Testimonials

"We had a very positive experience working with Countec, whose staff are friendly and always willing to help make the process as clear as po...
"What I see in these young people is hope. Today I met a lot of young people who were engaging, intelligent and bright" - Martin Brockleban...
‘’The NHBC is very proud to be associated with Countec and the excellent work they do. The Fresh Minds Event was a fantastic opportunity for...
"I was greatly impressed with the confidence and interest of the students and their use of follow up questions. I hope when they come to th...
"I believe Primary WorkOut! has broadened the thinking of many of our pupils and hopefully raised aspirations in addition to providing a gr...
"I was amazed at how well my son managed being 'on stage' - totally out of his comfort zone and something he has struggled with very much in...
"Bright, curious, open, children" - Professor Malcolm Harper, formerly Cranfield University
"City Centre WorkOut! was great fun. I loved talking to the kids, so enthusiastic" - Natalie Wright, NHS Nuffield Orthopaedic Centre
"It felt good to help young people and I was a lot more comfortable around them than I expected" - Paul Stagg, DHL
"Results at iPEC have improved considerably since June 2010, and using the DfE 2009/10 performance data for all UK Alt Ed, PRUs and Hospital...
"It was good for the pupils to be treated like an adult with respect. Thoroughly enjoyed by all and would definitely encourage it take plac...
"I learnt that what you dream of as a job is not always what you get" – Leona, Year 6 pupil, Oxley Park School.
"It’s wonderfully refreshing to put myself back in the innocent mind of a child – lots of laughter." – Amanda Smyth, Dominos Pizza.
"It was a definite eye opener for me into how today’s 14 year olds think. I was left with a very positive impression of the students" - Simo...
"I'm quite new to this kind of work in schools and wasn't sure how the pupils would react. it's been very enjoyable" - Andy Pennock, NHBC
“The overall communication has been excellent and a substantial improvement over previous years. As a school we have been very impressed an...
“The placements were well matched to the complexities that our students present and this enabled the placements to be successful” – Leigh Si...
“Countec have been fantastic at keeping the school informed on progress/issues. I cannot stress enough the benefit to our students” – Grace...
“You have to work hard for what you want” – Victoria Hardwick, Year 10 student, The Radcliffe School.
"Our teams enjoy communicating and interacting with the younger generation" - Walter Tyrer, HR Manager, John Lewis Partnership
"Work Experence gives our staff a great opportunity to learn about some of the latest trends with young people" - Walter Tyrer, HR Manager, ...
"Because our students were so well placed they went to work experience with positive attitudes and were able to shine. That’s all down to y...
‘I learned a lot about my job! I was also interested in the students’ attitudes and it was a better impression than I was expecting’ – Clau...
‘I enjoyed every minute. It helped me develop and get over my fear of standing up and speaking’ – David Wake, John Lewis Partnership.
"What's great about WorkOut! for our staff who participate is how energising it is" - Walter Tyrer, HR Manager, John Lewis Partnership
"At first I wasn't happy that my son had been referred to iPEC but now think it was the best thing that happened to him" - Ms. Moss, parent.
"Primary WorkOut! showed our Year 5-6 pupils the breadth of occupations in MK and you get more from work than just paying for your basic nee...
"Primary WorkOut! was a great opportunity for our pupils and teachers to ask questions and get feedback from the people who really do the wo...
“Countec staff have been very helpful, communicative and supportive of my son’s needs throughout, always responding in good time and being f...
"Doing the WorkOut! session was the most useful hour I've spent in a long time" - Karen Mason of Novalex Solicitors, www.novalex.co.uk
"I loved the WorkOut! session. Thank you whoever organised it." - Jacob Yeboah, Oxley Park Primary School pupil
"I wish I had this (Primary WorkOut!) when I was their age" - Paul Romans, SNO!zone
"The Countec facilitators were very effective" - Teacher, Oxley Park Primary School
"The best bit of Get That Job! was the student involvement in short-listing applicants" - Dhiraj Padhlar, Teaching Assistant, Leon School
"Our less able learners coped very well because there was great support from Countec staff" - Jon Burgess, Deputy Headteacher, Leon School
"The employer guests gave the same, consistent message about work and inspired our learners" - Jon Burgess, Deputy Head, Leon School
"It was great to find out how the young people think and see their enthusiasm" - Tabatha Beesley, Beesley & Sons Farm
"What I enjoyed most was the childrens' questions - made me remember why I love my job" - Paul Romans, SNO!Zone, Xscape
"Activities like this create so much enthusiasm and creativity and are vital for young people preparing for work" – Eric Coveney, Beardow Ad...
"I had so much fun doing the WorkOut! session" - Emi-Lu Daley, Frantic-UK Dance Company
“It was a pleasure to see children learning from people in the community, not teachers.” – David Harper, Headteacher, Heronsgate Primary Sch...
'Students increase in maturity and engage in self-reflection' - Ofsted Jan 2011 about iPEC
"Lovely students...Count me in for next time!" - Helen Spary, Above And Beyond Events
"I learnt a lot from the students and the event helped me reflect on what I’ve done and where I am now." - Irene Beck, FCO Services.
"Really well organised. Countec staff and business people were great with the students." - Jayne Webster, Maths Teacher, Shenley Brook End
"Your team are great and I look forward to working with you and the employers all again." - Jon Burgess, Deputy Headteacher, Leon School.
"Our whole experience of Get That Job! was superb, for both students and staff. Amazing learning curve." - Barbara McGlory, White Spire Sch...
'Our Careers and Work Experience arrangements were described by OFSTED as exceptional. Thank you, Countec!' - St. Paul's school
"I love what I do for a career and to be able to talk about it is just a bonus" - Emi-Lu Daley, Frantic-UK Dance Company

