PREPARING YOUNG PEOPLE for the WORLD of WORK West Lothian: Work Placements and Work Inspiration Activity in Secondary Schools

PREPARING YOUNG PEOPLE FOR THE WORLD OF WORK West Lothian: work placements and work inspiration activity in secondary schools

Michelle Robertson Education for Work O!cer

westlothian.gov.uk 1 Contents

Foreword 01 Introduction- work placements and work inspiration 4 02 Work placements and work inspiration in West Lothian Schools 6

03 Timetabling case studies – placements and inspiration activities 8 04 Employability related courses – MCMC students 12 05 Monitoring and tracking of work placements 13 06 The workplace learning plan 15 07 Accreditation and certi!cation for work placements and inspiration activities 16 08 Improvement Planning & Policy Development- Employability 18 09 CPD – maximising placements for sta" and young people 21 10 Placements - Insurance, Child Protection and Health& Safety 24 11 Equal Opportunities around work placements and work inspiration activity 25 12 Investors in Young People 27 13 Employer support including developing project based placements 28 14 Preparing young people for their placements – health and safety resources 31 15 Note to sta" in West Lothian Secondary Schools 32 16 Appendices 33

westlothian.gov.uk Transforming2 life through learning Foreword “Work Placements and Work Inspiration Activity in West Lothian’s Secondary Schools” illustrates the progress of secondary schools in West Lothian in meeting the For a number of years West Lothian has been at the recommendations for Developing the Young Workforce, cutting edge of developing an educational curriculum the Work Placements Standard , the Career Education that responds to labour market opportunities, integrating Standard (3-18 ) and the Guidance for School/Employer vocational skills and promoting enterprise. Partnerships.

West Lothian Council aims to support our young people An ambition of Developing the Young Workforce is about in order to make the most of their opportunities in life. We changing how our education system works. Its about are commited to improving the educational attainment working with employers in order to shape the curriculum, of our pupils and ensuring that they develop the essential and to expand upon the number of work-based learning skills for work in order to become eective contributors opportunities available to our pupils in order to inform to our local community and to compete in a modern, and better equip the the workforce of the future. This integrated society. publication highlights the excellent work taking place in our secondary schools. Furthermore it will inspire our James Cameron These goals and targets align with the recommendations schools to review and enhance their own good practice; it of the Developing the Young Workforce report and will showcase how employer partnerships are a valuable Head of Education (Learning, Policy and Resources) priorities in education including; Getting it Right for contribution to the education of our young people, and it Chair of Developing Young Workforce Steering Board Every Child , the Scottish Attainment Challenge (Closing will demonstrate to parents and carers our commitment to the Gap) and the National Improvement Framework. ensure that their sons and daughters are fully equipped to make informed choices upon leaving school.

3 1. Introduction • Transition to work while planning is important, often careers may happen • Early intervention and prevention through ‘unexpected opportunity’. • Employer engagement Work placements and work inspiration • Transition to Further Education • Volunteering Background The DYW Steering Board coordinate and monitor Developing the Young Workforce is a seven-year partner developments, and work together to ensure that programme that aims to better prepare children and West Lothian delivers a modern, responsive education young people from 3–18 for the world of work. This curriculum that responds to labour market opportunities, programme builds on the foundations already in place as promotes enterprise, and integrates valued vocational part of Curriculum for Excellence with its headline aim to training; thus creating clear career pathways for all young reduce youth unemployment by 40% by 2021. people.

The strategy also includes milestones for the next seven years across all sectors, challenging schools, colleges Work based learning and employers to embrace the recommendations and The experience of work is a crucial element in developing implement the measures required to e!ect lasting change. young people’s Skills for Life and Skills for Work within Curriculum for Excellence. E!ective work-based and Local strategy, see “Improvement Planning & Policy work-related learning can help young people to become Development page 18. successful learners, con"dent individuals, responsible citizens and e!ective contributors to society and at work. Within West Lothian Council, the group which informs developments within this important area is The West Lothian Council have a comprehensive Work Developing the Young Workforce (DYW) Steering Board. Experience Policy and Extended Work Experience Policy in Representation on the Steering Board is drawn from; The place; these are the main reference points for those who West Lothian Chamber of Commerce, Colleges, Education, plan and organise placements. Social Policy, Economic Development, Community Learning and Development –Youth Services, Work Based Work Inspiration activities may take place within a Learning/Training Providers, NHS Lothian, Voluntary Sector school, or within a business and enable young people Gateway, Skills Development Scotland, Job Centre Plus to connect with the world of work. The combination and Education Scotland. of “hands-on” activities and career conversations with This breadth of experience ensures the Steering Board employers/ employees enable students to gain insights have a comprehensive knowledge of: into the fast changing world of work. Exposure to multiple • The Senior Phase of young people’s education careers and interaction with a range of workers enables • CfE Principles for Curriculum Design students to identify relevance between their studies and • Labour market trends and skills analysis their employment options. Career conversations with • Employability employees introduce the students to the concept that

4 Work placements - rationale for change Following a review of the ‘traditional’ School Work Experience Programme, West Lothian Council took the decision to modify the programme to allow our schools to target pupil work placements at a time which would be more benecial to the young person’s future career plans. This change included extending the oer of a work placement to pupils within the Senior Phase, rather than exclusively to S4 pupils, which was previously the case. The oer would, where possible, include a tailored placement at a time which would be more relevant and meaningful for pupils as they make decisions about their future.

During the time of consultation and review it was recognised that enhancing the programme would also assist the authority in meeting the recommendations of the Developing the Young Workforce Report, and Education Scotland’s ‘Standard for Work Placements’.

Developing the Young Workforce states: “It is vital that we introduce a 21st century approach to high quality work experience that provides pupils with a meaningful and productive exposure to the world of work.” http://www.gov.scot/Topics/Education/ edandtrainingforyoungple/ScottishGovernmentResponse

Education Scotland’s ‘Standard for Work Placements’ outlines the expectations for all partners involved in organising work placements (parents/carers, employers, pupils, schools and local authorities) and requires that, where possible, placements are individualised, relevant and meaningful to a pupil’s career aspirations. https://www.education.gov.scot/Documents/DYW_ WorkPlacementStandard0915.pdf

West Lothian Council’s enhanced model for Work Placements will continue to evolve to meet these recommendations. 5 2. Work Placements in hours a week, up to a four day placement over any given which are centrally Health & Safety checked (as opposed period of time. These placements may be related to an to schools completing the checks themselves, or West Lothian schools employability course and are not presently o!ered via our sharing information collected from neighbouring local database, but are sourced independently by schools or authorities). Key individuals/groups involved: o!ered through the School Vocational Programme • Work Inspiration placements – These placements take • West Lothian Council partner closely with West Lothian Local authority lead –Education for Work Ocer. place within a calendar week, and are generally advertised College regarding canvassing and approval for tailored Opportunities for All Ocer to all schools. There is usually an application process e.g placements for Foundation Apprenticeships. Various school contacts: PRIME, SKY, NHS, Babcock International experience. • Work Experience Coordinators • Residential week – A Uniformed Services residential Examples of Work Placements • Transition to Work Coordinators (T2W) experience (5 days in length) with the British Army • Business Partnership Coordinators i. Work Inspiration - ‘PRIME’ • More Choices, More Chances (MCMC) Keyworkers Accessing placement opportunities Over the last 4 years we have worked closely with a • Principal Teacher Guidance/Support number of Law "rms who currently provide ‘PRIME’ • Depute Head Teacher with responsibility for • Pupils who attend one of our 11 mainstream schools may placements within their company. Opportunities for All. access their schools database to select their week-long ‘PRIME’ is a widening access initiative for the Law Sector work placements (via the online management system whereby law "rms provide fair access opportunities to ‘WorkIT’ www.workit.info ). Pupils who attend a non- quality work placements for students from less privileged Work Placement models currently in use mainstream school will either select their placement from backgrounds. WorkIT or access a placement from a bank of employers http://www.primecommitment.org/ include: with whom the school have a supportive relationship with (Appendix 1) PRIME placements are o!ered out with school hours, • ‘Traditional’ placement model - A bank of week-long usually during school holidays (October, Easter and the placements (Monday to Friday) opportunities is allocated • The option of a ‘self-found’ placement is also available summer) to pupils who meet the following criteria: to each school within an academic year. Schools o!er to our pupils (dependent on the placement passing these placements exclusively to their S4 pupils. This model our Health & Safety checks). Presently, around 20% of • attend a state (non-fee paying) school; and is currently being phased out. all placements are currently self-found, the majority of • are S4 to S6 • ‘Alternative’ placement model – A bank of placement opportunities is allocated to each school within an academic year. These placements take place within a calendar week, but may be less than 5 days in length. The schools o!er these placements to targeted groups of senior phase pupils. • Flexible placements – A week-long placement opportunity o!ered by an employer to a speci"c pupil outwith their schools allocated work placement week. • Extended placements - These longer-term placements vary in length according to need and range from a few

6 • are, or have been, eligible for free school meals (or where Street Law is a Law Society of Scotland public “We engaged with West Lothian Council to embark on a pilot this information is dicult or sensitive to obtain, the engagement and widening access initiative, which project that had a two minded approach. Firstly it would participant attends a school that is signicantly above the provides a highly participatory, law-focused education to start a rolling programme to assist in bridging the gap in regional average in terms of number of students eligible school pupils; whilst also contributing to the professional securing suitable candidates to ll positions within the retail for free school meals) development of Scots Law students. market. Secondly it would educate students that there is a • would be the rst generation in their immediate family to Law students design fullling and prosperous career to be made from retail.” attend university. and deliver classes Customer Services Manager about the law and During their placements, pupils are informed about the the legal process. The As part of this experience, students take part in mock range of careers available in the legal profession and wider classes also cover the knowledge and skills that school interviews with the Customer Services Manager. Following business (for lawyers and non-lawyers) and the potential pupils can use to recognise, prevent and (in some cases) this experience, the students receive high quality routes into those careers, including the relevance of resolve legal problems. feedback on their performance, allowing them to make university education. The Law rms ensure that the pupils improvements accordingly. understand the dierent types of roles and career paths Street Law lessons are characterised by rich legal content that exist and provide clear, honest information about the examining practical law, legal policy and the constitution. requirements for those paths. Over the course of their Lessons focus not only on what the law is but, crucially, Further developments placement pupils develop the key personal and business begin the discussion of ‘what the law ought to be’. The skills that are essential for entry into the legal profession and classes use the pupils’ inherent interest in law, and their • We are currently canvassing for West Lothian Council wider business world (e.g. team working, communication, own experiences, to develop high-level cognitive skills, ‘ring-fenced’ placements specically for pupils who have presentation/impact, negotiation, and networking). literacy skills and interpersonal skills. Additional Support Needs (ASN) or who are Looked After As one of the founding members of the Prime https://vimeo.com/113689807 and Accommodated. This will provide an opportunity Commitment, Shepherd & Wedderburn have been for these young people to experience a meaningful, successfully running this scheme from their oces in both ii. Retail Academy – Partnership between schools and and appropriate, work-based placement within Council Edinburgh and Glasgow. They are committed to oering Livingston Designer Outlet services. valuable placements to students who have an interest in a Children from nursery school • Our “Career Ready” programme will be rolled out across career in Law. To date they have hosted over 30 students, to secondary schools benet further schools. providing them with their rst insight into a career in Law. from a growing partnership This programme targets middle achieving pupils As part of their ongoing commitment to those students, between West Lothian Council with limited social mobility. The programme prepares via their mentoring scheme, Shepherd & Wedderburn and Livingston Designer Outlet young people for the world of work through a number have maintained contact with these students, and have (Appendix 2). This includes senior of activities including pupils working closely with built relationships which have resulted in them being able students from Armadale Academy employers via master classes, mentoring and paid to oer ongoing work experience and support. and St Margaret’s Academy who summer internships. https://careerready.org.uk/ participate in a Retail course as part of their school studies. • Shadowing students in College Following a successful pilot which took place in West Livingston Designer Outlet, and some of their prestigious • STEM (Science, Technology, Engineering and Maths) Lothian in session 2014-15 more pupils became interested Brands, partner with these schools to enhance their placements/tasters (particularly for females) in placements within a law rm as a direct result of taking curriculum through a pilot programme which will oers • ERASMUS+ funded project (see part 11 page 25) part in the ‘STREET LAW’ programme, pupils: workplace visits, speakers and a high quality, meaningful, work placement.

7 3. Timetabling case studies School provision - Timetabled Timetabling case study 1- The James Young High School - “Enhanced Curriculum – ilead and School - placements and work Employability related course placements are often Service” timetabled within the school curriculum eg; senior pupils inspiration activities studying Retail at one school traditionally go out on All S6 pupils must choose an Enhanced Curriculum option. placement in February; and in another, those who are Each opportunity detailed in our i-lead and School Service Key individuals/groups involved: studying Care will go on placement generally before the lea#et aims to encourage the wider achievement of our Easter break. pupils to support their chosen post school destination. • Depute Head Teacher/ Transition to Work Coordinators A number of schools o!er senior pupils extended work We run a ‘Fresher’s Style Fair’ in June for pupils to sign in each school placements within their course choice timetables. This up to their preferred option. Pupils can work towards • Education for Work Ocer opportunity may also be o!ered, or approved, by a Saltire Awards in a variety of contexts, SQA Leadership • TASAR Group* – chaired by Education Development school through negotiation with their Transition to Work Quali"cations or carry out an extended work placement. Ocer. Coordinator (eg. NHS placements). Our i-work pathway was piloted with a small group of • Opportunities for All Ocer/ DYW Lead Some schools will encourage pupils to go on placement S4 pupils entering the senior phase in 2016/2017. The • CLD Youth Services Team Leader during their ‘free’ periods or during exam leave design of i-work was a result of carrying out focus groups • MCMC Keyworker (particularly if a subject is dropped) in order to enhance with S4 pupils who intended to leave school in June. their employability skills and personal statements/ CVs Pupils felt that to support their post school transition TASAR- Coordination of curricular provision (particularly for pupil’s college, or university applications). they would have bene"ted from experiencing college within West Lothian part time, an extended work placement and a skills-based Special schools arrange supported work placements course to improve their employability/con"dence and The TASAR (*Timetabling and Senior Attainment Raising) with due regard to the availability of their Pupil Support "nancial skills. i-work is not an alternative course choice Group is a conglomerate of school Curriculum/ Learning Workers. Further time is allowed to arrange placements but rather a more tailored pathway for those who would & Teaching Depute Head Teachers. In the main, the group for ASN pupils as additional health & safety considerations bene"t. If successful we also envisage this self-evaluation deal with coordinating timetabling matters across the may be required pre-placement to ensure that all parties will support the setting of appropriate targets for work authority including; discussing curricular planning and (parents, carers, schools and employers) work together to placements in line with the new standard. provision for pupils completing SQA courses, College provide the pupil with a positive experience. provision and DYW courses within the school day. “My Personal Achievement Journey” is part of our TASAR allows our schools to share resources to enable Enhanced timetables i-participate strategy and was piloted with S2 pupils and pupils to choose alternative courses not being o!ered A number of MCMC pupils will take advantage of longer was fully evaluated in May 2016. Employers often claim in their own school. This collective approach has led term extended placements, as arranged, and supported by that school leavers do not have appropriate skills to to a number of bene"ts for senior phase pupils across their keyworker. These pupils are likely to be on a part-time enter the workplace. Our pupils therefore needed even West Lothian. The creation of the West Lothian Senior timetable, or be school ‘refusers’. West Lothian schools have more support in being able to link their achievements Phase Campus has increased choice and widened many success stories whereby MCMC young people have and experience to their skills development. Simply, progression pathways for pupils, including Foundation either reengaged with education, or have moved on to a pupils were asked to identify what they participated in Apprenticeships and HNCs at West Lothian College. positive destination (including apprenticeships or college). and achieved out with the classroom setting. They were School Keyworkers support these pupils (often including then asked to rate themselves on a simple 1-10 scale travel) at all points of the placement process (see appendix over a range of employability skills. Personal Support 3 - case studies from 2 keyworkers) Teachers then had a discussion with each pupil asking

