained therein.

Geoff Petty - Inspiration and resources for brilliant teaching and

learning


talpa - Mobile learning in practice, a

toolkit for FE teachers produced by Tribal

education (PDF)


EEF - Interesting research that evaluates a

range of teaching and approaches and their

impact on maximising achievement and

progression for disadvantaged learners is

available (PDF)













Supported Internships

Supported Internships will replace foundation learning

programmes but offer opportunities for greater

flexibility so that each individual learner is able to take

an individual learning programme designed to help

them into employment, further education and a more

rewarding life. These programmes will offer young

people the chance study for relevant qualifications

where appropriate, but without the need to accumulate

unnecessary certification. Learning that develops

social and practical skills, as well as employability will

complement the work experience element that, in

most cases, will form the heart of the programme.

DfE - Supported Internships

Work experience

English and maths


http://media.education.gov.uk/assets/files/pdf/s/supported%20internship%20guidance.pdf

http://media.education.gov.uk/assets/files/pdf/s/supported%20internship%20guidance.pdf

The Supported Internships scheme helps young people aged

16 to 24 with complex learning difficulties or disabilities to find work.

The scheme is run by further education (FE) colleges, who work with

employers to:

• find a job that suits the abilities of each intern

• create a unique study programme so all interns can learn the

necessary skills to do the job

Study programmes include on-the-job training with expert coaches

responsible for supporting both interns and their employers.

Programmes can also give interns the opportunity to study courses

to develop other relevant skills, such as effective communication or

understanding money. The jobs are likely to be in catering, retail and

healthcare.

GOV.UK - Increasing options and improving provision for children

with special educational needs (SEN)

Detailed guidance on principles underpinning Supported Internships

as well as practical information for providers, is provided by the

organisation Preparing for Adulthood.

The overall goal of Supported Internships is for young people with

severe learning difficulties to move into paid employment. The

structured study programme includes on-the-job training provided

by expert job coaches, and the chance to study for relevant

qualifications, where appropriate. Job coaches are critical to the

success of Supported Internships. They provide in-work support

for young people which tapers off as the individual becomes

familiar with their role. Job coaches provide support to employers,

increasing their confidence of working with interns and helping them

to understand the business case for employing a diverse workforce.

Job coaches also provide support at the end of the internship for

those young people not offered a paid job.


Supported Internships reflect the

following principles:

• the majority of the young person’s time

is spent at the employer’s premises

• young people are expected to comply with

real job conditions, such as time-keeping

and dress code

• systematic instruction, a method specifically

designed to help people with severe learning

difficulties learn new tasks, is used where

appropriate

• both the young person and the employer

have support through a tutor and a formally

trained job coach in line with the National

Occupational Standards for supported

employment

• support continues after the course of study

to make sure that young people get paid jobs

and sustainable careers.

Preparing for Adulthood - Supported

Internships

Preparing for Adulthood - Job Coaching or

Supported Employment

Preparing for Adulthood - Valuing Employment

Now (PDF)



http://www.preparingforadulthood.org.uk/resources/pfa-resources/supported-internships


http://www.preparingforadulthood.org.uk/resources/wider-resources/job-coaching-or-supported-employment

http://www.preparingforadulthood.org.uk/resources/wider-resources/job-coaching-or-supported-employment

http://www.preparingforadulthood.org.uk/media/163541/job_coach_standards.pdf

http://www.preparingforadulthood.org.uk/media/163541/job_coach_standards.pdf

General guidance on good practice from

Ofsted research on foundation learning can

be found:

Ofsted - Lessons from the Foundation Learning

provision for the new 16 to 19 Study

Programmes

Ofsted - Progression post-16 for learners with

learning difficulties and/or disabilities





guidance?



3. Is the balance between the supported placement and other

activities in the learner’s programme appropriate to meet their

individual needs and aspirations?