Work Related Learning

Work Related Learning (WRL) is a statutory requirement for all Key Stage 4 students, and will motivate many to listen carefully and follow instructions.

WRL is planned activity which uses the context of work to develop skills, knowledge and understanding which will be useful in working life. WRL includes a broad range of activities, from better understanding the economy, through work-related application of the National Curriculum, to careers education.

What is Work-related learning?

Work-related learning is about preparing young people for the ‘world of work’ and is an essential part of young people’s education. It has developed rapidly in recent years and many bridges have been built between employers, schools, and Countec EBP, who are all involved in delivering it.

Work-related learning is defined as: planned activity that uses the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices, and learning the skills for work.

Put simply, work-related learning is FAT - For work, About work, Through work:
• For work is about developing skills for enterprise and employability (e.g. through problem-solving activities, work simulations, and mock interviews).
• About work is about providing opportunities for students to develop knowledge and understanding of work and enterprise (e.g. through vocational courses and careers education).
• Through work is about providing opportunities for students to learn from direct experiences of work including developing the employability skills and ‘can-do’ attitude that employers value. For example, through work experience or part-time jobs, enterprise activities in schools and learning through vocational contexts in subjects.

Underlying aims

Work-related learning aims to:
• develop employability skills;
• provide young people with the opportunity to ‘learn by doing’ and to learn from experts;
• raise standards of achievement;
• increase the commitment to learning, motivation and self confidence of students;
• improve the retention of young people in learning after the age of compulsory schooling;
• develop career awareness and the ability to benefit from impartial information and guidance;
• support active citizenship;
• develop the ability to apply knowledge, understanding and skills;
• improve understanding of the economy, enterprise, personal finance and the structure of business organisations and how they work; and
• encourage positive attitudes to lifelong learning.

Why is work-related learning important?

Young people want to see that their education is relevant to their future working lives. They want to be sure that what they are learning is going to help them become more employable. Work-related learning ‘connects learning with earning’ and, for many, this is a strong motivator.

Learning about work and enterprise is only one aspect of work-related learning. A basic understanding of how the economy works is essential for everyone, including the role of business and financial services within it. Work-related learning helps to develop this understanding.

Many of the skills that are valuable in higher education or future employment can be developed through work-related learning activities. It can help overcome the feelings of low self-esteem and limited aspirations that young people might have by drawing out and letting them use their talents. It can improve motivation and self-confidence.

Developing a better understanding of the labour market and of employers’ needs is also important, as is the need to help young people make better informed decisions about their future learning and career choices.
“…it gave me more

What does work-related learning look like?

All students experience work-related learning at some point in their education – although sometimes they might not know it! They will certainly take part in it during the last two years of their compulsory education (Key Stage 4) because it is a statutory part of the curriculum at that stage. It is also a vital component of the new Diplomas.

