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Elements of provision for all students
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Suggested minimum provision at each
key stage
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Through this provision students can:
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1. Recognise, develop and apply their skills
for enterprise and employability.
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Students have the opportunity to develop
and apply their skills in at least two work-related activities.
Students have at least one opportunity to discuss the skills developed
across the whole of their work-related programme.
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- Describe and demonstrate the main qualities and skills needed to enter
and thrive in the working world
- Evaluate the usefulness of a range of employability skills.
- Assess, undertake and manage risks, and make decisions in conditions
of uncertainty.
- Show leadership, management, drive, self reliance and respect for other
when working on task and in teams
- Demonstrate innovative approaches to solving problems.
- Collect relevant evidence and use it for making decisions.
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2. Use their experiences of work, include
work experience and part-time job, to extend their understanding of work.
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Students have two experiences of work.
14-19 students have the equivalent of at least half a day for debriefing
and follow-up of work experience and/or part-time job.
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- Give an account (in any medium) of their work placement or part-time
job identifying what they have learned about work.
- Apply learning gained from their work experience to their key stage
4 courses and their career planning.
- Analyse what motivates people to work.
- Demonstrate an understanding of the main changes happening in the world
of work.
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3. Learn about the way business enterprises
operate, working roles and conditions, and rights and responsibilities
in the workplace.
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Students have at least two curriculum activities
that develop their understanding of business and work.
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- Outline the main types of business enterprises and the key roles within
each.
- Give examples of employers’ and employees’ rights and responsibilities
at work, particularly in relation to equality of opportunity, respect
for diversity, and health and safety
- Demonstrate a basic knowledge and understanding of a range of
economic concept.
- Describe some ways that working conditions changed during the last
century and give some reasons for the changes.
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4. Develop awareness of the extent and
diversity of local and national employment opportunities.
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Students undertake at least two tasks that
investigate labour market information.
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- Explain the chief characteristics of employment, self-employment, and
voluntary work
- Recognise the concept of the labour market (local, national, European
and global)
- Describe the main trends in employment in their local area and relate
these to their career plans
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5. Relate their own abilities, attributes
and achievements to career intentions and make informed choices based
on an understanding of the alternatives.
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Students undertake activities to develop
their skills for career management, including a guidance interview focusing
on career progression.
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- Collect and use relevant information about opportunities available
to them beyond key stage 4
- Reflect on and record achievements, abilities, interests and skills
and use them to make realistic choices for progression after key stage
4
- Access and use an interview with a careers guidance specialist to progress
plans
- Complete application procedures for work placements, part-time jobs
and post-16 opportunities, including preparing a CV and adapting it for
different applications.
- Present themselves well at an interview.
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6. Undertake tasks and activities set in work
contexts
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Students use work as a context for learning
within the curriculum on at least two occasions, and record evidence
of their learning
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- Explain the relevance of curriculum subjects to the world of work.
- Demonstrate understanding of work related language and vocabulary.
- Analyse how examples of learning within the curriculum can be applied
to work contexts.
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7. Learn from contact with personnel from
different employment sectors
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Students have direct contact with minimum two
people from different employment sectors with differing roles and working
conditions
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- Describe working practices in different employment sectors.
- Understand the career motivations and pathways taken by different employment
sectors
- Understand the importance to employers of attitudes, qualifications
and skills.
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8. Have experiences (direct or indirect) of
working practices and environments.
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Students use work practices or environments
as context for learning in the curriculum on at least two occasions and
record evidence of their learning.
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- Describe (from experience gained through work placements, visit, simulations,
videos and so on) the working practices of one type of business compared
with another.
- Describe (from experience gained) the work environment in one
type of business compared with another
- Describe the main hazards associated with a particular type of workplace
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9. Engage with ideas, challenges and applications
from the business world.
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Students undertake at least one business
challenge, problem solving or enterprise activity.
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- Know and understand key enterprise concepts
- Demonstrate the main enterprise skills, attitudes and qualities.
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