4. Will the programme stretch the student? What are the

opportunities for progression in employment, training or higher

levels of education?


changing track?




to take up training?





http://www.ofsted.gov.uk/resources/progression-post-16-for-learners-learning-difficulties-andor-disabilities

http://www.ofsted.gov.uk/resources/progression-post-16-for-learners-learning-difficulties-andor-disabilities

Some useful case studies of good practice are

available:

Ofsted - The Bassetlaw Training Agency

Ofsted - Community Training Services

Ofsted - Economic Solutions (Skills Solutions)

Ofsted - Roots and Shoots

The AELP guide to Traineeships also gives

useful information and further links to providers

who have developed good practice

A checklist for work experience readiness

from AELP

The Preparing for Adulthood website has

detailed information on internships and the

role of the expert coach


Work experience

A meaningful work experience placement that genuinely supports

vocational learning and generic employability is at the heart of each

Supported Internship. This will be tailored to the individual talents

and aspirations of each learner. The role of the ‘expert coach’, who

supports both the learner and the employer, is a complex one.


A framework for discussion at team meetings or within CPD events.

1. How will you develop and support ‘expert coaches’, who will be

responsible for negotiating with the learner and employer to devise a

structured learning plan with tangible outcomes? What will this look

like?

2. How could you extend employer engagement in your locality?

3. How will you prepare the learner for the placement, so they are

clear about their responsibilities and expectations?




www.ofsted.gov.uk/resources/130163







http://www.aelp.org.uk/file/?id=1672&type=item





English and maths

All study programmes expect that learners continue to improve English and maths so that they are as able as possible to participate in employment, adult life and the wider community. For young people following the Supported Internship route, further qualifications may be desirable but not appropriate if the priority is to consolidate and maintain existing skills and knowledge.





3. If functional skills qualifications are not appropriate, what types

of activities will genuinely support progression in real life English

and maths?


English and maths may be more successfully

developed if embedded in other learning where

teachers and trainers find different ways of

helping learners to carry out practical tasks

independently, confidently and accurately.



resources on embedding English and maths in

vocational and general education courses.

Lots of information for extending your own

skills as well as teaching resources






GOV.UK - Article explaining the rationale for

reform of English and maths post-16



Lsect - Detailed article with tips for planning




Students learn through practical application and problems solving,

in an environment where they have access to tools, materials and

equipment.

• Successful teachers use a mixture of innovation and traditional

methods.

• They are skilful at questioning and developing language for maths.

• Their questions are varied and challenging.

If you are new to embedding English or maths into your subject

teaching, it might be helpful to seek mentoring support from a more





working they are clarifying their thinking and gaining confidence.

This enables you to gain insights into their conceptual understanding.

You may also find that you are learning new approaches and a

reminder that in the adult world there is no one right way of doing

things. With collaboration, you can begin to extend your knowledge

of a range of successful methods that develop independence,

confidence and accuracy.

You may also wish to consider further study in maths or English to

raise the level of your qualifications and see expert teachers

in action.


















Supported Internships programmes will build on the skills and expertise

that you bring to your learners. There is an increased focus on teaching

that consistently supports employability and preparation for adult life

regardless of subject. No one single model is recommended, but well

thought-out practical work-based projects related to main programme

of study, genuinely support the development of the young person.


16-19 study programmes are about making learning directly relevant to learners’ lives and the real world. As teachers and trainers you will recognise the value that school leavers place on the greater freedom and more adult to adult relationships that you foster. This increased courtesy, respect and trust from teachers, gives learners in greater confidence, self-worth, and motivation to learn.


Well-designed projects are welcomed by

students and are effective in developing

their ability to:

• be confident



• solve problems




• use initiative






2. Is it used adequately develop individual learning plans with





for the next steps?




Research and evaluation

As the new curriculum for Supported Internships emerges, regular

review and evaluation will ensure that you are working effectively with

the new framework. You should consider:

The appropriate balance between the different elements in the

learner’s programme.


• How will we evaluate learning for wider personal, employability

and study skills?


progress in terms of their readiness for employment or

higher study?

Practitioner research is a well-established practice that enables

teachers and trainers to better understand the context in which

they work. It aims to explore complex situations in which the

practitioner has responsibility for implementing policy in ways that

give learners the best possible experiences. It recognises that in

these situations, the practitioner is the expert; they are best place

to understand and develop the specific context for learning through

structured, critical enquiry.



approach:


Be specific in the choice of learners,

for example a sample of high, middle

and low achievers

2. Teach and, if practical, jointly observe with

focus on learners’ response and progress


analyse their feedback, progress and

impact of teaching on their learning


change with colleagues. Be prepared

to make adjustments




Substantial qualifications – vocational qualifications

Most students on vocational qualifications will take at

least one substantial qualification which should take

up at least half of a student’s study programme time.