8 them to articulate why they had given themselves such Employer quote 2: a rating - what experience and achievements did they I found the day enjoyable and think I bene!ted from the have to support their self-evaluation and what were their experience. As I am in my last year of my apprenticeship with next steps to improve their condence in each skill? It Scottish Water I have never had the experience of being a is hoped that by increasing conversations around skills ‘business manager’ and I feel the day not only improved the development pupils will have a greater vocabulary and skills of the students but also my own skills condence in sharing this with future employers. (Appendix 4 for leaets) Event 2 This year we ran an employability event in June for our new Timetabling case study 2 – Deans S2 students. We planned a week-long event where students Community High School - Enterprise and would have a guest speaker in every school subject e.g. in Maths a representative from Police Scotland talked about the Employability Days use of algebra when working out the stopping distances and speed of cars involved in accidents. Event 1 We aimed to have one speaker per subject. For some subjects The school have been running this very successful event (where the students were grouped by ability) we selected Investment Management sector including the size, for 4 years. Over that time we have built upon excellent speakers who would employ varying levels of skills within a purpose, economic and social impact employer partnerships with local organisations who o!er subject area. • develop their knowledge and understanding of the types of to support the event. (see the feedback below). careers the sector can oer and the dierent entry routes During the day our S3 cohort are spilt into teams of 6. The event highlighted where students would use the skills • be better informed and condent about their future We strive to ensure that these groups are comprised which they are currently learning across a range of subjects, choices of students with di!ering subject choices, and with a and in turn providing the students with an insight into which • develop their employability skills and attitudes including range of employability skills. We have been fortunate careers and any qualications they may require in the future. leadership, working together, reliability and exibility, in securing 30 employers, across a range of sectors, Students completed a log book over the Employability week communication and presentation skills who volunteer their time to “manage” a team of pupils. which led to them completing a project-based assignment. Tasks during the day range from; registering a product, i2020 work in partnership with stakeholders i.e. local marketing, manufacturing, advertising posters, lming a authorities, employers and speakers to provide a varied TV advert, time management, sales pitch and accounts. Case study 3- Investment 2020: and interactive experience for the students which includes; This experience leads on to the students working on their Student Insight Event employability skills sessions, the opportunity to speak to preparation for a work placement. i2020 trainees and the professional body for the sector, (see resources in appendix 5.) The industry led initiative Investment2020 (i2020) was the CISI. The students were able to speak with employers launched in 2013 to provide an alternative entry route into during a ‘meet the employer’ session and network at a mini Employer quote 1: the investment management sector. marketplace, which ran over the lunch period. It was excellent, really well planned & run. I had a great Following the event 98% of students agreed they had an time working with my group and learnt a lot myself. It was Each November the i2020 team and partners in Scotland increased knowledge of the industry, careers and entry also really nice to be appreciated as a contributor. I have hold a Student Insight Event for S5/S6 students. The routes. found that not all schools take the time and eort to be so objectives of the event are to provide students with the https://www.youtube.com/watch?v=koCudx3u9gk courteous and express their gratitude for the time and eort opportunity to: given. It certainly makes people want to do it again. • develop their knowledge and understanding of the

9 Case study 4 - Best School Trip – STEM

Your Life is a three-year campaign to ensure the UK has the Maths and Physics skills it needs to succeed in today’s competitive global economy. Johnson & Johnson partnered with Your Life for their ‘Best School Trip’ (BST) event to inspire twenty S2 pupils to study Maths and Physics Highers. Pupils from Deans Community High School and Linlithgow Academy took part in a day of inspirational activities which included a tour of the manufacturing site, use of training endoscopes and suturing activities, input from the Institute of Physics and learning about the career routes of various members of sta. Organisers of the event ensured that there was a gender bias towards females when selecting candidates to take part in this opportunity in order to promote gender balance in STEM. A spokesperson for Johnson & Johnson stated: providers, SQA, Scottish Government and local and Main Task national employers were on hand to answer pupil’s After ice breakers with their group and employer/partner, Case study 5 – Hospitality event questions about courses and the variety of employment students were issued a real job advertisement, students opportunities which are available in the hospitality were asked as a group to analyse the skills, qualities and Around 500 pupils from across West Lothian’s primary, industry. experience/quali!cations needed as described in the job pro!le, they worked with employers to discuss what type of “Our goal is to transform lives in underserved Case study 6 -Senior School Employability person would be perfect for this job and came up with an communities through our knowledge and expertise in ideal candidate pro!le. business and science. We have identied critical touch Day – Whitburn Academy points at key ages and stages where we can reach out and After working as a group, the students were then asked support young people to further their career” The aim of the Employability Day was to engage with to compltet an interview preparation sheet identifying local employers to help develop employability skills in secondary and special schools attended a careers event what skills/experience they would have to meet the job school students (new S6) through team work and through which focused on employment opportunities within the speci!cation and using the STAR (situation, task, action, a competency based interview preparation and delivery hospitality industry. result) technique students identi!ed practical examples of process. The overriding application would be to improve the One of Scotland’s top chefs Neil Forbes provided an how they would illustrate these skills. work readiness and skills for life and work of students involved. insight into his career and treated the pupil’s to cookery demonstrations throughout the event. The students were subdivided into groups dependent on their career aspirations and possible destinations Representatives from colleges, universities, training

10 The young people were issued with documentation to Twelve students from St Kentigern’s academy took part help identify skills and job preparation processes and they in 12 training sessions which included team building took part in a 1 to 1 interview with questions specic to exercises, workshops on rules and expectations of PSYV, the post that they were interested in. inputs on the rank structure of the Police & PSYV, learning the phonetic alphabet, radio procedure, notebook Students were provided with constructive verbal and procedure and standards, and drill practice. written feedback from their interviewer including suggestions for areas of improvement. Looking ahead these volunteers will go on to take part in a three year training programme developed at the Scottish Police College. Students are given opportunities Case study 7 – St Kentigern’s Academy - to volunteer at events both locally and nationally. This Police Scotland Youth Volunteering (PSYV) programme allows the students to develop condence and leadership skills while volunteering in their local The Police Scotland Youth Volunteers (PSYV) are groups of communities, and further aeld. The scheme will allow up to 24 young people based across Scotland. Supported students to work towards their Saltire Award which will by adult volunteers and led by a police constable, the PSYV assist with future applications for employment, college or volunteer at community and national events across Scotland. university.

The programme is open to all young people aged Events that the PSYV have volunteered in include: the between 13 – 18, and allows them to get an insight Edinburgh Military Tattoo, the Open Golf Championship, into policing in Scotland, breaking down barriers and Wickerman festival in Dumfries & Galloway and T in the promoting positive role models. Park.

11 4. Employability related • SQA Employability Units • Duke of Edinburgh (Bronze) courses – MCMC students • Personal Development Units i. Schools Vocational Programme (SVP) For further information on Skillforce www.skillforce.org

The students who attend the School Vocational Programme ii. Opportunities for You Programme are ‘More Choices, More Chances’ (MCMC) students who would benet from additional experience and skills prior Additional Alternative Curriculum Programmes are to leaving school. The courses are oered to these students launched every session which target vulnerable learners during their nal 6 months of school. who are at risk of not achieving a positive destination. These West Lothian Council employ a number of training programmes aim to deliver on Health and Wellbeing, and providers to deliver a range of programmes including; Employability. Examples of some courses oered include; West Lothian College and Street League. Personal Care, Jewellery Making, Up-cycling, Outdoor Courses vary in length, and may run from one full day per Education, and Condence and Motivation. The young week for 10/13 weeks or two afternoons per week. people participating in these programmes have a named Students self-travel to these courses, and are expected to keyworker who supports them on the courses in order to catch up on any school work which they miss. (Appendix 6) prepare them for the transition beyond school. http://www.bles-training.org/ The programmes are evaluated, and the distance travelled by the young person is measured by the individual Our SkillForce Stepping On programme provider. Training providers produce a reporting pro-forma on the evaluation of the programme. This 39 week programme is targeted at S4-S6 pupils and is specically designed for young people who are at risk of Quote from the Up-cycling course: not achieving a positive destination on leaving school. The programme is delivered for West Lothian Council by “It’s a good experience because I want to be a joiner and the national education charity SkillForce Scotland. During I’m learning woodworking skills”. the programme the pupils will develop condence, communication skills, teamwork, problem-solving and employability skills. Subjects covered also include; leadership, emergency rst aid and personal development. The students will achieve the following qualications on completion of the course:-

• Emergency First Aid • Health & Safety in the Workplace • Heart Start

12 5. Monitoring and tracking of As a consequence of schools moving to the new work software management system (which currently is being placement model, the total number of pupils who have refreshed). Presently schools employ a number of software work placements been on a placement since the pilot began, has fallen. packages (including WorkIt) to do this; however this is This situation is directly related to fewer S4 pupils being proving to be very labour intensive for school sta! and Key individuals/groups involved: o!ered a placement opportunity (as fewer pupils are our central admin team alike. Schools are considering how choosing to leave in S4); and S5/6 pupils (who may have best to manage this process with the resources which they • Lead Ocer: Education for Work Ocer, undertaken a placement in S4) are declining the o!er of already have (including Didbook and Edmodo). • Opportunities for All Ocer another placement as they are not yet fully aware of the Armadale Academy, who use Didbook for their ‘Skills • Transition to Work Coordinators advantages which may be achieved from an additional Academy’ from S1- S3, and Whitburn Academy have agreed • Work Experience Coordinators placement opportunity (this will be addressed via our to pilot using Didbook with their students who go on a • Business Partnership Coordinators schools focussing on the expectations set out in the work placement in the new session. • Economic Development Standard for Career Education). It is predicted that the • West Lothian DYW Regional Group total number of pupils undertaking a placement will Pupil’s intended post-school destinations are recorded via • MCMC Keyworkers continue to fall slightly over session 2017-18 (as the the 16+ page on SEEMIS. This intelligence is currently used to remaining schools move to the new model for work canvass employers for targeted work placements; Economic Background placements). Development and our Developing Young Workforce Regional Group are eager to support this process. (see 8 – Looking ahead to the future it is predicted that the total Improvement Planning and Policy Development – Business The number of pupils booked on work placements is number of pupils placed each session will quickly increase Gateway support) reported on an annual basis. This data showed an emerging and thereafter steady around 1800 places per annum. trend whereby the number of pupils taking up the o!er Indeed the number of placements may actually increase of a placement during S4 was falling. On closer inspection as pupils will be encouraged to take advantage of multiple this was due to a number of factors, including anecdotal placement o!ers over their school career. evidence that parent/carers were discouraging their child from taking a placement, preferring their child to use the time to study. This trend, as well as other considerations, such as employer feedback, resulted in West Lothian Current picture introducing an alternative model for work placements ("rst piloted in session 2014/15). All work placements are recorded centrally on the Gateway In summary, this alternative model will result in pupils software ’WorkIt’, but as yet tracking and recording of actual being o!ered a placement/s within their Senior Phase, uptake of placements o!ered (vs placements booked) is usually in their "nal year of school. Presently, to allow for inconsistent across the authority. Some schools have used ease of managing the procedure, these placements are 16+ Learning Choices Data tracking system to record this; o!ered at set times to each school within an academic year. others have their own systems in place which use colour coded Excel spreadsheets. As of December 2016 nine of our schools have moved to the alternative model for work placements (including one As schools move to our more #exible model for work of our special schools). The remaining schools will move to placements, the issue of tagging and tracking of pupil this model in session 2017-18. placements becomes more problematic using the existing

13 Monitoring and Tracking Placements • Feedback on their perceived ‘employability’ level post- to gather feedback from parent/carers such as; using placement Group Call to text parents, posting hard copies of surveys, As stated in our Work Placement Policies, schools are • Indicating any barriers to the work placement process including links to online surveys within the parent/carer required to contact employers whilst their pupils are on (see ‘Equal Opportunities’ on page 25. permission letters for placements, and within school placement. This may be via a telephone call, or preferably, • Suggestions to improve the programme newsletters. Engaging parents within this process remains a visit. This arrangement enables school sta to monitor an issue and therefore this is an area which requires further how placements are progressing, as well as strengthening Parent/carer: development. the link between their school and the business who • Information received from school regarding the work support this programme. placement programme Developments under consideration • Awareness of options which their child had regarding In light of recommendations within the Standard for placements Survey Work Placements, schools’ contact with employers should • Awareness of how they may have supported their child I. Our National Parent Forum Representative is eager to be enhanced further to include meaningful discussion before and during their placement provide us with support; oering to post survey links on of pupil progress in working towards set targets within • Feedback on any perceived positive bene!ts which their their website their work-based learning plans. Following a mini- child may have experienced as a result of taking part in II. Extending use of the West Lothian Council Facebook benchmarking activity with all schools this issue with be the programme page addressed in session 2017-18. • Suggestions for improvement III. Including survey links within our Positive Destinations • Requesting support for the programme via parent/carer website Surveys employer, or suggestions of additional contacts to canvass The Parent/Carer, Employer and Pupil surveys will be West Lothian Council have collected data since 2006 via a Employer: refreshed to include comments on work-based learning number of surveys in relation to the School Work Placement • Information on the employer (including any other plans and employer communication pre and post Programme. These surveys now include feedback from; employability programmes/initiatives which they support) placement. Pupils, Parents/Carers and Placement Providers. • Gathering information on their experience of Data collected from the surveys include: communication from West Lothian Council, and from our schools Pupil: • General impressions on preparedness of pupils for their • feedback on preparations for their placement placement • Use of the SDS ‘My World of Work’ website • Feedback on additional support or resources which would www.myworldofwork.co.uk/ and use of PlanIt Plus be useful pre-hosting a pupil website www.planitplus.net • The opportunity to suggest improvements and/or be • Whether the parent/carer is involved in supporting the part of a focus group to evolve the work placement placement selection process programme • General feedback on the information provided regarding their booked placement The content of the information collected within these • Overall ‘rating’ of a placement surveys is currently under review with regard to Developing • Feedback regarding any health & safety issues or any Young Workforce and the Standard for Work Placements. other concerns West Lothian Council have trialled a number of ways

14 6. The workplace learning plan Developments and representatives from West Lothian’s National Parent Forum involved in this consultation process, and to pilot use of these logbooks/ work-plans in the #nal term of Key individuals/groups involved: In November 2014 a short-life working group was pulled together which reviewed the paperwork which was in session 2015-16. Thereafter feedback would be gathered place for extended work placements. The aim of the group from employers, pupils, parents and schools which would • Education for Work Ocer was to consider: inform improvements before rolling this out to all schools. • Opportunities for All Ocer I. how best to ensure that pupils were fully prepared for However, when it became apparent that SQA were • Transition to Work Coordinators their extended placements, revising their Work Placement Units the group agreed to • Work Experience Coordinators II. matching pupils and employers carefully (taking into delay this plan in order to consider what work-plans/log- • MCMC Keyworker account the needs of both employer and pupil), books SQA would make available. • Skills Development Scotland III. how employers could be supported throughout the In September 2016 The James Young High School • West Lothian College planning and execution of the extended placement, produced a logbook which would meet with both the • Addition Support Needs Representative IV. identifying targets which pupils would work towards Work Placement Standard, and the new units for Work • West Lothian National Parent Forum during their extended placement, Placements. The school intend to pilot this resource in V. tracking the progress and #nal destination of pupils 2017-18. The present picture once their extended placement had ended.

Currently the majority of our schools use an annotated In order to improve upon current practice the group version of the WorkIt logbook for their placements. These considered producing a pupil logbook as a priority. logbooks enable the pupils to record important information The logbooks would contain sections for the pupils to regarding their placements including planning activities complete pre-placement, during their placement, and post related to their placement, recording their placement tasks –placement. The post placement section would allow for via a diary, and space for their re!ections on a placement evaluation as well as allow for a planned transition from the (including employer feedback). extended placement to either school, or to the workplace. Presently a few schools formally identify skills which a pupil The group reviewed a variety of work placement should improve upon during their week-long placements. logbooks, from a number of sources and pulled together (See appendix 7 The James Young High School.) the best practice from each version. Consequently 2 logbooks were produced (currently in draft form) for pupils Pinewood School, a school for children with Additional taking advantage of an extended work placement; a Learning Needs (ASN), currently use a pictorial version of generic version, and one for more ‘academic’ pupils. a work placement logbook (see ASN Toolkit ref page 25). A representative from Gateway, who provide the software The digital resources ‘Didbook’ and ‘Edmodo’ were for WorkIt met with sta" from West Lothian to understand considered for the purpose of recording activities around which modi#cations would be required to their generic placements. Two schools agreed to trial using Didbook resource to allow greater accessibility for ASN pupils. with their pupils and one school have agreed to trial Edmodo. HMRC and GTG (Arnold Clark) o"er their own version of a log book for pupils to use during their placements. Our intention was to have small group of employers

15 7. Accreditation and certication Placement units now replace these on a like for like basis. Furthermore, the West Lothian Employability award is for work inspiration activity and #exible enough for students to build on the quali!cations which they achieve at school. It will allow for year-on- work placements year progression; and allow #exibility for our students to continue to work towards achieving this award post Key individuals/groups involved: school (through programmes such as the West Lothian Council Skills Training Programme). • Lead Ocer: Opportunities for All Ocer • Education for Work Ocer West Lothian Virtual Campus • Education Management Ocer • Chair of TASAR (Timetabling and Senior Attainment West Lothian Secondary schools are working together to Raising) Group provide a virtual campus to complement the Senior Phase Campus, which will provide more choice to our senior Background students. This will be achieved by o"ering diverse and #exible learning approaches which o"er students greater In the past, the only employability related course which personalisation and choice in their studies. https://sway. the majority of pupils would achieve would be the com/1igP6bQkp0rf1Vv0 Intermediate 1 SQA award “Work Experience”. Over the last This innovative learning approach prepares students few years West Lothian pupils have bene!ted from an ever with key skills for learning, life and work and builds the widening selection of employability related courses on capability of our young people to enter the workforce o"er to them. These included: with West Lothian College which allows our pupils to both locally, nationally and internationally with the skills • NPA Enterprise and Employability Units (4&5) participate in Foundation Apprenticeships and HNCs. and attributes that the work environment requires. • SQA Leadership Units (5&6) Employing a blended learning (mix of face to face and • Personal Development Awards Our West Lothian Employability Award strengthens our digital) approach gives students a greater choice of course • Skills for Work courses commitment to formally accredit the employability skills and the platform to complete this course at a time and • Youth Achievement Awards of West Lothian’s Young People through a suite of SQA location suitable to them. • ASDAN units o"ered from SCQF level 2 to 6. Learners will work with a small group of peers from across www.sqa.org.uk/sqa/76689.html West Lothian and be taught in a digital environment, The new award will ensure that our students gain The current picture physically meeting the teacher and other students at key accreditation for evidencing the !ve core skills; Literacy, points in the course. Learners will be fully supported by Numeracy, Working with Others, Problem Solving and ICT Schools in West Lothian currently o"er their pupils the teacher delivering the course and each ‘virtual class’ (Information and Communication Technology). Course will have tutor contact time allocated to ensure that a a plethora of employability related courses, and the accreditation will be achieved through the units ‘Self continuing success of our Senior Phase Campus (see page consistency of contact is achieved. Learners can still talk to Awareness’, ‘Self and Work’ or ‘Practical Abilities’ Personal teachers in their own school, if they need to. 8) increases the choices on o"er and consequently widens Development units. the progression pathways for our pupils. These options Courses o"ered include the West Lothian Employability The existing SQA Work Experience Units are an Award. are further enhanced through our excellent partnership integral part of this award, and the updated SQA Work

16 who successfully complete the academy will gain a Case study – Whitburn Academy – Academies Programme recognised qualication to add to their CV (see h ttp:// “The Larder” southeastscotlandacademies.org for further information Students in West Lothian are taking part in an exciting about progress to specic courses and qualication Local training provider The Larder delivered the West educational initiative which links their learning in school awards). Lothian Employability Award in school to 11 S4/S5 pupils with career specic training experience of the world of during academic year 2016/17. Pupils spent all day on work. As well as a qualication, successful students will have Friday with the Larder sta in one of the school’s Home The South East Scotland Academies Partnership (SESAP) enhanced academic knowledge, practical skills and a Economics Kitchen; working towards a Level 5 award. has developed three pioneering academies for senior competitive advantage in securing a place at college or School provided the sta to support The Larder trainers school pupils which maximise educational opportunities university. and pupils’ progress was formally tracked and monitored and develop transferable skills. The academies aim to via the school Tracking & Monitoring systems. smooth the transition between school, college, university Case study - Deans Community High School and employment, and support the development of ”My World of Work Ambassadors” Scotland’s key growth industries. The full academy programme is part time and delivered As part of a pilot with Skills Development Scotland over a two-year period (between S5 and S6). However, (SDS), a group of S6 students undertook training to be students can choose to complete just one year before ‘My World of Work Ambassadors’. This involved students progressing to places on related courses at Edinburgh participating in an extensive training course with SDS’s College or students can use the transferable skills Partner Development & Integration Executive to provide they have acquired in their rst year to move to other an informed group of students who became involved in opportunities. various work related activities with younger students, sta Academies on oer to students presently encompass: and parents/carers to demonstrate how to use the My • The Creative Industries Academy World of Work website in order support career planning • The Food Science and Nutrition Academy and awareness. • The Health and Social Care Academy The ambassadors attend S3 parents’ evenings to provide information for parents and students on how to access The student commitment to the academy is over and information within the website. above their normal school curriculum. For all of the academies, classes are delivered at Edinburgh College/ Borders College and Queen Margaret University, and for some academies also at schools.