Work-related learning is not a subject, in the same way as, say, science is. Rather, it is a way of delivering learning. Many people think of it as just the one or two week work experience placement, but it is much broader range of activities than that. So much so that young people, employers, schools and colleges are always able to find one or more opportunities which appeal to them.

For some students, work-related learning is built into the subjects they are studying and supplemented with additional careers education and work experience. For others, it is distinct element of their learning, for example in the new Diplomas, leading to an applied qualification.

STATUTORY REQUIREMENT

All students are entitled to experience work-related learning between the ages of 14 to 16 (Key Stage 4).

The 14-19 Reforms build on this legal requirement by extending links between employers and educators in order to better provide work-related provision for those students who choose it.

Work-related learning is planned activity which uses the context of work to develop skills, knowledge and understanding which will be useful in working life.

Work-related learning can include a broad range of activities, from better understanding the economy, through work-related application of the National Curriculum, to careers education.

From this come the three parts of the Key Stage 4 legal requirement, which states that every young person should be able to:

Learn through work by direct experiences, such as a part-time job or work experience
Learn about work by providing opportunities for students to develop their knowledge and understanding, for example through vocational courses and careers education
Learn for work by developing employability skills, such as mock interviews and work simulations

Work-related Learning Guide

The Work-related Learning Guide - First Edition (PDF 814Kb)

The guide is aimed at everyone involved in work-related learning – young people and their parents or carers, employers, schools and colleges, and other organisations that help it happen. It brings together for the first time the information people need to understand what work-related learning is and how they can get involved.

The Work-related Learning Guide - Second Edition (PDF 671Kb)

The second edition of the work-related Learning guide includes latest up-to-date information on providing work-related learning and work experience, the roles and responsibilities of everyone involved, and additional information such as on equality and diversity, work-related learning in primary education, and health and safety.

Work Related Learning framework

The non-statutory framework sets out the suggested minimum experience for all young people at Key Stage 4. The framework comprises nine elements, which cover the range of learning opportunities that together would deliver the statutory requirement. It also gives suggested minimum provision for each element and outlines what all students should be able to do as a result of their experience.

*Element of provision for all students*	*Suggested minimum*	*Through this provision students can:*
1. Recognise, develop and apply their skills for enterprise and employability	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.	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 risk, and make decisions in conditions of uncertainty collect relevant evidence and use it for making decisions show leadership, management, drive and self-reliance when working on tasks and in teams demonstrate innovative approaches to solving problems.
2. Use their experience of work, including work experience and part-time jobs, to extend their understanding of work	Students have the equivalent of at least half a day for debriefing and follow-up of work experience and/or part-time work.	give an account (in any medium) of their work placement or part-time job identifying what they have learned about work apply some of the learning gained from work experience to their key stage 4 courses and their career planning analyse what motivates people for work demonstrate an understanding of the main changes happening in the world of work.
3. Learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the workplace	Students have at least two curriculum activities that develop their understanding of business and work.	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 concepts describe some ways that working conditions changed during the last century and give some reasons for the changes.
4. Develop awareness of the extent and diversity of local and national employment opportunities	Students undertake at least two tasks that investigate labour market information.	explain the chief characteristics of employment, self-employment, unemployment 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.
5. Relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives	Students undertake activities to develop their skills for career management, including a guidance interview focusing on career progression.	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.
6. Undertake tasks and activities set in work contexts	Students use work as a context for learning within the curriculum on at least two occasions, and record evidence of their learning.	explain the relevance of a curriculum subject 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.
7. Learn from contact with personnel from different employment sectors	Students have direct contact with a minimum of two people from different employment sectors with differing roles and working conditions.	describe working practices in different employment sectors understand the career motivations and pathways taken by people in different employment sectors understand the importance to employers of attitudes, qualifications and skills.
8. Have experience (direct or indirect) of working practices and environments	Students use work practices or environments as contexts for learning in the curriculum on at least two occasions and record evidence of their learning.	describe (from experience gained through work placements, visits, 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 particular types of workplace.
9. Engage with ideas, challenges and applications from the business world	Students undertake at least one business challenge, problem-solving or enterprise activity.	know and understand key enterprise concepts demonstrate the main enterprise skills, attitudes and qualities