These qualifications should provide a direct route into

a trade or profession or a higher level course of study.

A key aspect of the substantial qualification is that it

offers opportunities for curriculum development on

a student-by-student basis so that learners can be

entered for more challenging qualifications and spend

time on work experience and enterprise education.




English and maths

Teaching and learning in

vocational programmes





activities in the learner’s programme appropriate?







4. Does the qualification provide progression at A-level beyond

the learner’s prior attainment? Will it stretch the student? What

are the opportunities for progression in employment, training or

higher levels of education?

5. Is the qualification recognised by higher education institutions



changing track?




to return to study?


USEFUL WEBLINKS


Career opportunities in STEM subjects

Award board websites provide a rich source

on information on substantial qualifications




Non-qualification activities aim to develop the skills, attitude and confidence to support progression through work experience and other enrichment activities. Most A-level programmes will already cover some of the new requirements through the inclusion of non-qualification activity such as tutorial, work to develop personal or study skills and guidance for progression into employment or higher education.

Examples of non-qualification activity in vocational programmes

might include:

• Enterprise projects – employers setting business briefs for learners

to solve. This type of activity encourages team working, leadership,

good communication, working to deadlines, problem solving and

requires an understanding of business finance

• Mentoring – employers providing one-to-one encouragement and

support to learners

• Work shadowing – giving learners the opportunity to observe staff in

real working environments

• Workshops – employers leading discussions with learners, on

school, college or employer premises, about the realities of work.

Work experience

A work experience placement will form

an integral part of each learner’s study

programme. Work experience could

encompass a range of activities in the

workplace that develop skills, knowledge

and understanding of different skill sectors,

with a clear aim of improving the student’s

employability. For example; learners taking

vocational qualifications, experience one or

more substantial placements relating to the

main topic of study which include study-related

projects in the workplace.


USEFUL WEBLINKS - FOR NON QUALIFICATION ACTIVITY


excellence gateway


from LSIS excellence gateway

Jorum provides a huge range of resources for

tutorials produced by colleagues in FE and HE

ACFE - Lesson plans and materials on a range

of topics linked to the development of personal

and social skills

Examples of good practice identified by Ofsted

Ofsted - A guide to preparing students for

work experience, with examples of how some

providers have responded to this is (PDF)

QUESTIONS FOR REFLECTION Could provide a framework for discussion at team meetings or within CPD events.

1. How will you prepare the learner for the work experience

placement, so they are clear about their responsibilities and

expectations? Who will be responsible for negotiating with

the learner to devise a structured learning plan with tangible

outcomes? What will this look like?





















Enterprise Educators UK


Whatever the vocational area, schemes of work will need to be adjusted to meet the new focus on developing enterprise skills and entrepreneurship in all subjects. This would include activities to maximise the development of personal learning and thinking skills so that students are used to encountering enterprise activities in all their subjects.

Most providers will already have good links with local employers

and a clear understanding of patterns of employment in the locality.

There is an expectation that providers will increase this engagement

with employers and to extend the regional ‘road map’ of employment

patterns, including skills shortages, in the locality.

Increasing employer engagement with learners has already been

identified as a particular challenge. There is a need to grow support

from local business and community groups to provide learners with

opportunities to see how enterprise education is applied successfully.


Biz/ed - business education brought to life





TV series

Enterprise Educators UK - Examples from

Higher Education

Ofsted good practice examples











English and maths

As a part of 16 - 19 study programmes, all students who haven’t achieved a C grade in GCSE maths and English by the end of Key Stage 4 must continue to study those subjects. Almost 50 percent of all students fail to achieve a grade C at age 16 in these two subjects.



functional skills and free standing maths qualifications as ‘interim’


of a GCSE.

DfE - Study programmes for 16-19 - year-olds

In many cases, learners who enter further education with grade D in

maths or English, will retake the GCSE in year 12, (though effective


the most appropriate qualification route) . It may be that those with

grade E or below will follow a functional skills qualification initially,

with an expectation that this will prepare them for GCSE in year 12.