After successful completion of the full two-year academy programme at West Lothian College and Edinburgh College, students will be presented with a range of excellent opportunities to progress into further or higher education or go directly into employment. Students

17 8. Improvement Planning & Policy Development

Key individuals/groups involved:

• Lead Ocer: Opportunities for All Ocer • Developing Young Workforce Lead • School Head Teachers • Depute Head Teachers with Developing the Young Workforce (DYW) responsibility (and related sta) • Education Development Ocer (Senior Phase) • Education for Work Ocer

West Lothian Council Education Services

Setting the context West Lothian Education, Planning & Economic Development Service works closely with partners in the West Lothian Community Planning Partnership (WLCPP) to deliver the strategic aims of the service, and Single Outcome Agreement (SOA) targets. In particular extensive partnership working takes place to improve positive destinations for school leavers, including within council services, West Lothian College, Skills Development Scotland, and the private and voluntary sectors (and their representatives). This is achieved through the Community Planning Partnership. Partnership working is also key in the delivery of positive outcomes for children and young people with Additional Support Needs (ASN). Curriculum for Excellence and Getting it Right For Every Child are improving the quality of learning and teaching; and increasing attainment for all young people in West Lothian. Schools continue to develop a culture of aspiration and ambition which equips every young person

18 with the skills they need for life, learning and work. This creates West Lothian’s DYW Steering Board has developed a 3 year engage the business community in the life of the school. an environment for success, producing better prepared school action plan which sets out how the authority will meet the Thus making connections with subject departments to leavers more able to contribute to the prosperity of West recommendations of the Scotland’s Youth Employment support the learning and teaching experience and bring Lothian. Strategy . http://www.gov.scot/Resource/0046/00466012.pdf a vocational and career pathway focus to lessons. As more students are now returning to S5 and S6, delivery of • Provision of early intervention programmes to support a relevant curriculum becomes increasingly important. West Progress to date includes: those at risk of disengaging from education. These Lothian Council continues to develop vocational courses and • Every secondary school in West Lothian delivers a programmes are focused on developing transferable work in partnership with West Lothian College to meet the range of skills for work related courses which includes skills to enable young people to be successful in the educational needs of all young people. opportunities such as; Enterprise & Employability, Supply world of work. Chain Operations, Leadership Awards and Web Design • Each school has an allocated More Choices, More West Lothian Education, Planning & Economic Development Fundamentals. These quali!cations enable young people Chances Keyworker charged with working with those Service works towards achieving the key strategic aims of the to develop workplace skills which allow them to be furthest from the job market. Keyworkers also continue Council. In particular, the service improves opportunities for work ready upon leaving school and maintain gainful to work with young people once they leave school and young people by: employment. support them onto relevant pathways. • Raising standards of attainment and achievement • The introduction of the West Lothian Employability • Each secondary school has an ‘Internal Hub’ this • Improving employability and positive destinations for all Award; a customised award which aims to formally encompasses a wide range of partners working together school leavers recognise the employability skills of West Lothian’s to support young people furthest from the labour • Improving the learning environment Young People through a suite of Scottish Quali!cations market, including care leavers; assisting them onto • Promoting equality of access to education Authority (SQA) accredited units (o"ered at SCQF levels appropriate and sustainable destinations. • Developing values and citizenship 2 to 6). • Promoting learning for life and encouraging a creative, • Launch of The Positive Destinations website – a one- Work Placement Policy enterprising and ambitious outlook stop-shop which o"ers support and advice for young people as they consider their next steps. West Lothian’s “Work ‘Experience” policy will be refreshed West Lothian Council Developing the Young • Students at risk of not progressing to a positive with regard to an evaluation of our “alternative model” Workforce (DYW) Steering Board destination are able to participate in a variety of which o"ering placements within the ‘Senior Phase’ rather vocational opportunities delivered by training providers than purely to S4s. The evaluation process will include The Steering Board plan, coordinate and monitor partners linked to post school opportunities. use of the benchmarking tools produced by Education working together to implement Developing the Young • A review of the school Work Experience programme Scotland https://education.gov.scot/improvement/ Workforce – Scotland’s Youth Employment Strategy , resulting in a new model, which will evolve to ensure dyw4work-placements-standard-benchmarking-exercise to ensure that West Lothian delivers a modern, responsive a more consistent high quality and relevant work Our policy will be updated, taking into account the and valued system for vocational training with clear career placement for students at an appropriate time within the recommendations of DYW, the Standard for Work pathways for all young people. senior phase. Placements, the Career Education Standard and national • Continuation of the funded Business Partnership conversations concerning streamlining the Health & The Board, chaired by Head of Education Services (Learning, Co-ordinator posts in secondary schools. These Safety checks for placements, and the Disclosure Scotland Policy and Resources), meets on an eight weekly basis and development post-holders make lasting and sustainable consultation process regarding PVGs. report to the Education Services Senior Management Team. links with employers in the Public, Private and Voluntary This includes regular updates on the progress of de!ned Sectors. They work closely with West Lothian’s DYW actions and programmes of work. Regional Group, SDS and Economic Development and

19 Business Gateway support projects, reviewing and judging team Business Plans and Developments giving constructive feedback to all parties. Business Gateway has expressed a commitment to The YEA’s experience has been further utilised by our Business Gateway Growth Advisers provide further provide additional support to our schools, through early schools through o!ering interview preparation/technique support to the Work Placement Programme through intervention and enterprise programmes and through sessions and sector relevant mock interviews for Nat 4/5 targeted conversations with employers regarding supporting the School Work Placement Programme. Skills for Work, pre-college placement and/or for future how they may engage with our schools; speci"cally Their aim is to encourage continuous development of employment. supporting the Work Placement Programme. Intelligence Youth Enterprise Activities in schools; and to support Evidence of some of the bene"ts of Business Gateway is now formally collected through their Growth Notes. school leavers, whilst complimenting the work of other engagement with our schools was collected via a Education referral contact information is then passed to partnership services including SDS and MCMC Key questionnaire which focused on: the Education for Work O#cer and the Youth Enterprise Workers, Youth Inclusion Programme and promotion of • The bene"ts of the Youth Enterprise engagement in the Adviser for follow-up. the council’s Stepsn2Work initiative school. http://www.westlothian.gov.uk/wagesubsidy. • Identifying the bene"ts of developing employability and/ or enterprise skills prior to leaving school. Business Gateway’s • Addressing the challenges faced in ensuring all young commitment includes people are supported to attain positive destination. seconding one of their team as a Youth Enterprise Positive feedback received included: Adviser (YEA). In addition to supporting the Work Placement programme with employer engagement “Regarding ‘My Enterprise & Employability class’; all S5, have activities, the YEA is currently involved in a number of benetted from having the system of setting up and running projects within our schools. These include; a small business explained in a manner which has allowed Enterprise projects and supporting teachers in Business/ them to have a rm understanding of what is required. School projects such as; the Mitsubishi “Pump it Up” YEA has worked closely with the class to completion of a Challenge, Coca-Cola Enterprises Challenge, Paterson successful enterprise activity which showed prot.” Arran Biscuit Challenge, Social Enterprise Academy, and Micro Tyco. “The students have learned about workplace expectations As a result of this engagement, Enterprise & Employability classes and projects across West Lothian schools are and procedures as well as having a series of mock interviews on the increase. Pupils have gained e!ective work and with YEA. A few of the class have moved on into college and social skills through their participation in these activities, jobs since the course began and all have stated the benets providing them with a better understanding of how a of having worked with the Youth Enterprise Adviser”. business works and how wealth is created. Additionally the Youth Enterprise Adviser has delivered (Nurture Group) various presentations to schools, and taken part in class “YEA helped with the creation of CVs but also built the pupils discussions on the challenges and opportunities available condence and self-esteem, as they are communicating with to young people looking at self-employment as a career someone unknown to them.” option. YEA supports Business Education faculties on class

20 9. Career Long Professional • Economic Development produces ‘Working Together’ a newsletter which is made available to all school sta! Learning – maximising placements and families with children at secondary school. The newsletter provides news and information around West for staff and young people Lothian’s Jobs Market and what young people should know as they transition from school. Key individuals/groups involved: https://www.westlothian.gov.uk/media/3888/Working- Together/pdf/2016-12-15_Working_Together_-_ • Lead Ocer: Opportunities for All Ocer Winter_2016_version4.pdf • Education for Work Ocer • Economic Development produces a monthly update of • Business Partnership Coordinators the current job market and Labour Market Intelligence • West Lothian Chamber – DYW Regional Group employment data. This information is circulated to all • Business Gateway -Youth Enterprise Advisor schools. • Economic Development • Conferences run 3 times a year for sta! to come • TASAR (Timetabling and Senior Attainment Raising) together to share their experiences and listen to guest Group speakers. • Developing the Young Workforce Steering Board • Transition to Work Coordinators ‘Speed dating’ evenings are held to allow school sta! to • Work Experience Coordinators link with others to share their knowledge and experience • SDS around employability (Transition to Work Coordinators, Work Experience Coordinators, Business Partnership West Lothian Council recognises that it is vital to maintain Coordinators and MCMC Key Workers). an updated and qualied workforce in order to better prepare our young people for the world of work. We strive Development to do this through training and intelligence sharing. Companies, who o!er placements to pupils (or are Intelligence sharing engaged with employability related programmes) are now o!ering their premises for our CPD sessions, and • Labour Market Intelligence CLPL – This is o!ered through expressing an interest in o!ering a short placement/ workshops at Opportunities for All events, Developing taster to teaching sta! in order to update their experience the Young Workforce events; and standing agenda relating to specic industries. items during meetings (TASAR, Transition to Work Coordinators, Business Partnership Coordinators etc) • Visiting speakers from outside agencies attend Transition to Work/ Work Placement Coordinator and Business Partnership Coordinator meetings to highlight their resources and share emerging developments.

21 Business Partnership Coordinators • Support the schools wider learning community to make kept for recording purposes. good quality and sustainable business links. Issues around Work Placements are discussed. These may Since 2012, each secondary school in West Lothian has • Promote STEM during employer engagement activities be; operational regarding use of the software ‘WorkIt’, had named sta tasked with enhancing business links • Support the work of the Internal Hub with particular peer support and guidance, dealing with complaints, for their school. In session 2016-17, the remit of these cognisance to the MCMC agenda. discussing new developments and sharing best practice. sta was further enhanced to include further Developing • Work with DYW Regional Group representatives who is Coordinators are encouraged to suggest items for Young Workforce related duties. tasked with bringing business links to the school. the agenda and the Education for Work O"cer (EWO) • Link with Economic Development o"cer. highlights national developments, policy improvements The remit for this post holder includes: and information from other local authorities. • Engaging the business community into the life of the Progress school through facilitating employer links with subject Regular meetings are held for these sta to share Coordinator Survey departments. The links will support the learning and best practice and to link with Business Gateway, West The objectives and structure of the Work Experience teaching experience in school, bringing a vocational and Lothian DYW Regional Group and outside agencies (as Coordinator group was refreshed following a recent survey. career pathway focus to lessons. appropriate). The group agreed that their meetings provided an • Working with local businesses to secure short and Sta are required to submit an annual report in order to opportunity to; discuss any issues or concerns related to long term work placements for the young people and, track their progress (appendix 8) the delivery of the Work Placement Programme, share in partnership with local employers, seek to develop best practice and to hear about changes in guidelines programmes and experiences which will develop the Development related to Work Placements. The group agreed that pupils’ long term enterprise and employability skills. Currently the group are considering how to develop their provision of materials and procedures to support and • Developing relationships with West Lothian’s DYW work in line with the Scottish Government’s guidance on enhance delivery of the programme through the network Regional Group, and various Skills Sector Councils to ‘School Employer Partnerships’ was useful. in!uence the skills agenda in the school, ensuring that http://www.gov.scot/Resource/0048/00485674.pdf young people are developing the skills which match the On a practical level the coordinators responded that the demands of the future workforce. group supported them through the provision of: Work Experience Coordinators • Guidelines to follow – 100% • An o"cial Disclaimer letter to send to parents/ carers – 83% Duties Background • Attend CPD sessions • Absence reporting procedures to follow – 67% The Work Experience Coordinator group was established • Advice for dealing with complaints – 58% • Attend all Business Partnership Coordinator meetings in 2005. The group comprises of representatives from • Promote the importance of partnerships between local each school; usually the individual who is responsible business and subject departments. The group expressed an interest in the following: for coordinating work placements (not all are teachers). • Hearing about/ sharing resources – 83% • Promote gender balance and diversity when working Coordinators have a variety of remits and a wealth of with employers to help overcome stereotyping. • Shadowing opportunities – 42% experience, some are new to the post of coordinator and • Mentoring – 50% • Foster links which allow employers to contribute to the the meeting therefore provides an opportunity for sharing curriculum. • ‘Other’ CPD – 50% best practice. • Presentations from their peers – 25% • Promote and improve understanding of business The group meets approximately every six weeks intelligence with all teaching sta. • Presentations from other local authorities – 67% and attendance is not compulsory, although most • Guest speakers from other organisations – 83% • Contribute to the council/DYW Regional Group database coordinators attend regularly. A minute of the meeting is of employer partnerships.

22 Looking ahead to the future Taking into account the changes in the school curriculum around Developing Young Workforce; notably around the publication of the Standards for Work Placements/ Career Education and the Guidance for School/Employer Partnerships; it is apparent that the previous roles and responsibilities traditionally held by this group have extended further to include working with a number of their colleagues across the school. Following on from successful joint meetings held between the Work Experience Coordinators, Transition to Work Coordinators and the Business Links Post –holders; West DevelopingDevel the Young Workforce Lothian Council will consider how best to proceed in Developing the Young Workforce School/EmployerSc hool /E Partnerships order to accommodate the changing landscape around Work Placements Standard CombinedCo mb inedin versionv er si on incorporating:i nc or po ra ti ng : preparing pupils for the world of work; and in upskilling September 2015 additional sta in school to support this process. GuidanceGuidance for schoolsschools GuidanceGuidance for employersemployers GuidanceGuidance for DYWDY W regionalregional groups and local authorities Developing CLPL Opportunities SeptemberSeptember 20152015

• Post-placement opportunities – West Lothian Council are considering peer to peer workshops/ presentations between pupils which will allow them to oer advice and/or information on the organisations that they were placed with. Developing the Young Workforce Career Education Standard (3-18) • Filming Case Studies - We are currently investigating September 2015 opportunities to !lm case studies of placement experiences (with employer, pupil and parent/carer input) and hope to utilise pupils studying media related courses within our schools to produce this. These short video clips would be uploaded on to our recently Positive Destinations website is designed as a “one stop launched ‘Positive Destinations’ website for all parties to shop” for information about moving on from school or view. This would result in a bank of case studies for use in college. It has jobs, links to training and apprenticeships, the classroom. http://www.positive-destinations.co.uk/ information on colleges and universities and provides This resource could be used in primary schools and case studies which young nurseries to support the requirement for them to people may be interested in. meet the recommendations of Developing the Young Workforce and the Standard for Careers Education.