You may wish to consider whether or not, in the light of your

experience, there is a clear progression route between the two awards?




Learners who have already achieved Grade



their progression.






3. Does your organisation have the specialist English and maths


range of qualifications? If not, how might local partnerships

support learner progress?

4. In your organisation, would learners taking a course leading to

a functional skills award be adequately prepared for GCSEs the

following year?



progression to GCSEs? If so, what and how would you

do differently?


respond to those who question the value of retaking GCSEs?


English and maths in vocational learning

Vocational teachers who integrate the English and maths into

their teaching find that learners are well motivated and achieve

higher results.


1. How involved are you as a vocational teacher, in teaching

English and maths?

2. Are there different ways that you could develop in helping

your learners to develop skills to carry out practical English

and maths tasks independently, confidently and accurately?

3. What types of support are available to you to develop this

aspect of your teaching?


Many vocational teachers are successful at

embedding these skills because they have

the expert knowledge of the subject and are

able to find different ways of helping learners

to carry out practical English and maths tasks

independently, confidently and accurately.

In maths learning this can be particularly

effective. Students learn through practical

application and problems solving, in an

environment where they have access to tools,

materials and equipment.

• Successful maths teachers use a mixture of

innovation and traditional methods.

• They are skilful at questioning and developing

maths language.

• Their questions are varied and challenging.

If you are new to embedding English or maths

into your subject teaching, it might be helpful

to seek mentoring support from a more




resources on embedding English and maths in

vocational and general education courses. Lots

of information for extending your own skills as

well as teaching resources

NRDC - Particularly relevant article with links,

for vocational teachers new to teaching maths:

Cara,O et al. (2006) You wouldn’t expect a

maths teacher to teach plastering

talent - A valuable source of teaching resources

for basic English and maths post 16, many

contextualised to work related learning

NCETM - Teaching resources for post 16 maths







Lsect - Detailed article with tips for planning



EEF - Some interesting research that evaluates

a range of teaching and approaches and

their impact on maximising achievement and

progression of disadvantaged students is

available (PDF)




working they are clarifying their thinking and gaining confidence. This

enables you to gain insights into their conceptual understanding. You

may also find that you are learning new approaches and a reminder

that in the adult world there is no one right way of doing things. With

collaboration, you can begin to extend your knowledge of a range

of successful methods that develop independence, confidence and

accuracy.

You may also wish to consider further study in maths or English

to raise the level of your qualifications and see expert teachers

in action.





























Teaching and learning in vocational programmes

16-19 study programmes are about making learning directly relevant to learners’ lives and the real world. As teachers and trainers, you have gained learners’ respect through your secure subject knowledge and experience in business, industry or higher education. You will recognise the value that school leavers place on the greater freedom and more adult to adult relationships that you foster. This increased courtesy, respect and trust from teachers, gives learners in greater confidence, self-worth, and motivation to learn.

Successful teaching and learning 16-19 year-olds includes:

• Creating reflective students

• Fostering collaboration among learners through group work

and discussion

• Using learning technology

• Embedding English and maths

• Overcoming barriers to learning

• Supporting emotional or mental health difficulties presented

by students





2. Is it used adequately to develop individual learning plans with





for the next steps?






The significant change within 16-19 study

programmes is the increased focus on teaching

that consistently supports enterprise-related

skills, regardless of subject. No one single

model is recommended, but well thought-out

practical work-based projects related to main

programme of study are welcomed by students

and are effective in developing their ability to:

• be confident



• solve problems


• respond positively to change work as a

member of a team

• use initiative


It is likely that schemes of work, learning

resources and lesson plans on these themes

are already available to you within your

organisation. The sharing of successful

practice among colleagues may well be the

most effective way of developing these.

Case studies of good practice in enterprise

education from Ofsted reports



Evaluation


review and evaluation will ensure that you are working effectively

within the new framework. You should consider:


other activities in the learners programme







study skills?



study?



approach:


Be specific in the choice of learners, for

example a sample of high, middle and low

achievers

2. Teach and, if practical jointly observe, with

focus on learner’s response and progress


analyse their feedback, progress and impact

of teaching on their learning


change with colleagues. Be prepared to

make adjustments




Practitioner research is a well-established

practice that enables teachers and trainers to

better understand the context in which they

work. It aims to explore complex situations in

which the practitioner has responsibility for

implementing policy in ways that give learners

the best possible experiences. It recognises

that in these situations, the practitioner is the

expert; they are best place to understand

and develop the specific context for learning

through structured, critical enquiry.