23 10. Placements - Insurance, Extended work placements, West Lothian Council These resources ensure that robust communication is in have trained sta# in school to carry out their own Pre- place at all stages for the placement agreement. Child Protection and health & placement checks for placements considered a “low risk”. Training was delivered ‘in-house’ by the Royal Society for Intelligence safety the Prevention of Accidents (RoSPA) and, to accommodate Post-placement intelligence gathered via post-placement sta# turnover (and changing roles in school); the council pupil survey returns is analysed, and matters of concern, Key individuals/groups involved: usually o#ered this to new sta# biannually. or suggestions for further development are followed up in http://www.rospa.com/safety-training/work/iosh/ order to improve the work placement programme. • Education for Work Ocer work-placement/ • Opportunities for All Ocer Each schools was free to nominate their own sta# for this Developments • Transition to Work Coordinators 2 day course, and presently trained personnel include; • Work Experience Coordinators Transition to Work Coordinators, Business Partnership We are currently reviewing the above policies with • More Choices, More Chances Keyworkers Coordinators, PTCs, CDT Technicians, Librarians, MCMC regard to our Education for Work Ocer’s work with the Keyworkers and Pupil Support Workers. Inter-authority World of Work Network. This group is Current Picture Sta# who took part in the training were only considered working to produce a Standard for Health & Safety for ‘competent’ by the council on passing The Institution work placements for Scotland, including working with of Occupational Safety and Health (IOSH) “Work Place Policy Disclosure Scotland on PVGs. Assessors” course. As an additional safeguard sta# were West Lothian Council have their own policies in place for West Lothian Council is considering additional employer required to shadow an experienced colleague for their work placements (including week-long and extended information resources. These could include: !rst few pre-placement checks. placements, as well as for young people on Activity Sta# are required to attend a refresher training session Agreements). These policies take our speci!c bye-laws into • DYW information (including our Developing the Young every 2 years to retain their competency status. This consideration and were last updated in 2014 via a working Workforce Regional Group) http://www.dyw-wl.com/ refresher is delivered in-house by West Lothian Council group comprising; Child Protection Ocer, West Lothian • Information from SQA on school quali!cations Health & Safety Ocers. Council Health & Safety Manager, WLC Solicitor, WLC Human • Advice on extension activities for pupils on placement Resources, WLC Insurance and Risk Ocer. • Information relating to skills and work plans Resources Following a review of these policies, the working group • Advice on Child Protection West Lothian Council have produced a resource pack to agreed that West Lothian Council should not consider any • Information on Invest in Young People http:// in order to support sta# who carry out pre-placement 1:1 work placements unless the pupils were closely related investorsinpeople.scot/accreditation/investors-in-young- checks. This pack includes; lea"ets to be left with to the employer, or the employer had a PVG as part of people employers (for WL Council Wage Subsidy programmes, our their main work responsibilities. Very few placements have • Information suggesting further ways in which they may ’Working Together’ initiative), and Health & Safety advice been declined because of this ruling – certainly less than engage with local schools/nurseries etc. for employers from the Health and Safety Executive etc. 10 per academic session. Additionally this working group • National Parent Forum ‘In a Nutshell’ resources http:// agreed that West Lothian Council require at least £5Million www.npfs.org.uk/?s=in+a+nutshell&submit=Search West Lothian Council provide ‘simple guides’ for school Employers’ Liability Insurance cover for ALL placements (even sta# who carry out pre-placement checks. Additionally those ‘family’ placements which are not required by Law). examples of good practice for follow up paperwork related to the process of setting up an extended Pre-placement Health & Safety checks placement are also provided. In order to allow schools to be more "exible in arranging

24 11. Equal opportunities improvements in current practice, conferences in each Gathering information from pupils post- region, and transnational job shadowing opportunities for work placement around work placements and sta. This survey has been in place for around 7 years, it gathers work inspiration activity Partners of the project within the UK are West Lothian information of the pupil placement experience. With College and the Cooperative Education Trust. The regards to equality and diversity, we currently collect Key individuals/groups involved: identi!ed ASN school for this proposal is Pinewood. limited information on perceived barriers to placements, as well as the experience in general (including preparation • Opportunities for All Ocer Further developments: for placements). Questions within the survey will be • Education for Work Ocer reviewed by West Lothian Council, including feedback • Education Management Ocer • West Lothian Council Social Policy piloted ‘Project from our Equality & Diversity Ocer (and any further • CLD Youth Services Team Leader Search’. http://projectsearch.us/About.aspx . This is a consultations which they recommend). • All sta unique, business led, year-long programme for young This process will also apply to the parent/carer survey and people with Additional Support Needs (ASN) that takes the employer survey. Additional Support Needs place entirely at a workplace. The post school young people on this course bene!ted from a combination of Presently the question related to Equality & Diversity West Lothian Council’s twinning partnership with classroom instruction, career exploration, and hands-on comprises: Houchsauerlandkreis in Germany, has been enhanced training through workplace rotations. through securing Erasmus+ funding for the Transnational The above ERASMUS project will potentially support ASN “Did you feel that there were any barriers which project ‘PRACTICE’. pupils who may be identi!ed at school as future Project aected the way in which you participated in your Work Search candidates. This would enable the ASN schools to placement?” The proposal ‘PRACTICE’ incorporates; Prospects, Research, maximize any opportunity for their pupils to be accepted Achievement, Competencies, Training, Improvement, as Project Search candidates. The responses collected are: Challenges and Employment. Essentially the project will • Pinewood is one of !ve schools for pupils with additional • No study, share and build upon good practice in each area support needs within West Lothian. The school is co- • My Gender around the common challenges of moving speci!c groups educational and non-denominational and provides for • My ethnicity of young people into a positive destination. stages P1 – S6. Pinewood School, intends to produce • My Disability Hochsauerlandkreis partners will focus on pupils who an Additional Support Needs ‘Toolkit’ with the aim • My religious beliefs have Social, Emotional and Behavioural Needs; and West of providing examples of their good practice around • My caring responsibilities Lothian has identi!ed pupils within Additional Support preparing their young people for the World of Work. We • Other Needs schools as our target group. hope to publish this later in 2017. Information collected from this survey will inform our next The ERASMUS+ bid includes funding for; setting up steps in addressing any issues which become apparent to an IT resource to share information between partners, support disadvantaged young people. regional training/sta CPD events, training for target groups of young people (including providing them with industry recognised quali!cations), research to collate

25 Sta training • A review of our work placement plans/pupil log books by minority groups will ensure that these resources are West Lothian Council has piloted 3 sessions of Equality unbiased. and Diversity training for its sta. This pilot was the precursor to all sta completing online training around Case study -Improving the Gender Balance Equality & Diversity issues. Feedback was sought from the local Equality & Diversity Groups at a ‘Let’s Talk Equalities’ West Lothian Council is 1 of 6 local authorities involved in event in August 2015. the action research project ‘Improving the Gender Balance’ (IGB) (Appendix 9) Equalities Awareness training is currently being rolled out Two Project O"cers, employed by the Institute of Physics to all West Lothian Council sta. Following this training a (IOP), funded by Skills Development Scotland (SDS) and review of any issues which may be highlighted by school working in partnership with Education Scotland ‘Science sta who arrange work placements will be conducted in Technology Engineering and Mathematics’ (STEM) due course (including gender stereotyping around career Development O"cers, are working closely with schools intentions and placement requests, unconscious bias in in a pilot. The project o"cers work throughout the school matching pupils to placement opportunities etc.) cluster, from Early Years to S6, and with all members of the school community including students, teaching sta, It is envisaged that there may be an opportunity for parents and Senior Leadership Teams. the council to inuence future employers, placement providers and parents around the equalities and therefore IGB Scotland aims to improve the gender balance of those consideration of leaets/ information sessions around this taking STEM subjects in schools. However, the planned issue is prudent (e.g. – parent/carer nights etc.) interventions also aim to:

Future developments • Create a gender neutral school • Audit lessons and, as appropriate, embed proven • Work Placements within West Lothian Council services are strategies to ensure girl-friendly or gender inclusive currently being identi!ed, in order to be ‘ring-fenced’ for classroom practice. These strategies create more ‘girl young people with Additional Support Needs (ASN) and friendly’ learning, but are reported to equally bene!t Looked After and Accommodated young people (including boys’ learning. Many of the strategies have relevance consideration of extending this initiative to those whose across the curriculum and at all levels !rst language is not English). • Increase con!dence and resilience in girls • Gender speci!c ‘interventions’ – West Lothian are working • Further develop the provision of careers advice, and with STEMNET http://www.stemnet.org.uk/ and Morrison particularly to portray STEM careers positively. Construction to investigate ring-fenced placements for Girls into Science Technology Engineering and Maths (STEM) and Girls into Construction courses (links with EQUATE are in progress http://www.equatescotland.org.uk/ )

26 12. Investors in Young People • IIYP presented to a Joint Chamber of Commerce event held in March 2016. Many companies and organisations face challenges such • IIYP invitation to West Lothian Council Developing Young as an ageing workforce, skills gaps and shortages, a need Workforce Steering Board is in progress (see page 19). to develop talent for long term succession planning and a need to understand future customer need. Employing and developing young talent can be the solution. Investors • Invitation to present to joint Business Links/Transition to in Young People supports organisations from across the Work/Work Experience Coordinator Group meeting in private, public and third sectors to assist them in meeting due course. their business objectives by engaging and developing a talent pipeline for the future.

The Investors In Young People (IIYP) Award is a multi-level framework that supports organisations looking to recruit, retain and develop Young People, and oer recognition for those that are already doing this. It focusses on three key elements of Youth Employment – Attraction and Recruitment, Support and Development and Retention. http://www.investorsinpeople.scot/accreditation/ investors-in-young-people

West Lothian Council was awarded Investors In Young People (IIYP) accreditation in October 2015. A further 5 companies in the area have gained this accreditation.

Promoting investors in Young People in West Lothian

• We currently provide the IIYP information lea!et to employers who may qualify, or may be interested in this organisation/ their award within the Work Placement programme employer pack (listed previously).

• The link to the IIYP website was included in our general canvass for placements for session 2015-16 and session 2016-17.

27 13. Employer support good practice and existing links with employers. The Scottish This survey was updated in 2016 to include feedback on Government has stated that these partnerships “should bring meeting the Standard for Work Placements. including developing project mutual benet and evolve to respond to local circumstances”. (see “Improvement Planning & Policy Development” page 18) Feedback from the 2016 survey included: based placements this is evident through continuation of the funded Business The top 5 work-based skills which employers could Partnership Coordinator posts in secondary schools. These support pupils with during their placement were listed as: Key individuals/groups involved: development post-holders make lasting and sustainable links with employers in the Public, Private and Voluntary 1. Communication (written and/or verbal) • Education for Work Ocer Sectors. They work closely with West Lothian’s DYW Regional 2. Team working • Opportunities for All Ocer Group, SDS and Economic Development and engage the 3. Organisational • Developing Young Workforce Lead business community in the life of the school. Thus making 4. Adaptability • Career Ready connections with subject departments to support the 5. Problem solving (equal place with – ‘Valuing di"erence • Business Partnership Coordinators learning and teaching experience and bring a vocational and and diversity’) • Economic Development career pathway focus to lessons. • Business Gateway Regarding work-based skills, the support/information • Youth Enterprise Adviser Progress which employers would like from schools was listed as: • West Lothian Council Community Benets 1. Schools to provide a list of skills for each pupil and the • West Lothian Chamber of Commerce All employers supporting the school work placement employer will select 2 to help with programme were informed of new developments in DYW 2. Schools to provide examples of tasks which would Summary and in DYW in West Lothian as part of the canvass process. improve the skills selected All employers were invited to be part of a focus group 3. Request for school sta", or the Education for Work Working together, education and employers can equip to look at work-plans and in pulling together a pack for Ocer, to meet with an employer to discuss how they all young people with the skills and knowledge they will employers which will include advice and links to resources can support pupils need to !ourish in work, and support diversity in the to support employers as they work with pupils. A group of interested employers have expressed an workforce. Developing long term partnerships helps to All employers supporting schools (either via o"ering work interest in being part of a working group to help make secure and enhance the value of any collaboration. placements or through other engagements) were invited improvements to the School Work Placement programme Guidance has been developed by the Scottish to our DYW Conference Government in partnership with relevant national All employers supporting the School Work Placement Further developments bodies and informed by consultation with a range of Programme are invited to take part in a survey. stakeholders, including education and business interests. Feedback from an employer survey highlighted that they Employers will be consulted as part of the process of This was released in September 2015 as “Developing would appreciate further support in the following areas: approving the new pupil placement work-plans/logbook the Young Workforce – School/Employer Partnerships” • Having help to put together a placement programme for (see above). https://www.education.gov.scot/Documents/DYW_ the pupils (e.g. tasks linked to school work) 24% Our employer survey will be updated in session 2017-18 in GuidanceforSchoolEmployerPartnerships0915.pdf • Knowing how the placement could link with the pupils’ consultation with our Developing Young Workforce (DYW) wider learning 29% Steering Board and our (in progress) DYW Regional Group. West Lothian Council, and our schools, are committed • Only having pupils who have a genuine interest in It is evident in preparing for the launch the Career Ready to forging partnerships with employers which build on working with them 48% Programme in West Lothian that their experience in

28 working with employers could easily be transferred to assisting the business with; marketing, networking, “The schools project has created a link between Mitsubishi West Lothian Council supporting employers in a more valuations and property promotion. Additionally, the Electric and the local schools within the West Lothian area structured way (specically related to the Career Ready pupils will learn about; business startup, the sales developing the workforce of the future and ensuring students arrangements for project-based internships). process, and mortgages. get rst-hand experience of manufacturing, environment The employer has also been involved as a local and renewables. This activity promotes Mitsubishi Electric’s Examples of Project based placements business example in Higher Administration and is very commitment to Scotland and the local community.” interested in strengthening this partnership further Cobra Simulation – Games Development through volunteering to support pupils with interview (Appendices 10 and 11) A group of Whitburn Academy pupils worked with Cobra preparations as part of their employability class. Simulation on an exciting project which showcased new A partnership strengthened – Mitsubishi Electric and technology via an online Mitsubishi Electric Armadale Academy platform. As part of the and West Lothian project, a new academic team; comprised of a group of Chamber of The link between Armadale Academy and Mitsubishi pupils from the school’s computing department were Commerce Electric was further strengthened following the successful responsible for developing a new area of the business for Working in pilot above. Further activities between the partners have Cobra within the gaming and immersive industry. partnership included: This initiative was designed to support the development with Mitsubishi Electric and West Lothian Chamber • A group of pupils have visited Mitsubishi and had a tour of pupils; their understanding and transition to the of Commerce the “Pump it up” challenge is designed of the plant. They also had the opportunity to speak with commercial world, whilst at the same time aiding the to bring industry and schools together within West employees about careers within the industry. business to develop into new commercially viable areas. Lothian. The challenge enables our students, through • A group of pupils, who were interested in engineering, Pupils had the opportunity to develop skills related inter disciplinary learning in Science and Technology, were invited to spend the day working with Mitsubishi to a cutting edge industry such as; planning, product to develop a better understanding of the Science and engineers. development, working to a timeline and presenting. This Technology involved in “green” energy. • The Skills for Work Energy course requires pupils to allowed the pupils to develop informed career choices investigate heat pumps. The school was very fortunate within this sector, in addition to gaining worthwhile Following a very successful pilot in Armadale Academy in in Mitsubishi Electric loaning the school equipment for transferable skills. 2014, this challenge has been rolled out to all secondary lessons. http://www.cobrasimulation.com/about-cobra/news/ schools in West Lothian. The challenge, for S3 students, • Teachers visited and toured Mitsubishi Electric’s cobra-simulation-press-releases/3 is to create, develop and design a use for a “heat site, providing them with the opportunity to review pump”, whereby groups of up to 5 pupils work together Mitsubishi Electric’s practices. The aim of the exercise Miller Stewart – Estate Agency to discuss, plan, organise and use problem solving being to showcase business best practice within Miller Stewart is a newly formed local estate agency who strategies to develop their designs. the manufacturing site and translating this into is partnering with the Whitburn Academy to provide Rodney Ayre, senior department manager, Mitsubishi implementation within the classroom. opportunities for the pupils to work in all aspects of the Electric Air conditioning Systems Europe Ltd, said: business; whilst ultimately contributing to Mitsubishi Electric is interested in extending this the success of the business. Pupils will be partnership further through o!ering further CPD for sta!. able to experience tasks that are carried out in a real life case study including

29 Competition winners receive the coveted Schuh Design pupils the chance to experience the realities of life as an Schuh Challenge trophy and shoes for a year industry professional and allowing them to make informed The ‘Schuh Design https://www.youtube.com/watch?v=50b-r8wfoNU choices about their own future. During their six month Challenge’ is an annual project, pupils are expected to work to professional design event set by ESH standards with their teachers and industry mentors, Livingston-based footwear Broxburn Academy have partnered with ESH Group producing realistic solutions to legitimate business company Schuh. The locally on “Building My Skills”, a year-long employability skills concerns. based company have now programme which provides students with a rounded www.etrust.org.uk worked in partnership with introduction to the world of work through regular, secondary schools in West timetabled business engagement sessions as part of the “Along with their sponsor companies, all the pupils involved in Lothian for 21 years; and curriculum. the EES project event will have access to the Industrial Cadets the event is exceedingly Network, where they can maintain the connections they have popular with sta and ESH worked with S4 students made whilst working together” pupils alike. who received 5 x 1-hour long EDT Director Meg Wright Pupils taking part in the competition explore their design employability guidance sessions, potential through theme investigation, drawing and three- delivered by a business guest who dimensional making of a shoe or bag for the brand. Schuh provided insight into their career kindly sponsor each school taking part in the event which path, their sector, and employability covers the cost of materials for building the prototypes. skills they value. Students who completed their employability Of the design competition held in 2017, Neil Blackburn, portfolio and attended all sessions marketing manager, Schuh, stated: were oered mock interviews at Houston House Hotel. “As ever the levels of creativity were extremely high from the ten schools that took part. There were some 700 entries in all and Engineering and Education Scheme EDT once more the judges from Schuh were staggered at the ideas, A team of 6 senior pupils at Broxburn Academy the passion and the dedication shown by the students”. participated in a 6 month real-life engineering challenge. The S5/6 students bene!ted from working with the Engineering Development Trust (EDT) whose ambition is to West Lothian Council’s Head of Education Services, raise awareness of the vital contribution that engineering James Cameron commented: and technology makes to our society and economy.

“The Schuh Design Challenge is a special event. The creativity One of many such projects and innovation of the young people was exceptional. For run by EDT, the Engineering twenty one years Schuh have sponsored this fantastic Education Scheme (EES) competition which showcases the creative talents of so many connects schools with young people in West Lothian and we are grateful for their businesses through joint continued support.” engineering projects, giving

30 14. Preparing young people ‘Health & Safety in the Workplace’, and ultimately to a level 6 Note: ‘Diploma in Occupational Safety & Health’. Following West Lothian Council’s introduction of the more for their placements – health "exible model for work placements, it is vital that schools track Schools are free to supplement the above course through & monitor pupil pre-placement preparations for Health & Safety and safety resources use of other materials such those available through the in the workplace. The majority of schools that have moved to British Safety Council ‘Speak Up, Stay Safe’ campaign. this model for placements advocate that their pupils undertake Key individuals/groups involved: This campaign aims to put young people and con!dent this preparatory course during their S4 in school – whether the communication at the heart of good health and safety. The pupils intend to use a placement that year, or not. • Education for Work Ocer site provides health & safety information for young people, This practice should allow for a smoother procedure for • Work Experience Coordinators including fact sheets, videos and games preparing for placements as pupils progress through school (i.e. • Transition to Work Coordinators https://www.britsafe.org/speakupstaysafe a general assumption that ‘all’ pupils will have covered this in S4 • MCMC Keyworkers is easier to manage in school, rather than track smaller groups • School Guidance sta Additionally, the Napo Consortium has devised a series of of pupils, oering them preparatory courses throughout their video clips which aim to portray serious health & safety Senior Phase at school). West Lothian Council take the Health & Safety of young messages in a humorous format which should appeal to all West Lothian Council strongly recommend that schools provide people on work placement very seriously and, as part of workers, especially those who are young or inexperienced, a simple ‘refresher’ lesson in health & Safety in the work place their preparations for their work placement, it is council helping them to understand hazards and how to avoid for S5 and S6 pupils prior to them undertaking a placement. policy that West Lothian Council schools prepare their them. https://www.napo!lm.net/en/napos-!lms/ pupils for health & safety in workplace. !lms?view_mode=page_grid Development

Teachers of pupils with Additional Support Needs may Resources West Lothian Council are presently in discussion with a wish to also consider the resource below: multi-national employer regarding producing Health & EU-OSHA, the European Agency for Safety and Health at Currently West Lothian Council policy requires all schools Safety materials for school sta to use in order to prepare Work, together with the Napo Consortium has devised a to use the Institution of Occupational Safety and Health young people for their work placement (due to feedback series of occupational safety and health (OSH) education (IOSH) Resource ‘Workplace Hazard Awareness’ entry level from sta in school regarding timetable constraints, the toolkits for teachers, aimed at introducing health and course (currently unavailable online, although IOSH will aim is for this to be covered in 1 lesson). safety topics to primary school children in an educational, provide these materials free of charge when contacted). yet fun and imaginative way using the Napo clips and Although previously our schools oered their pupils the creative activities. British Safety Council (industry recognised) certi!cated course “Workplace Hazard Awareness” Unfortunately, Each study pack outlines the key messages and learning administrative issues around using their website; and the objectives, oering teachers full details on suggested award no longer being free, resulted in most of our schools activity ideas and the resources required, alongside a pulling away from using this resource. sample lesson plan that can be readily incorporated into a https://www.britsafe.org/quali!cations/entry-level-award- typical 40 minute lesson. workplace-hazard-awareness https://www.napo!lm.net/en/napos-!lms/ West Lothian Council are considering again how to promote !lms?page=2&view_mode=page_grid this award as it oers a clear progression to the level 1 award

31 15. Note to sta in West Lothian is structured to begin to inform and to help you reect on • How do we work with employers to help develop your existing practice. appropriate project-based learning for our young people? Secondary schools https://education.gov.scot/improvement/dyw4work- Learning Resource 3 placements-standard-benchmarking-exercise This document provides a snap shot of current practice This resource, ‘Introduction to Career Management Skills’ in West Lothian’s secondary schools with regard to (CMS), helps to familiarize yourself with CMS and how this 6. Re"ective questions for Career Education better preparing our young people for the world of can be used to support learning and career education. It Standard: work. Engaging with this resource and completing the is structured to begin to inform and to help you reect on Benchmarking activities* will help support your planning your existing practice. Focus on children and young people and allow you to develop new practice in career education, • How are young people developing, demonstrating and or to reect on existing work based learning practice in Exempli!cation Tool progressing with skills for work? your school. A new tool is now available for practitioners to support • How clearly are young people making links between day- planning and developing new practice in career education to-day learning experiences and the world of work? Please note that companions to this publication “Work or to reect on existing practice. Based on the ‘I can’ Inspiration Activity in Primary Schools in West Lothian” and statements in the Career Education Standard (3-18) it provides Focus on practitioners “Work Placements and Work Inspiration Activity in ASN illustrations of what children and young people might • Through the learning experiences and opportunities I Schools” will follow in due course. experience in order to help them meet their entitlements. create, how am I helping young people develop skills (Nb Learning Resource 4: Introduction to my World of which prepare them for their future career pathways and This document should be read alongside the following: Work and Learning Resource 5: Introduction to Enterprise the world of work? Education will be released shortly). • What could I do more of, less of, or di!erently? 1. The Work Placement Standard 3. How Good is Our School – 4th Edition Focus on partnerships 2. The Career Education Standard (3-18) • How can partnership working with parents, employers and the Suite of Learning Resources to accompany the 4. School/Employer Partnerships – Guidance and the community be further developed to better Career Education Standard for Schools. prepare young people for the world of work? • What opportunities are there for co-designing and Learning Resource 1 5. Benchmarking activity for Work Placements implementing learning experiences about the world of work? This resource ‘Introduction to Career Education Standard Standard (3-18)’ introduces you to the standard, context, purpose This self-evaluation tool has been developed to help you and expectations, in a logical and manageable format. Should you wish to discuss the contents of this document, baseline your current approach to work placements and It is also designed to support you as you reect on your or require further support to achieve; the Standard for to consider actions to achieve the ambitions of the Work existing practice. Work Placements, The Standard for Career Education, the Placements Standard. Recommendations of Developing the Young Workforce, Questions include: Learning Resource 2 or the Guidance for School Employer Partnerships; please • How do we know if our placements are relevant, This resource, ‘Introduction to Labour Market Information’ contact you local authority Lead for Developing Young challenging, enjoyable and appropriate? (LMI), o!ers an introductory level learning resource to LMI Workforce, or the Education for Work O"cer. • How do we e!ectively align the young person’s studies, and how this can be accessed and used to support learning career aspirations, abilities and capabilities with any work and the development of career management skills (CMS). It placements?

32 16. Appendix

1. West Lothian Work Placement Programme – Business Pro-forma

2. Livingston Designer Outlet Pilot

3. Extended Work Placement case studies

4. The James Young High School i-lead resources

5. Deans Community High School Employability Day – Employer information

6. School Vocational Programme course examples

7. My Personal Achievement Journey – The James Young High School

8. Sample Business Partnership Coordinator mid-term report

9. Improving the Gender Balance – overview

10. Pump it up! – Competition overview

11. Pump it Up! – Lesson Plan

33 Get in touch

Michelle Robertson Education for Work Ocer

Email: [email protected]

34 Transforming life through learning Appendix 1 School Work Placement Programme Business Proforma 2016/17 Please complete this form in Adobe reader and RE-SAVE in YOUR company name and email back to us.

1 Placement Provider Provider: The name, address, postcode, Business Name telephone and fax number and email of the organisation. Contact Name Contact Name: Job Title The person with the responsibility for work Business Address placements within the organisation. Normally this person will be the contact individual that pupils would Postcode report to on the !rst morning or when placements are being Tel No Fax No con!rmed.

Email Address Please indicate the nature of your business eg. Solicitors, Web Address Garage, Engineering, Nursery School, General o"ce within Mobile No of Employees University.

Business Activities

2 Placement Details Title of placement: Eg. Clerical Assistant, Sales Placement Title/s No of Pupils Placement Description Assistant, Laboratory Assistant. per week Placement description: Details of the types of activities in which the pupil will be involved. Please give as much detail as possible.

westlothian.gov.uk 3 Placement Work times: eg. Monday to Friday Do you wish pupil(s) to contact you prior to the placement? Yes No 9am – 5pm. If yes please indicate your preferred method of contact: Lunch arrangements: Indicate if you will provide Telephone Letter Application lunch, if canteen facilities are available or if the pupil has to Email Form Interview bring his/her own lunch.

Start Time Finish Time

Lunch arrangements

4 Requirements Provider’s requirements: Any extra details eg. special (subject requirements, speci!c skills, personal qualities) clothing requirements, dress code, school subject requirements.

5 Dress Requirements Provider’s control measures: If an identi!ed control measure Smart Casual Other is to wear or use Personal Protective Equipment or clothing, please specify what is Protective clothing provided Protective Clothing Required required eg. safety boots, eye protection, and whether you Details will provide this.

6 Medical Requirements Medical requirements: Please indicate any working conditions which may a"ect pupils with certain medical conditions, eg asthma, colour blindness, hearing impairment.

7 Additional Needs Places will be made available to ALL students unless there are speci!c placement requirements, which should be stated clearly in the placement information section above. 8 Provider’s Risk Assessment The health, safety and welfare Has a Risk Assessment been carried out of the activities in which the pupil of our pupils is of paramount will be involved and any other process, procedure or environmental factor by importance. Please tick the appropriate boxes. which they may be aected? Yes No Have you recognised any potentially signi!cant hazards?

If so, please complete section 9. Yes No

9 Provider’s Hazard Identi!cation Please use the checklist to help Slips/ Trips/Falls? (spillages/ trailing cables/"ooring) Yes No you identify any signi!cant hazards. Once you have Falls from height? (platforms/ ladders/ fragile surfaces) Yes No done this, it is important to have control measures Display screen equipment? (computer/ cash register) Yes No in place to minimise any associated risk. As well as Electricity? (mains operated & portable appliances) Yes No induction and supervision, Noise? (machinery/ tools/ equipment/ environment) Yes No control measures may include training, protective clothing or Working with animals? (farm/ domestic/ wild) Yes No equipment. Hazardous substances? (cleaning products/ oils etc) Yes No One of our Health & Safety team may call to arrange a visit. Pressure systems? (gas/ air receivers/ steam boilers) Yes No They will work with you to help you meet your duty of care. Equipment/ Machinery? (mechanical/ electrical) Yes No Transport? (Fork lift trucks/ Cars/ HGV etc) Yes No Radiation? (x-ray/ UV/ lasers/ radioactive materials) Yes No Asbestos? (building maintenance/ vehicle repairs) Yes No Manual Handling? (lifting/ carrying/ pushing/ pulling etc) Yes No

10 Provider’s Control Measures

11 Calendar 2015 / 2016 I am willing to o"er placement(s) between September 2016 – June 2017to the schools below: (Please tick against relevant schools) SCHOOL NAME W/B SCHOOL NAME W/B

Whitburn Academy * 12/09/2016 Broxburn Academy * 21/11/2016 West Calder High School 26/09/2016 Bathgate Academy 22/05/2017 West Calder High School 03/10/2016 St Kentigern’s Academy * 29/05/2017 St Margaret’s Academy 10/10/2016 The James Young High School * 05/06/2017 Deans Community High School * 31/10/2016 Inveralmond Community High School * 12/06/2017 Linlithgow Academy* 07/11/2016 Armadale Academy * 14/11/2016

*Schools sending out pupils in their Senior Phase (4th-6th year) FURTHER SUPPORT

12 Flexible Placements Our schools also oer placements to individual pupils throughout the year. (Ranging from a few hours a day through to full-time). Please tick if you are happy for any or all of the following schools to contact you to discuss these types of placement

Armadale Academy Bathgate Academy Broxburn Academy Deans Community High School Inveralmond Community High School Linlithgow Academy St Kentigern’s Academy St Margaret’s Academy The James Young High School West Calder High School Whitburn Academy

Please indicate if you would be interested in oering short term (often supported) placements to young people attending our non-mainstream schools (Cedarbank School and Pinewood School).

13 School business links Secondary schools in West Lothian now have an appointed member of sta tasked with improving the links between businesses and schools in the area. The main aim for these sta is to develop and support clear connections with the world of work. We anticipate that this will impact positively on pupils’ motivation and engagement with day-to-day learning, while developing, in pupils, the skills and abilities required by employers. Over the following months, these post holders will be contacting businesses throughout the region to develop and improve sustainable links. If you are interested in working with schools in West Lothian, or would like further information on the project please contact Michelle Robertson on [email protected] or 01506 281941. 14 Acceptance and Agreement I con!rm that: I have read the attached Letter of Understanding between the Council and this !rm/organisation, and that all points are acceptable to me and I have taken all appropriate actions. this company’s Employer’s Liability Insurance will cover a pupil for the duration of his/ her work placement. the pupil will receive induction and instruction, which includes Health & Safety issues covering identi!ed hazards and control measures, by a competent person. the pupil will be supervised at all times. West Lothian Council will share my organisation and contact information with pupils and teachers to allow them to search for and arrange work placements and, where appropriate, it will be used to process any future enquiries about work placements that I may contact them about. I shall delete, or shred, any pupil Data held by me (such as their address and any medical information) when the pupil placement has ended.

Name of Organisation

Name

Position Date

Name of Insurance Company Please refer to West Lothian Council’s Letter of Understanding. Insurance Policy Number There must be valid Employers’ Liability Insurance over the Date of Expiry placement period.

Thank You West Lothian Council’s Work Placement Programme is a very valuable exercise for all our pupils and is very benecial to them in their preparation for the world of work. Thank you for completing this form. Your participation in the Work Placement Programme is very much appreciated. Michelle Robertson, Education for Work Ocer

Please return this form to: Michelle Robertson Education Services St David House Bathgate EH48 1TT Phone: 01506 281941 Fax: 01506 281946 Mobile: 07767 374485 Email: michelle.robertson@ westlothian.gov.uk Appendix 2

Pilot Project between Livingston Designer Outlet and West Lothian Council 2016

Aim

The proposed aim of this project is threefold:-

1. To increase students understanding of the world of work with particular cognisance to the Retail Industry. 2. To introduce primary and nursery students to the world of work. 3. To challenge gender stereotypes.

Overview

The two schools involved in the pilot are Armadale Ac ademy and St Margaret’s Academy who both run a Retail Course with senior students and would like to enhance the experience the students involved receive. This session 26 students studying Retail are involved in the pilot.

In line with the Developing the Young Workforce Agenda there is a need to introduce more Science, technology, engineering and mathematics (STEM) into primary education. Environmental projects running within The Livingston Designer Outlet include; Bee- keeping, Poly Tunnels and recycling waste within their food court; this offers a fantastic opportunity to showcase science in action.

Additionally there are jobs which Young People perceive to be ‘male ’ or ‘female jobs ’. These gender stereotypes could be challenged through the use of role models or mentors within the Retail complex.

Activities to Develop Links with Primary and Nursery schools

The Developing the Young Workforce (DYW) report identified a deficit in Young People entering STEM related subjects and in particular young women. It was felt that if STEM was introduced to children in the early years this would help to reduce this problem in later years. The environmental work which takes place at the Livingston Designer Outlet in connection with the bees, poly tunnels and recycling fits very nicely into this subject area and a visit to see it in action would be worthwhile opportunity for Nursery or Primary classes who are involved in mini projects connected to the environment. The primary schools involved in the pilot will take part in a poster design competition for the two food halls to create a poster to encourage customers to recycle appropriately.

Primary 6/7 students will benefit from a presentation by member of staff from the outlet around the variety of occupations available within the retail trade, and associated industries. With careful selection of the presenter, gender stereotypes could also be challenged.

Stuart McKay Opportunities for All Officer

Activities for Secondary Schools

As part of the current retail course students are expected to; take part in a work placement in a retail environment, visit retail outlets and learn from the experience of visiting speakers.

Work Placements and Mock Interviews

Students will take part in a Mock Interviews prior to the Work Placement by the Centre Manager. This will provide our students with the opportunity to experience an interview, learn from the experience and receive constructive feedback. The students will then undertake a Work Placement within a retail company.

The type of activities which they would be expected to be involved in are:-

Storing, Replenishing and Displaying Stock

· Assist in the storage and replenishment of stock · Assist in setting up, stocking and dismantling a merchandise display, to a given brief

Working in Retail

· Participate in interviews within a retail context. · Demonstrate employability skills and attitudes in specified practical activities. · Review and evaluate own employability skills in specified practical activities.