USEFUL WEBLINKS

IfL is building a library of online resources to support your continuing

professional development (CPD). As dual professionals, IfL members

are required to keep up-to-date with the latest developments in their

subject or vocational specialisms as well as their teaching practice.

These resources will help you find links to CPD opportunities through

IfL and across the further education and skills sector.


IfL - Resources to support your CPD

Mobile learning in practice, a toolkit for FE teachers produced by Tribal

education (PDF)


Sutton Trust - EEF Teaching and Learning Toolkit - Interesting research

that evaluates a range of teaching and approaches and their impact on

maximising achievement and progression for disadvantaged learners is

available (PDF)

Case studies of good practice in enterprise education from Ofsted reports

Niace mental health toolkit for Fe teachers

infed, a rich source of discussions on teaching and learning matters



If you are looking for inspiring ways to help

learners to be ready for work and build links

with employers, here are some resources you


Ifl - LIFE 2 project

The contents of this publication may be

reproduced in part, except for commercial

purposes, provided that the extract is

preceded by a complete reference to ‘LIFE

2 – Key competences in life skills, Transfer

of Innovation EC supported project, 2012.

Published 2012

This project has been funded with support from

the European Commission. This publication

reflects the views only of the authors and the

Commission cannot be held responsible for

any use which may be made of the information

contained therein.

• Mentoring


• Characteristics of excellent

teachers


• Dyslexia



















http://www.niace.org.uk/current-work/mhm4fet

http://infed.org/mobi/exploring-practice/


Traineeships

Many young people are highly motivated by the

prospect of work. Traineeships provide preparation for

apprenticeship or employment for 16-24 year-olds.

They are specifically for young people who have a

reasonable chance of securing an apprenticeship or

employment within 6 months.

The substantial work experience placement with skills

training is at the heart of the programme, so genuine

involvement from employers is crucial. The placement

should be identified and agreed with the employer

before the trainee is enrolled. It is hoped that small to

medium sized employers will find it easier to engage with

traineeships than with full apprenticeship programmes.

It may be that dedicated staff will be needed to contact,

network and visit employers on a regular basis.

Trainees will also take English and maths, and work

preparation training that equips them to both find and

maintain sustainable employment.

Work experience

English and maths

Delivering learning sessions


1. How will the interview and induction process ensure that the

learner understands the structure and purpose of the traineeship?

Has the learner received effective advice and guidance?

2. Is the initial assessment process sufficiently diagnostic to identify

specific areas of need for individual trainees?


activities in the learner’s programme appropriate to meet the

individual needs and aspirations? How will it equip them for

progression into employment or an apprenticeship?


changing track?


guidance by staff and external agencies that can effectively enable

young people who have been disengaged from education, but are

motivated by the prospect of work, engage in training?

Work experience

Work experience will form the major part of each trainee’s programme.

We expect the duration of the work placement within a traineeship to

be at least six weeks and no more than five months. We expect the

lead employer for the work placement to be identified before young

people are enrolled on a traineeship. We expect all traineeships to

offer a guaranteed interview with the work placement host at the end

of the placement.

GOV.UK - Traineeships: framework for delivery (PDF)

16 - 19 study programmes - A toolkit for practitioners

KEY WEBLINKS FOR TRAINEESHIPS

DfE - Traineeships

Very useful guides to implementing

Traineeships created by AELP


AELP - Implementing Study Programmes (PDF)

A useful paper: Traineeships - Supporting

young people to develop the skills for

apprenticeships and sustainable employment,

published by DfE & BIS, explains the specific

requirements

OTHER USEFUL WEBLINKS


Excellence Gateway


from LSIS Excellence Gateway (PDF)

Active Citizens FE - Lesson plans and materials

on a range of topics linked to the development

of personal and social skills


http://www.education.gov.uk/childrenandyoungpeople/youngpeople/qandlearning/traineeships/a00219695/traineeships-



https://www.gov.uk/government/publications/supporting-young-people-to-develop-the-skills-for-apprenticeships-and-sustainable-employment-framework-for-delivery