Satisfying Customer Needs

· Establish and respond to customer needs in a retail environment. · Deal with a customer complaint in a retail environment.

Visits to employers

This involves the Retail students visiting an employer’s premise, for a short period of time, to see, first hand, the variety of roles and responsibilities which staff may have within an organisation.

Stuart McKay Opportunities for All Officer

!??4=38G(U( (

!;8,3+,+''460'%1)*,2,387'>'&9**,77,7='#,<':460,+'(493-'%,451,'

)7,'&89+<'A'

)0AH(F0B(0(=>=(0CC4=34A(0C(B27>>;(0=3(B>(F0B(A454AA43(C>(C74()!)!('4HF>A:(B4AE824L((/74=(%(<4C( F8C7()0AH(8C(F0B(2;40A(C70C(B74(F0B(<>C8E0C43(C>(3>(B><4C78=6L((/4(38B2DBB43(E0A8>DB(>?C8>=B(1DC( B74(F0B(8=C4A4BC43(8=(6>8=6(>=(4GC4=343(F>A:(4G?4A84=24L((!C(C78B(?>8=C(8=(C8<4(B74(F0B(8=C4A4BC43(8=( !78;320A4(1DC(703(=>(?A4E8>DB(F>A:(4G?4A84=24(8=(C78B(584;3L(

%(B>DA243(0(?;024<4=C(8=('83I42>(%=( 0C760C4(5>A(74AL((-78B(F0B(0(<8G(>5(A4C08;(0=3(F74=(74A( 2>=5834=24(6A4F(B74(2>D;3(0BB8BC(F8C7(C74(278;3A4=MB(6A>D?B(C70C(A0=(F8C78=(C74(BC>A4(0B(F4;;L((,74( BC0AC43(>55(T(30HB(?4A(F44:(0=3(8=2A40B43(C78B(C>(U(30HBL(

)0AH(F0B(;>F(8=(2>=5834=24(0=3(0(@D84C(68A;L((,74(BC0AC43(>55(8=(C74(BC>2:(A>><(O(B>AC8=6(2;>C74B(0=3( C0668=6N?A828=6(C74=5834=24(6A4F(B74(<>E43(8=C>(C74(B7>?(5;>>A(0=3(BC0AC43( 8=C4A02C8=6(F8C7(2DBC><4ABL((-78B(F0B(0(7D64(BC4?(5>A(.82:HL(

/74=(8C(20<4(2;>B4(C>(74A(B27>>;(;40E8=6(30C4(%(BC0AC43(C0;:8=6(C>(C74(4H4A(01>DC()0AH(BC0H8=6( >=(F8C7(C74<(0B(B74(F0B(3>8=6(B>(F4;;(1DC(2>D;3(BC8;;(14(3>8=6(F8C7(C74(BD??>AC(>5(C74(BC055(B74(703( 5>A<43(C74B4(A4;0C8>=B78?B(F8C7L((-74(BC055(0=3(<0=064A(54;C(B74(703(?>C4=C80;(0=3(F74=(0(E020=2H( 20<4(D?(C74H(F4A4(:44=(5>A(74A(C>(6>(5>AF0A3(5>A(C78BL((-74H(:=4F(C74H(2>D;3(A42AD8C(F8C78=(0(54F( <>=C7B(>5()0AH(;40E8=6(B27>>;L((

%(0??A>02743(0(CA08=8=6(?A>E834A(0=3(0B:43(85(C74H(F>D;3(14(F8;;8=6(C>(C0:4()0AH(>=(C>(74;?(74A( 34E4;>?(74A(2>=5834=24(0=3(B:8;;B(D=C8;(C74(E020=284B(1420<4(0E08;01;4L((-78B(F0B(<034(?>BB81;4(0=3( F8C78=(C74(=4GC(54F(<>=C7B(F74=(%(E8B8C43(B74(F0B(B4AE8=6(2DBC><4ABJ(DB8=6(C74(C8;;J(74;?8=6(>DC(F8C7( C74(278;3A4=MB(6A>D?BL((-74(E020=284B(383(2><4(>DC(0=3()0AH(F0B(BD224BB5D;L((-78B(F0B(T(H40AB(06>( 0=3(B74(BC8;;(F>A:B(C74A4(C>30HL((,74(8B(C74(>=;H(?4AB>=(8=(74A(7>DB47>;3(C>(F>A:(0=3(C78B(70B(144=(0( <09>A(02784E4<4=C(5>A(74A(

>1/743'&3,++43'?$ $ '#,<:460,6@'

)7,'&89+<'B'

(

%(F0B(68E4=(0(A454AA0;(5A><(/4BC(!0;34A($867(,27>>;(8=(,4?C4<14A(TRSVL(+0D;(383=MC(0CC4=3(/4BC( !0;34A($867(,27>>;(0B(74(70B(0CC4=343( DA=7>DB4(,27>>;(B8=24(S BC (H40A(PC78B(F0B(3>F=(C>(1470E8>DA( 8BBD4B(0=3(?A>1;4

+0D;(2><4B(5A><(0(50<8;H(C70C(70B(703(?A4E8>DB(?A>1;420;(2><D=3(8B(E4AH(270>C82K(>E4A(C74(H40A(C70C(%(F>A:43(F8C7(78<(74(<>E43(14CF44=(BC0H8=6(F8C7(78B(

%C(F0B(4E834=C(C>(<4(C70C(+0D;(703(0(E4AH(20A8=6(=0CDA4(0=3(5A><(C74(>DCB4C(74(B083(C70C(74(F>D;3( ;>E4(C>(?DABD4(0(20A44A(8=(278;320A4L($4(0;B>(4=9>H43(708A3A4BB8=6(0=3(%(?DC(78<(5>AF0A3(5>A(C74(!L!L-(( +4AB>=0;(!0A4(2>DAB4(C>(1D8;3(78B(2>=5834=24(0=3(0;;>F(78<(C>(608=(0=(4GCA0(@D0;85820C8>=L((

( !??4=38G(U( (

!B(+0D;(703(0(=460C8E4(4G?4A84=24(F8C7(43D20C8>=(74(F0B(E4AH(0??A474=B8E4(01>DC(2>;;464(1DC(F4( 38B2DBB43(C74(8AC0=24(>5(8E8=6(78B(@D0;85820C8>=B(C>(?DABD4(0(20A44A(8=(!78;320A4L(%=(C74(4=3( +0D;(0CC4=343(C74(2>DAB4(0=3(2>DC(<8BB8=6(0(30HL((

%(C74=(0??A>02743(0(=DAB4AH(8=(78B(;>20;(0A40(C>(<0:4(4=@D8A84B(01>DC((0(?>BB81;4(F>A:(?;024<4=C( >=4(30H(0(F44:L(-74(=DAB4AH(F0B(E4AH(022><<>30C8=6(0=3(+0D;(1460=(78B(?;024<4=C(8=(&0=D0AH( TRSWL((

!C(58ABC(+0D;(4=2>D=C4A43(=460C8E8CH(5A><(C74(;>20;(2><(78B(50<8;H(=0<4(1DC(78B(F>A:( F8C7(C74(278;3A4=(F0B(>5(BD27(0(7867(BC0=30A3(C70C(C74(=DAB4AH(2>>3(1H(78=24A=43(?0A4=CB(8=(C>(B44(7>F(F4;;(+0D;(F0B(F>A:8=6L(-78B(60E4(78<(0(7D64(2>=5834=24(1>>BCL((

/4(58;;43(8=(8B(2>;;464(0??;820C8>=(8=(#41AD0AH(5>A(C74(+A4?0A0C8>=(#>A(!78;320A4(2>DAB4(0C(/4BC( (>C780=(!>;;464J(C78B(8=2;D343(0(6;>F8=6(A454A4=24(5A><(C74(=DAB4AHL(+0D;(F0B(>554A43(0=(8=C4AE84F( 1DC(F0B(E4AH(=4AE>DB(0B(74M3(=>C(4G?4A84=243(0(5>A<0;(8=C4AE84F(145>A4L(/4(E8B8C43(C74(2>;;464(0( 54F(C8<4B(0=3(8=(0338C8>=(C>(<44C8=6(0(54F(>5(C74(278;320A4(;42CDA4AB(C78B(60E4(78<(C74(>??>ACD=8CH( C>(50<8;80A8B4(78;;464(;0H>DCL(/4(F>A:43(70A3(>=(?A4?0A8=6(+0D;(F8C7(8=C4AE84F( C427=8@D4B(0=3(74(383(B>(F4;;(C70C(74(F0B(>554A43(0(?;024(>=(C74(!D6DBC(BC0AC(2>DAB4L((

"DA8=6(C74(BD<<4A(<>=C7B(+0D;(F0B(34;867C43(C>(14(>554A43(C74(>??>ACD=8CH(>5(0(C7A44(30H(0(F44:( ?;024<4=C(8=(C74(=DAB4AHL(

$4(8B(=>F(70;5F0H(C7A>D67(78B(58ABC(H40A(0C(2>;;464(0=3(70B(0;A403H(0??;843(5>A(C74(;4E4;(W(278;320A4( 2>DAB4(5>A(=4GC(H40AL ''

>3+<'"6).)2'?$ $ '#,<:460,6@' '

(

Appendix 4 Appendix

THE Science Science i-lead Baccalaureate, Baccalaureate, THE ENHANCED ENHANCED THE CURRICULUM S6 S6 CURRICULUM

SQA Leadership, SQA Leadership, Online Learning, Learning, Online Open University, University, Open Work Experience Work JAMES YOUNG YOUNG JAMES

HIGH SCHOOL

Tick one Tick þ þ Commitment Commitment

Online Learning periodsyouthe in (fill below) willattend Open University periodsyouthe in (fill below) willattend periodswill2 Which libraryattendthe you learningoronline for University? Open Science Baccalaure- ate SQA Leadership Work Experience Name Your House By Approved Your Options Your

what do I do now? now? do do I what —

Want to learn a skill new or Complete the back of this form this form of back the Complete do to going are you indicating units learning online be will you periods which Indicate library your in the completing units li- the Wilson Mrs with Register period. each brarian Complete the registration and fee fee and registration the Complete now form waiver enhance theenhance skills you already have?

Online LearningOnline carriedthrough is out Learning Online range a study can You College. Valley Forth com- by of qualifications courses gain and See assessments. and units pleting online course list. with learning online do to I want Valley Forth > > > >

—

the Open University Open the —

Got what ittakes to Complete the YASS Registration Registration YASS the Complete Dr to pass and Agreement McGregror Librarian Wilson, Mrs with Register each period Look at Open University course course University Open at Look ipad the on outlines the re teachers Science the to Talk Baccalaureate this form of back the Complete the do to going are you indicating will you periods which and course library in the studying to commit University next year? independently study? > > courses could be for you. A range of excit- of range A you. coursesfor could be offer. ing challenging and on courses are sub- Science studying are you if Similarly you. for be may Baccalaureate University an Open do to I want Baccalaureate course Science or now? I do what do > > > Open University or Science Open University Baccalaureate yes is answer If the jects at Advanced Higher then the Science Science the then Higher Advanced at jects what what —

Wednesday 17 June June 17 Wednesday

—I don’t have one. Consid- one. have —I don’t lead……. where you you where a situation a situation Give me an me Give of example

have had tohad have Complete the back of this form this form of back the Complete the do to going are you indicating course first the for Richardson Meet Mrs on meeting 1 Period SQA LeadershipSQA do I do now? now? do I do > >

is answer If the course. er this to develop wish who pupils S5/6 Ideal for in project a leadershiptheir lead and skills This course also school choosing. of your into research investigation and involves leader’ good a ‘what makes Leadership SQA do to I want

what what —

Why do it? Why

what will be be will what

by 12 June 12 by

career?

— Enhanced Enhanced increase and it will your

for each of these these of each for

Opportunities and and Opportunities

today

make your decision decision your make

support your future future your support Read over the options options the over Read Complete the back of this form this form of back the Complete do to going are you indicating today experience work Arrange your own local placement local own your Arrange Complete the ‘Work Experience Experience ‘Work the Complete Miss to return and form’ Option McTiernan confidence yourself. in website Strathclyde University (Work Experience)…. devel- (Work Experience)…. ops employers expect you the skills (and as gives to a have graduate make experience of will you) work prospect to ayou more interesting employers I want to do work experience work do to I want do I do now? now? do I do > > > Work Experience Work

Creating Outdoor Structures Your Options & Literacy Garden Working with CDT to create structures such as planters to improve the outside of the school and helping design and create a Name …………………………….. Literacy Garden. Ideal opportunity for any pupil studying in the department. House ………. Your Action —Approach Mr Leishman

School Photographers Option Chosen…………………… Making use of the school’s camera equip- THE ment to offer a service to all school staff JAMES YOUNG and photograph school events and pupil Days/Periods (min 2) achievements to create a display. Your Action —Approach Mrs Hatch …………………….. ……………..

Subject Ambassador Approved by Staff Member Working with a department or class supporting learners during the school day with an enhanced role. This role will involve visiting primary schools in our cluster pro- Commitment moting the subject you support. Your Action —Approach a department/PTC or classroom teacher Return this form today with your Saltire Registration form. ENHANCED CURRICULUM S6 Record your hours each day and get your approver to sign your i-lead timesheet. Show your hours to your House Head to get School Service certificated once a term. Nurture Pod Read over the options Post School Destination Mentors Helping a small group of pupils in a group envi- Supporting T2W teachers in locating pupils for for School Service ronment to help build their confidence in S1/2. and gather additional appointments and supporting pupils make appli- Your role will be to assist in team building activi- cations for colleges/jobs etc. information from the ties and creating materials. Your Action —Approach Miss McTiernan Enhanced Curriculum Your Action —Approach Mr Urquhart, Mrs Mack- —choose wisely Fair ie, Mrs Blackie or Mrs Mason Reprographics Assistant

Assisting the office staff in the Print Room. Paired Reading Your Action —Approach Mrs Devine Classroom Assistant You will be allocated a number of S1 pupils to Working with a department or class supporting learn- listen as they read and guide them to help them Science Technician Assistant become more accurate and confident readers. ers during the school day. Assisting our Science Technicians with preparation You will be working with each pupil for 15 Your Action —Approach a department/PTC or class- of materials for class work during the school day. minutes at a time. — 2 Personal Support times room teacher Ideal candidate a pupil studying an Advanced Monday and Tuesday. This will be key to the pro- Higher in Science. gression of each pupil so your commitment is vital. Friendly Faces Learning Assistant Your Action —Approach Mrs Hannah Your Action —Approach Mrs Lindsay or Mr White- Working with students in the Autistic Resource offering ford them socialisation skills and a ‘friendly face’ during the Publicist/Technician school day. Career Advisor Support Working to provide up to date and relevant infor- Your Action —Approach Mrs MacNeill mation on the screens at the front of the school Working with our Careers Advisor —writing ap- and dining hall. pointment slips for students and ensuring pupils Library Monitor Your Action —Approach Mrs Hatch make their appointments on a Wednesday and Working during the school day in the library supporting classes who are using the library and other duties. Thursday during the school day. Your Action —Approach Mrs Wilson, Librarian JASS Award Helper Your Action —Approach Mrs Wilson, Librarian Supporting S1 tutor groups to complete their JASS

Pupil Support Assistant Awards and encouraging them to complete their Home Economics Assistant paperwork that shows their achievements. Working with the PSAs to help with appointment Assisting the department with classroom set up, filling Your Action —Approach Mr Holt scheduling and finding pupils as required and emptying the washing machines, supporting both Your Action —Approach Mr Urquhart of Mrs practical and theory lessons for S1 and S2, making Mackie posters and displays during the school day. You must be committed as jobs will be allocated to you that MUST be completed for lessons to run. A great oppor- Eco Support tunity if you are willing to meet your commitment each Helping out with Eco work around the school such week. as maintaining the school garden. Your Action —Approach Mrs White or Ms Tomasik Your Action —Approach Mr Jones.

Who i-work will suit If any of these quotes reflect your feelings then i- My Subject work could be for you……….. Choice Form

‘I would like to What should I Commitment ‘I am think- improve my skills choose? ing of leav- that will help me Column A Either: ing at the get a job’ ¨ Maths end of S4’ ¨ A subject you are THE strong in ¨ JAMES YOUNG ‘I WOULD RE- A Skills for Work ALLY LIKE TO course in Web HIGH SCHOOL ‘I would real- HAVE THE Design CHANCE TO ly like to get DO AN EX- my foot in TENDED Column B Either: the door at WORK PLACE- ¨ A subject you are college this MENT’ strong in ¨ year or start National 5 Practi- a Foundation cal Woodwork Apprentice- ship’ Column C English

Column D Either ¨ Maths i-work ¨ A subject you are Employability Pathway strong in ¨ A Skills for Work If this describes you then i-work course in Comput- My route to a positive er Games Devel- post-school opment may be a fantastic opportunity destination Column E College

Column F West Lothian Em- ployability Award

d u n e c i n o s g f i r

s e . 2 Maths e v h 6 a t d 1 i e n 0 l e

w 2 4 e / g S 5 n b f i s 1 in Web Design, Computer Computer Design, Web in t a l o 0 s Skills for Work Work for Skills u 2 h s p skills inbuilt inbuilt skills k n u What will I will What r or a or o o o subjects you are strong strong you are subjects choose in the in choose r c w also have an element of employability employability of element an have also and English You will have to choose have will You choose studying can to continue You 2 Course in Games Development, Sports & Recre- Development, Games will that Crafts Construction ation or g other columns? columns? other y Most would like the idea likethe Most would Most felt College would Most felt Allwas said it - of a life skillsof course be an excellent option be important to haveto important & Maths qualifications in English i b Þ Þ Þ My Other Qualifications > >

trying a — Your Your college college impress them to support any ap- them to support impress chance to chance to — experience experience plications you make in the futureyou plications in make the Increase your self Increase confidence out withcourse school in an Develop skillsyour and experience employedarea inyou to wish become may to getYour chance foot at inyour the door college

College CoursesCollege op- of range a offer College Lothian West course a college portunitiesto study you for col- attend would You school. at whilst still afternoon. Tuesday/Thursday everylege we place a of guarantee no is there Whilst support additional you coach- and will offer interview. positive a have you help ing to on See booklet for information choice the subject courses. > > > * Pre-

(working (working

Self and (plus Self (plus Why do it? do it? Why — extended work work extended Work Work Practi- or Awareness Abilities) cal Level 5 SkillsCore Work Experience Personal Develop- ment Enterprise & Em- unit ployability to Work paring with others*, Prob- with ICT) Solving*, lem skills core 2 covers putting you in a much inyouamuch putting — *

in April/May inApril/May options and and options

Employability Employability opportunities:

Self and Finance Personal Awardthe from (plus Self (plus work pupils will will pupils work —

—

I The choice sheet will will sheet choice The

include the following following the include sitto units opportunity the willhave You also subject choice sheet. sheet. choice subject

Skills and Responsi- Skillsand bilities covers 2 core skills core 2 covers Level 4 SkillsCore with oth- (working Solv- ers*, Problem ing*, ICT) Work Experience Personal Develop- ment Employability Units Work Work Practi- or Awareness Abilities) cal have a slightly varied varied slightly a have A course that will help you develop and improve develop and willcourseyou help that A Award Award strong position to get that job or Modern Modern jobor Ap- get position that to strong dur- 5 4Level would workon or You prenticeship. undertake then yearan the ing placement your employability skills employability your West Lothian Employability Lothian Employability West Taking part in these activi- 1 2 3 4 5 6 7 8 9 10 ties has helped me develop I am not confi- I am very confident or good dent and I my skills and qualities: with this skill am yet successful Discuss with your Personal Support Teacher using this Why have you given yourself this rating? – what examples do you have? skill What steps can you take that are going to help you make progress?

Listening well to others

Asking good questions

COMMUNI- Talking to others confidently about

CATION myself (In Didbook Talking to others

Literacy Skills) Building up positive relationships

with others Writing instructions for others to

follow TEAM- Taking instructions from others WORK ( In Didbook Leading others through activities –

Working with taking charge Others) Negotiating with others to come to

a solution Appendix 5

Enterprise and Employability Day

Dear Employer

Thank you once again for supporting us on our first Enterprise and Employability Day. I hope this information will give you a brief insight into how the day has been planned, and to prepare you for the pleasures you are about to face.

What is your role? You will be acting as the Business Manager for a group of up to six students with the ultimate aim of the day to make as much of a profit as possible whilst working through a marketing and then enterprise project.

What will you be expected to do? The Marketing Project will take place in the morning and will consist of a series of six activities to complete by lunchtime. As the company being marketed will be your own then please feel free to provide any support materials which your group may be able to use on the day.

The Enterprise Project will take place in the afternoon where every group will be given the same brief.

We will issue you with an information pack at the start of each project!

What do we expect for our students? The students will be provided with the opportunity to demonstrate most of the skills and qualities which employers feel are important to any young person who will be entering the world of work.

The skills and qualities we are aiming to develop on the day are: o Literacy o Numeracy o Communication o Working with others o Negotiation o Organisation o Leadership o Resilience

We will be expecting them to have demonstrated all of the skills as a group and to experience as many as possible as an individual.

4;IJ%*EJ>?7D%09>EEB%3E97J?ED7B%-HE=H7CC;%Z%5FF;D:?N%b%

-!%**'&!*)-.,/!.&*)&+,*$,.((#&C$5;5=3:D&HJ&1559>&

!*/,-#&"#..&'-&B&15>?&'

-5>>8<;&H&

'D:K9J?ED%JE%4;IJ%*EJ>?7D%!EBB;=;%7D:%J>;%FHE=H7CC;U%!EBB;=;%&;7BJ>%7D:%07<;JO%H;GK?H;C;DJIU% $7C?B?7H?I7J?ED%M?J>%MEHAI>EFIR%;GK?FC;DJR%JEEBI%J>7J%M?BB%8;%KI;:%:KH?D=%FHE=H7CC;U%1;7C% ;N;H9?I;%?D%MEHAI>EF%['D9BK:;:%>;7BJ>%7D:%I7<;JO%FH79J?97B%E8I;HL7J?ED\%

'DJHE:K9J?ED%JE%I?J;%97HF;DJHO%7D:%8;D9>%@E?D;HO%MEHAU%0;B;9J?ED%7D:%KI;%E<%7FFHEFH?7J;%>7D:%JEEBI% 7D:%C7J;H?7BIU%0JEH?D=%E<%JEEBIU &

-5>>8<;&I&3;4&J&

";L;BEF?D=%I?J;%97HF;DJHO%IA?BBIU%+7HA?D=%EKJ%E<%J?C8;H%7D:%I>;;J%C7J;H?7BI%JE%=?L;D%I?P;IR%9KJJ?D=% EKJR%;9A?D=%GK7B?JO%E<%MEHAU%!ECFBO%M?J>%&;7BJ>%7D:%07<;JO% H;GK?H;C;DJIU%!EDJ?DK?D=%:;L;BEF?D=%MEHAI>EF%IA?BBI%?D%97HF;DJHO%7D:%(E?D;HOU%-H79J?97B%;N;H9?I;I%JE% 7II;II%:;L;BEF;:%IA?BBIU%

-5>>8<;&K&3;4&L&

'DJHE:K9J?ED%JE%FBKC8?D=%IA?BBI%0;B;9J?ED%7D:%KI;%E<%7FFHEFH?7J;%>7D:%JEEBI%7D:%C7J;H?7BIU%0JEH?D=%E<% JEEBIU%!ECFBO%M?J>%&;7BJ>%7D:%07<;JO%H;GK?H;C;DJIU%!KJJ?D=R%C;7IKH?D=R%9B;7D?D=%7D:%I>7F?D=% F?F;MEHA%[-B7IJ?9\%

-BKC8?D=%FH79J?97B%;N;H9?I;%KI?D=%FB7IJ?9%M7J;H%IKFFBO%F?F;IR%@E?DIR%8;D:IR%J;;%F?;9;IR%J7FIR%8B7DAI% 7D:%9EDD;9J?EDIU%

47J;H%:H7?D7=;%F?F;IR%?DJHE:K9J?EDU%!KJJ?D=%I>7F?D=%7D:%:;L;BEF?D=%:H7?D7=;%IOIJ;CI%

-5>>8<;&M&3;4&N&

'DJHE:K9J?ED%JE%9EFF;H%F?F;MEHAR%9EDD;9J?EDI%7D:%IOIJ;CIU%!KJJ?D=R%C;7IKH?D=R%9B;7D?D=%7D:% I>7F?D=%F?F;MEHA%[!EFF;H\%

-H79J?97B%;N;H9?I;I%?D%I>7F?D=R%8;D:?D=R%9EDD;9J?ED%7D:%J;IJ?D=%9EFF;H%M7J;H%IKFFBO%IOIJ;CIU%

'DJHE:K9J?ED%JE%9ECFKJ;H%7?:;:%:;I?=DU%

";I?=D%FBKC8?D=%IOIJ;CI%7D:%9EDD;9J?EDI%

-H79J?97B%;N;H9?I;%?D%:;I?=D?D=%7D:%:H7M?D=%7%I?CFB;%M7J;H%IKFFBO%7D:%:H7?D7=;%IOIJ;C%?D%:EC;IJ?9% FHEF;HJ?;IU%'D9BK:;I%>7D:%87I?D%A?J9>;D%I?DA%7D:%JE?B;J%7D:%M7J;H%IKFFBO%J7DA%

-5>>8<;&O&

-H79J?97B%;N;H9?I;%FBKC8?D=%:EC;IJ?9%M7J;H%IKFFBO%7D:%:H7?D7=;%IOIJ;CIU%

• 1E?B;J% • )?J9>;D%I?DA% • &7D:%87I?D &

% %

• 0>EM;H%KD?J% % % -5>>8<;&P&3;4&HG&

";L;BEF?D=%87I?9%J?B?D=%IA?BBIU%'DJHE:K9?D=%J?B?D=%JEEBIR%C7J;H?7BI%7D:%;GK?FC;DJU% 7I?9%?DJ;H:?9J?ED%JE% J?B?D=R%97B9KB7J?EDI%E<%GK7DJ?J?;IR%J?B?D=%7D:%=HEKJ?D=%FHE9;II;IU%

-H79J?97B%;N;H9?I;%?D%J?B?D=%IC7BB%M7BBU%

-5>>8<;&HH&3;4&HI&

'DJHE:K9J?ED%JE%87I?9%8H?9A%MEHA%IA?BBI%JEEBI%7D:%C7J;H?7BIU%&;7BJ>%7D:%I7<;JO%ED%J>;%8K?B:?D=%I?J;%

2I;%!ECFKJ;H%7?:;:%:;I?=D%IOIJ;CI%JE%9H;7J;%7%IC7BB%M7BB%F7JJ;HDU%";L;BEF%J;7C%MEHA?D=%IA?BBI%

0C7BB%J;7CI%JE%8K?B:%:;I?=D;:%M7BB%?D9BK:?D=%FE?DJ?D=%8H?9AMEHAU%

-5>>8<;&HJ&

/;L?;M%E<%JH7?D?D=%I;II?EDR%9ECFB;J?ED%E<%;N;H9?I;%;L?:;D9;%:E9KC;DJ7J?EDU%

0>EHJ%GK?P%ED%MEHA%;N;H9?I;IU%

!EKHI;%;L7BK7J?ED%

#CFBEOC;DJ%EFFEHJKD?J?;I%

!EBB;=;%9EKHI;%EFFEHJKD?J?;I%

% %

-!%**'&!*)-.,/!.&*)&+,*$,.((#&HG&1559>&

!*/,-#&"#..&'-&B& '#-&

5EK%M?BB%>7L;%J>;%EFFEHJKD?JO%JE%:;L;BEF%IA?BBI%?D%J>;%%J>;%EFFEHJKD?JO%JE%MEHA%7I%F7HJ%E<%7%J;7C%JE%FHE:K9;%7D%;DJ;HFH?I;%FHE@;9J%M>?9>%M?BB% 8;%:ED7J;:%M?J>?D%J>;%BE97B%9ECCKD?JOU%%7H:;D%7L;% FH;L?EKIBO%8;;D%:ED7J;:%JES%;B:;HBO%97H;%>EC;IR%$?L;%0?IJ;HI%6EER%*E97B%-H?C7HO%09>EEBI%7D:%0JU%(E>DI% &EIF?J7BU%

1>;%9EKHI;%M?BB%HKD%%I;II?EDU%

1>;%FHE=H7CC;%>7I%8;;D%>?=>BO%IK99;II;BF?D=%OEKD=%F;EFB;%B?A;%OEK%FHE=H;II%?DJE%JH7?D?D=R% ;CFBEOC;DJ%EH%9EBB;=;%EL;H%J>;%F7IJ%b%O;7HIU%5IA%OEKH%I9>EEB%1H7DI?J?ED%JE%4EHA%!EYEH:?D7JEH%?<%OEK% M7DJ%JE%EM%J>;%FHE=H7CC;%>7I%>;BF;:%EJ>;H%FKF?BI%EEB%JE%8;% IK99;II

!ECC;DJI%

W'%7C%JHKIJ;:%JE%KI;%JEEBI%'%MEKB:DVJ%=;J%JE%KI;%?D%I9>EEBUX%

W'%>7L;%8K?BJ%J>?D=I%?D%J>;%>EKI;%[I?D9;%8;?D=%ED%J>?I%FHE=H7CC;\X%

-!%**'&!*)-.,/!.&*)&+,*$,.((#&C$8=:>&*;:AD&HG&1559>&

!*/,-#&"#..&'-& '#-&

5EK%M?BB%>7L;%J>;%EFFEHJKD?JO%JE%:;L;BEF%IA?BBI%?D%J>;%%J>;%EFFEHJKD?JO%JE%MEHA%7I%F7HJ%E<%7%J;7C%JE%C7A;%7D%;DJ;HFH?I;%FHE@;9J%M>?9>%M?BB%8;% :ED7J;:%M?J>?D%J>;%BE97B%9ECCKD?JOU%%7H:;D%7I%8;;D% :ED7J;:%JE%;B:;HBO%97H;%>EC;IR%$?L;%0?IJ;HI%6EER%*E97B%-H?C7HO%09>EEBI%7D:%0JU%(E>DI%&EIF?J7BU%

1>;%9EKHI;%M?BB%HKD%%I;II?EDU%

,L;H%J>;%B7IJ%b%O;7HIR%J>?I%FHE=H7CC;%>7I%8;;D%>?=>BO%IK99;II;BF?D=%OEKD=%F;EFB;%B?A;%OEK% FHE=H;II%?DJE%JH7?D?D=R%;CFBEOC;DJ%EH%9EBB;=;U%5IA%OEKH%I9>EEB%1H7DI?J?ED%JE%4EHA%!EYEH:?D7JEH%?<% OEKV:%B?A;%JE%EM%J>;%FHE=H7CC;%>7I%>;BF;:%EJ>;H%FKF?BI%EEB%JE% 8;%IK99;II

% %

-!%**'&-+*,.-&!*.!%&)$&+,*$,.((#&HG&1559>&

!*/,-#&"#..&'-&-?=55?&'536@5&

5EK%M?BB%>7L;%J>;%EFFEHJKD?JO%JE%:?I9KII%7D:%:;L;BEF%IFEHJI%B;7:;HI>?F%IA?BBIR%F7HJ?9KB7HBO%M?J>?D% EM%J>?I%97D%8;%7FFB?;:%JE%MEHA?D=%B?<;U%'D%7::?J?EDR%OEK%M?BB%B;7HD%?DJHE:K9JEHO% ;CFBEO78?B?JO%IA?BBI%JE%FH;F7H;%E?9;U%

1>;%9EKHI;%M?BB%HKD%ED%4;:D;I:7O%7D:%1>KHI:7O%7%I;II?ED%7D:%JE%7JJ;D:%8EJ>% 7

1>?I%FHE=H7CC;%>7I%8;;D%>?=>BO%IK99;II;BF?D=%OEKD=%F;EFB;%B?A;%OEK%FHE=H;II%?DJE%JH7?D?D=R% ;CFBEOC;DJ%EH%9EBB;=;U%

5IA%OEKH%I9>EEB%1H7DI?J?ED%JE%4EHA%!EYEH:?D7JEH%?<%OEKV:%B?A;%JE%EM%J>;I;% FHE=H7CC;I%>7L;%>;BF;:%EJ>;H%FKF?BI%EEB%JE%8;%IK99;II;D%J>;O%B;7L;%I9>EEBU%

!ECC;DJI%

W'J%>7I%>;BF;:%C;%C7A;%KF%CO%C?D:%M>7J%'%M7DJ%JE%:E%M>;D%'%B;7L;%I9>EEBU%'%M?BB%8;%7FFBO?D=%?7D%!EBB;=;%7J%J>;%;D:%E<%CO%0a%O;7HU%'J%>7I%>;BF;:%C;%8;9EC;%CEH;% C7JKH;%7D:%=;J%JE%ADEM%D;M%F;EFB;UX%

W'%>7L;%B;7HDJ%D;M%IA?BBI%JE%B;7:%=HEKFIR%97D%J7A;%=HEKFI%J>HEK=>%:H?BBI%7D:%>7L;%=7?D;:%9E79>?D=% 87:=;IUX%

-!%**'&%*-+&..'&.2&+,*$,.((#&HG&1559>&

!*/,-#&"#..&'-&15>?&'

1>?I%?I%7%D;M%9EKHI;%;%09>EEBI%3E97J?ED7B%-HE=H7CC;U%5EK%M?BB%>7L;%J>;%EFFEHJKD?JO%JE%:;L;BEF% IA?BBI%?D%J>;%;D%>;7BJ>%7D:%I7<;JOR%KI?D=%A?J9>;D%;GK?FC;DJR%9EEA;HO%FHE9;II;I%IK9>%7I% 8E?B?D=R%IJ;M?D=R%FE79>?D=R%IJ;7C?D=R%I>7BBEM%7D:%:;;F%

1>;%9EKHI;%M?BB%HKD%7J%4;IJ%*EJ>?7D%!EBB;=;%ED%7%+ED:7O%

5EK%M?BB%8;%;NF;9J;:%JE%C7A;%OEKH%EMD%M7O%JE%J>;%L;DK;U%1>;%9EKHI;%M?BB%8;%HKD%8O%IF;9?7B?IJ% &EIF?J7B?JO%JH7?D?D=%0J7<

,D%IK99;II?I%9EKHI;%OEK%M?BB%8;%7M7H:;:%0.5%2D?JI%'DJHE:K9J?ED%JE%$EE:% -H;F7H7J?ED%1;9>D?GK;I%7D:%'DJHE:K9J?ED%JE%!EEA;HO%-HE9;IIU%

5EK%M?BB%7BIE%8;%=K7H7DJ;;:%7D%?DJ;HL?;M%;%?7D%!EBB;=;U%

% %

-!%**'&(*.*,&0#%&!'#&+,*$,.((#&HG&1559>&

!*/,-#&"#..&'-&15>?&'