USEFUL WEBLINKS FOR WORK EXPERIENCE

A checklist for work experience readiness

from AELP

Guidance on work experience from DfE

Examples of good practice identified by

Ofsted:

Ofsted - 16 - 19 study programmes

Ofsted - Good practice resource - Personal

development programme for apprentices:

Honda Motor Europe Limited

AOC/DfE - A guide to preparing students for

work experience, with examples of how some

providers have responded

For 16 to 19 year-olds on traineeships, work experience must last

between six weeks and five months, although it does not have

to be taken consecutively and may be made up of a number of

separate placements with different employers – as long as it adds

up to a high-quality work experience. At least one part of the work

experience must be of at least two weeks with the same employer.

Preparing the trainee for the placement will help to ensure that they

make rapid progress towards an apprenticeship. This preparation

should include activities to develop a work ethic, enthusiasm and

a willingness to learn.


1. How will you prepare the learner for the placement, so they

are clear about their responsibilities and expectations? Who

will be responsible for negotiating with the learner to devise a

structured learning plan with tangible outcomes? What will this

look like?




3. How will learning be assessed? Will the employer provide the

guaranteed interview at the end of the placement, a reference

and feedback on the learner’s performance during the work

placement?












English and maths

As a part of 16 -19 study programmes, all trainees who haven’t achieved a C grade in GCSE maths and English by the end of Key Stage 4 must continue to study those subjects. Almost 50 percent of all students fail to achieve a grade C at age 16 in these two subjects.


trainees can study other English and maths qualifications such as

functional skills and free Standing maths qualifications as ‘interim’


of a GCSE.

DfE - Study Programmes for 16 to 19 year olds





3. Does your organisation have the specialist English and maths


range of qualifications?

2. In your organisation, would learners taking a course leading to a

functional skills award be adequately prepared for GCSE?


respond to those who question the value of retaking GCSE?




Trainees who have already achieved grade



their progression.

http://www.education.gov.uk/childrenandyoungpeople/youngpeople/qandlearning/programmes

English and maths in work-based learning

Vocational experts who integrate the English and maths into

work-based learning find that learners are well motivated and achieve

higher results. Many trainers are successful at embedding these skills

because they have the expert knowledge of the subject and are able

to find different ways of helping learners to carry out practical English

and maths tasks independently, confidently and accurately. In maths

learning this can be particularly effective. Trainees learn effectively

through practical application and problems solving, in an environment

where they have access to tools, materials and equipment.

How could you develop different ways of helping your learners

to develop skills to carry out practical English and maths tasks

independently, confidently and accurately?






NCETM - Teaching resources for post

16 maths







lsect - Detailed article with tips for planning















Delivering learning sessions

16 -19 study programmes are about making learning directly relevant to learners’ lives and the real world. As trainers, you have gained learners’ respect through your secure subject knowledge and experience of business and industry. You will recognise the value that school leavers place on the greater freedom and more adult-to-adult relationships that you foster. This increased courtesy, respect and trust from trainers, gives trainees greater confidence, self-worth, and motivation to learn.

No one single model is recommended, but well thought-out practical

work-based projects that underpin work based learning, genuinely

support the development of the young person. Well-designed learning

sessions and projects are welcomed by trainees and are effective in

developing their ability to:

• be confident



• solve problems




• use initiative




1. Does your initial assessment process motivate by emphasising the

trainees’s strengths?

2. Is it used adequately develop individual learning plans with targets

that are individual and specific enough for trainees to understand

and have a record of their progress?

3. Do learning sessions take account of trainees’ individual needs?


for the next steps?


6. Do trainees get enough constructive feedback on progress in



USEFUL WEBLINKS FOR DEVELOPING LEARNING SESSIONS

ACFE - Lesson plans and materials on a range

of topics linked to the development of personal

and social skills

Examples of good practice identified by

Ofsted:

Ofsted - 16 - 19 study programmes

Ofsted - Good practice resource - Personal

development programme for apprentices:

Honda Motor Europe Limited

Biz/ed - Business Studies





TV series

Enterprise Educators UK - Examples from

Higher Education
















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