5EK%M?BB%>7L;%J>;%EFFEHJKD?JO%JE%:;L;BEF%IA?BBI%?D%J>;%;7BJ>%7D:%I7<;JOR%KI?D=% MEHAI>EF%JEEBI%7D:%;GK?FC;DJR%>EM%JE%9>;9A%8H7A?D=%IOIJ;CIR%>EM%JE%9>;9A%M>;;BI%7D:%JOH;I%7D:% >EM%JE%97HHO%EKJ%L;>?9B;%9>;9AI%7D:%?DIF;9J?EDIU%

1>;%9EKHI;%M?BB%HKD%7J%4;IJ%*EJ>?7D%!EBB;=;%ED%7%$H?:7O%

5EK%M?BB%8;%;NF;9J;:%JE%C7A;%OEKH%EMD%M7O%JE%J>;%L;DK;U%1>;%9EKHI;%M?BB%8;%HKD%8O%IF;9?7B?IJ%CEJEH% ?D:KIJHO%JH7?D?D=%FHEL?:;HIU%

5EK%M?BB%7BIE%8;%=K7H7DJ;;:%7D%?DJ;HL?;M%;%?7D%!EBB;=;U%

!ECC;DJI%

W4;%>7L;%B;7HD;:%GK?J;%7%BEJ%?D%J>?I%9EKHI;%B?A;%IKIF;DI?ED%IJHKJI%7D:%IJ;;H?D=%H79A%7D:%F?D?ED% [J>;H;VI%7%BEJ%CEH;Q\X%

W'%>7L;%B;7HD;:%>EM%JE%:E%7%BEJ%7D:%IEC;%E<%J>;%JEEBI%'%>7L;%=EJ%JE%KI;%7D:%I>EMD%>EM%JE%KI;%J>;C% FHEF;HBOUX%

W'%>7L;%B;7HD;:%GK?J;%7%BEJ%EL;H%J>;%9EKHI;%E<%J>;%_^%M;;AI%IK9>%7IT%>EM%JE%KI;%JEEBIR%>EM%JE% C7?DJ7?D%97HIR%8H7A;IR%M>;;BI%7D:%;D=?D;IUX%

% !00&.%*7(<(

MY PERSONAL ACHIEVEMENT JOURNEY I take part in the following activities that help me achieve out with my classroom (inside and outside school) – remember these activities i-participate – Name …………………………………… can be big or small! (In S1 and S2 these activities should link to your JASS folder): Think about all the activities you participate in both inside and outside of school – think about how these achievements allow you to further develop your skills. You will evaluate your progress in each skill twice a year and will discuss this progress with your Personal Support teacher. Use this information to reflect on your progress in Didbook. S1-S3 pupils can use this to help them create their Profile.

Taking part in these 1 2 3 4 5 6 7 8 9 10 activities has helped me I am not I am very confident confident develop my skills and or good !'-$/--&0'.&&1*/,& %,-*)#(&!/++*,.&"%#$&%,& and I am qualities: with this successful skill yet ! !)8()"5&(8/4((*5&.(8/412&,'(3)*2(1"3*.(9(;(6)"3(&7"-0,&2(%/(8/4()"5&9( using this ! !)"3(23&02($".(8/4(3"+&(3)"3("1&((/*.((3/()&,0(8/4(-"+&(01/(1&229(( skill

Listening well to others Asking good questions Talking to others confidently about myself Talking to others Building up positive relationships with others Writing instructions for

In Didbook Literacy Skills) COMMUNICATION ( others to follow Taking instructions from TE A M W O othersRK !00&.%*7(<(

Leading others through activities – taking charge Negotiating with others to come to a solution

Working out what is the

In most important - prioritising Being able to work well on

my own Managing my time well – ORGANISATIO NAL SKILLS ( Didbook Enterprise Skills) meeting deadlines Taking responsibility for

others Taking responsibility for my actions Resilience – I don’t give up when things get tough Learning from my mistakes

In Didbook MANAGING MYSELF ( Employability Skills) and what I find difficult Thinking on my feet to solve problems Reflecting on how I have dealt with situations Reflecting on how I would do things differently in the future Taking the initiative – not

having to be told what to do but thinking for myself In Didbook Problem Solving PROBLEM SOLVING SKILLS ( Skills) to take an idea forward ($".(3"+&(3)&(*.*3*"3*5&(".%( 2/,5&(01/#,&-2(

($".(3"+&(1&20/.2*#*,*38('/1( ("-(".(&''&$3*5&( -82&,'(".%(/3)&12( $/--4.*$"3/1(

($".(6/1+(&''&$3*5&,8( !$$!# "%('(

Existing School Employer Partnerships School: Bathgate Academy Name of Employer Name of Briefly outline the nature of the partnership Intended outcome and impact of the faculty/subject partnership. • AK Stoddarts • Home Economics The S2 Make it With Meat project has been Pupils learn about the farm to fork cycle • Oatridge Farm • CDT running for several years and brings together a through this project. They have the opportunity • QMS (Quality Meat • Business number of partners. Pupils work on the Burger to go out on site visits, learn about the New Scotland) Education Challenge where they work in teams to a brief. Product Development cycle, learn about • Tesco (Store & Pupils design and market an innovative new various businesses and roles & opportunities Distribution Centre) burger. within them, as well as developing skills for • SFDF (Scottish Food learning, life & work through this exciting & Drink Federation) challenge. Businesses participating are welcomed into and involved in the school community. This project was recently awarded 3rd place – commended, at the Chamber of Commerce Business Excellence Awards. The project was also recently showcased by the SQA and there are some videos detailing this on their website. There are also potentially plans to put the winning burger into production! If we offer the Food and Drink Manufacturing qualification in the future, these links will certainly be developed further. • Macrae Edinburgh • Home Economics The S3 Macrae Seafood Challenge is in its first Pupils learn about the farm to fork cycle • Possibly Waitrose • Art & Design year. Macrae and SFDF have been fantastic to through this project. They have the opportunity • SFDF (Scottish Food work with. Pupils will work in teams to a brief to go out on site visits, learn about the New & Drink Federation) where they come up with and market a seafood Product Development cycle from a visiting • West Lothian College product/dish. Macrae supply smoked salmon to speaker, learn about various roles & (in future) Waitrose and there is the possibility that they opportunities within the business, as well as • Possibly might get involved in judging. We are also trying developing skills for learning, life & work artist/illustrator – Alan to arrange for artist/illustrator Alan McGowan to through this exciting challenge. The project McGowan come in and present to pupils regarding was also recently showcased by the SQA and packaging design as he has worked for Marks there are some videos detailing this on their and Spencer. West Lothian College are also website. If we offer the Food and Drink linking with Macraes and we may be able to Manufacturing qualification in the future, these further involve them moving forward. links will certainly be developed further.

( !$$!# "%('(

• HMRC • Business The Customer Service SVQ ran for two years at Pupils learn about the importance of and how • Tesco Education Bathgate Academy. This is not running this year, to deliver Customer Service in a range of work • MacDonald Houston – Customer however we hope that it will run again in the environments/scenarios. Pupils are able to House Service SVQ future. contextualise classroom learning through the • A range of various links with various businesses and put what they placements – Boots, HMRC, Tesco (Store & Distribution Centre) and learn into practise during extended work Debenhams, Gap, the Macdonald Houston House all welcomed our placements. Pupils develop skills and gain WH Smith, Best students out on site visits and presented to our experience relevant to the workplace. Western Hillcroft pupils (offering around 6 sessions per year) to Businesses participating are welcomed into the Hotel, Charity Shops contextualise classroom learning in a range of school community. etc. work environments/scenarios. Pupils were involved in activities such as mock interviews and This course and the links offer our pupils a work shadowing. Pupils also went out on a fantastic opportunity and we hope to develop placement one day per week for the duration of this in the future, possibly increasing the the year. numbers of pupils studying this course and involving more local businesses in the delivery of the course – i.e. Sky etc.

• Shin-Etsu • CDT We have been working with Shin-Etsu for almost Pupils are able to contextualise what they learn • Science two years. in the classroom within a real life/workplace • Maths environment. They are able to learn about the - Engineering Staff, including Engineers from Shin-Etsu have business, various careers within the industry Science come into the school and presented to pupils and pathways into these careers. They are - Practical studying Engineering Science (National 4/5 & also able to learn from industry professionals Electronics Higher), Practical Electronics (National 4/5), about the skills and attributes required to work - STEM Science & Maths students (with a specific interest in various roles. Shin-Etsu professionals are in Engineering) and S3 STEM students regarding welcomed into the school community and given their businesses, careers in the businesses and the opportunity to raise their businesses profile skills required, as well as enabling pupils to with our pupils & parents. contextualise their learning in real workplace scenarios. We are in the process of arranging for We intend to continue to work with Shin-Etsu in pupils to go out on site visits. the future and are excited to develop this link further.

( !$$!# "%('(

• Glen Turner Distillery • CDT We have been working with Glen Turner Distillery Pupils are able to contextualise what they learn • Science for around three years. in the classroom within a real life/workplace • Maths environment. They are able to learn about the • Art & Design Staff, including Engineers from Glen Turner business, various careers within the industry - Engineering Distillery have come into the school and and pathways into these careers. They are Science presented to pupils studying Engineering Science also able to learn from industry professionals - Practical (National 4/5 & Higher), Practical Electronics about the skills and attributes required to work Electronics (National 4/5), Science & Maths students (with a in various roles. Glen Turner Distillery - STEM specific interest in Engineering) and S3 STEM professionals are welcomed into the school students regarding their businesses, careers in community and given the opportunity to raise the businesses and skills required, as well as their businesses profile with our pupils & enabling pupils to contextualise their learning in parents. We intend to continue to work with real workplace scenarios. We are in the process Glen Turner Distillery in the future and are of arranging for pupils to go out on site visits. excited to develop this link further.

The Art & Design Department are also working on There is also potential for us to work with this a project with S3 pupils to create some site- link for the Food and Drink Manufacturing specific artworks inspired by the distillery qualifications if these are offered in the future. architecture/machinery for their new office spaces.

• Skyscanner • Computing This is a new link that we have been in touch with Pupils will have the opportunity to contextualise - Mobile App for around a year. This Scottish based global their learning in a real life/workplace scenario. Development business is growing and has offices in both They will be able to learn about skills required elective Edinburgh and Glasgow. We have been out to in the workplace, how the business works & • Possibly Business meet with them and have developed an outline for has grown and various careers/pathways within Education an S3 Mobile App Challenge. Skyscanner also the business. Industry professionals will have hope to be able to contextualise learning for our the opportunity to inspire and work with/mentor senior Computing students. Skyscanner are our pupils, as well as raise their profile and undergoing a lot of change at the moment, awareness of jobs within Skyscanner & the IT however we are in the process of arranging dates market. to work with them from January 2016. This is potentially an extremely exciting link for Bathgate Academy and one that we are passionate about developing in the future.

( !$$!# "%('(

• Aberdeen Asset • Business This is a new link that we are working with to Pupils have the opportunity to learn about a Management Education raise awareness regarding careers in Investment variety of careers in Investment Management Management. Aberdeen Asset Management and hear about professionals from within the have an office in Edinburgh and representatives industry regarding their experiences/career from the business came out and spoke to our paths. Pupils benefit from the opportunity to pupils regarding careers in the business. learn about CV & interview techniques and get Representatives spoke to our pupils regarding feedback. Aberdeen Asset Management are their apprenticeship program and they also ran welcomed into the school community and are CV and interview workshops with our Higher given the opportunity to raise their profile with Business Management pupils. pupils & parents as well as raising awareness regarding careers within the industry.

• Mitsubishi • CDT - STEM Run with S3 students at Bathgate specialising in This project has been run across WLC schools • Physics STEM, Physics and some Maths pupils – last year was the first year that we • Maths participated and we will participate again this year. • Schuh • Art & Design Run with S3 students currently as an elective This project has been run across WLC schools for over 20 years. Bathgate have been consistently involved over the last ten years, and we will continue to be involved in the future. • Paterson Arran • CDT This is a link that we worked closely with for a Paterson Arran were a great link that we intend number of years for the Logistics course to make contact with again ! (unfortunately no longer running) – we are keen to make contact again for Business Education, Home Economics etc !. • EY – Ernst & Young • Business This is a new link that we are in the process of Ernst & Young have an apprenticeship Education arranging a meeting with them. program and could be an exciting new link for many departments including our Business Education department • Aberdein Considine • Business This is a new link that we are in the process of This could be an exciting new link for the Education & tbc scoping out. school • Jabil • tbc This is a new link at the early stages of This could be an exciting new link for the development. school

( !$$!# "%(&( (

! Introduction to IGB Scotland

Background to the Improving Gender Balance (IGB) project This is a new action research project. Two Project Officers, employed by the Institute of Physics (IOP), funded by Skills Development Scotland (SDS) and working in close partnership with Education Scotland STEM development officers, will work closely with 6 school clusters.

The project will work throughout the clusters, from Early Years to S6, and with all members of the school community including students, teaching staff, parents, SLT.

IGB Scotland aims to improve the gender balance of those taking STEM subjects in schools. However, the planned interventions also aim to:

• Create a gender neutral school

• Audit lessons and, as appropriate, embed proven strategies to ensure girl-friendly or gender inclusive classroom practice. These strategies create more ‘girl friendly’ learning, but are reported to equally benefit boys’ learning. Many of the strategies have relevance across the curriculum and at all levels

• Increase confidence and resilience in girls

• Further develop the provision of careers advice, and particularly to portray STEM careers positively.

Some possible interventions have been identified around 3 strands, further described overleaf. The project officers will work with the schools to develop an understanding of each of the establishments individually and to create an appropriate action plan for each institution.

In general, however, the interventions will

• form a sustained programme to promote a lasting change in school culture • be done by the schools, facilitated and supported by the project officers • be evidence based

Project Officer Heather Earnshaw Email: [email protected]

( !$$!# "%(&( (

Possible interventions categorised under 3 strands.

Strand A: Working with girls to build confidence and resilience

• Workshops with pupils to explore gender stereotyping • High School girls to act as physics ambassadors with Primary School pupils • Develop resilience using Professor Carol Dweck’s ideas on “growth mindsets” • Pupils to take part in “researching in schools” – planning and carrying out real research • Work with STEMNET Ambassadors to provide role models

Strand B: Working with teachers to enhance the experience of girls in the physics (and science) classroom

• Observe and work with physics teachers to develop gender-aware approaches to classroom management and pedagogy • Science support as appropriate in Primary and Early Years • Develop a model for practical work that engages girls. • Embed careers messages into lessons

Careers advice has been found to be particularly beneficial. To this end the project aims to:

• Develop and support a programme of careers sessions appropriate to each year group across the school year. • Link careers to curriculum • Include emphasis on modern apprenticeships as appropriate

Strand C: Working with senior management, pupils and teachers across all subjects to promote a whole school culture of gender equality

• Work to effect institutional change at all levels in the school • Examine attainment and progression data by gender • Establish a whole school protocol that encourages all staff to counter gender stereotyping effects

( Appendix 10

{

5 { { .D9 . D 9 t Ç Ç ! " " / 9$

W / { $ " !

C { t " Step 2: 9 " & ! ' a ! í[ / 9 { 9 / / & + { ! & + I" t D C ! " " ' a '

W [ { & í [ / w ' !' & a ! ' { & a a / & a t & a 9 / & í [ /

5 9 Ç Ç ë a Ç . / C 12 W C 4 C C í[ / 15 a 16+7 L C 11 ! 16+7 w{ët í[ / 16 a' 16+7 / C I" t / Ç . / 9 W 16+7

í ! Ç ! "

í " # # ! Ç :t ; .D9 { 16+4<16+7 " 16+4<16+7 L5[ '

{ $ # # t ' Ç { Ç ' $ I " I" ' '

t $ # # ! ' { 7 ' a

[ h í[ / > . / . ?" 6+467 5+1262

Appendix 11

[ t ! ÇhtL/ I t t Learning Outcome and Success Criteria shown and ò { .D9 discussed at the start, throughout and at the end of the ! * [ ! / 9! " For Learners to develop a better understanding of the Science and Technology involved in Technology TCH 3-14a “green” energy and the workings of the Mitsubishi Electric Heat Pump. By using problem solving strategies, and showing creativity in a design challenge. I can plan, develop, organise and evaluate the production of items needed Learning Intention at home or in the world of work. Working in a group I can create a design and a solution to a “green” Sciences SC 3-04b energy problem. I understand the workings of a By investigating the Mitsubishi Electric Heat Pump “Mitsubishi Electric Heat Pump” and taking part in practical activities to harness them. I can discuss the benefits and potential problems Success Criteria I can work successfully in a group h# { $ {% I can use problem solving strategies to develop the design [ # & ' C ' ) I can plan, develop and organise the project • Presentation outlining the Project and the I can effectively discuss and Technology and Science used in heat pumps. communicate my creative ideas “With the exception of household heating or I can discuss the benefits and potential a household fridge develop and design a use problems of my group’s project for a “heat pump”

Resources Required Pupils should consider the following

• Pens • All aspects of the heat pump - it can heat or • Technology room for research cool things • Rulers • Does it need to be powered by the mains is • Rubbers there alternative energy source that could • Colour paper power it • Card • Could your design be portable or could it be • Drawing pencils huge • Scissors Pupils will have over 2 periods to research, • Glue develop, create, design and prepare a presentation Skills covered of their product. They will have the use of the Library or a Technology room. Literacy Employability Thinking Skills Group work At the end of the research pupils will have Discussion Presentation skills developed a use for the “heat pump” and be able to IT skills Creativity present the idea.