How can work experience help deliver the new Diploma?

A guide for employers

A project funded by the National Education Business Partnership Network

Pete Walthorne

Work Related Learning Development Manager

Staffordshire Partnership

St Joseph’s Court

2 – 4 Lichfield Street

Rugeley

WS15 2EH

01889 571999

Employers will be approached by schools, colleges and other education providers to provide work experience for students taking the new diploma.

Ideally, work experience placements should help deliver diploma content, develop personal learning and thinking skills and functional skills.

This guide will help employers, with the support of their education partners, to identify how their existing work experience contributes to this learning.

The process:

A FRAMEWORK OF PERSONAL, LEARNING AND THINKING SKILLS

Creative thinkers

Focus:

Young people think creatively by generating and exploring ideas, making original

connections. They try different ways to tackle a problem, working with others to find

imaginative solutions and outcomes that are of value.

Young people:

• generate ideas and explore possibilities

• ask questions to extend their thinking

• connect their own and others’ ideas and experiences in inventive ways

• question their own and others’ assumptions

• try out alternatives or new solutions and follow ideas through

• adapt ideas as circumstances change

Reflective learners

Focus:

Young people evaluate their strengths and limitations, setting themselves realistic goals

with criteria for success. They monitor their own performance and progress, inviting

feedback from others and making changes to further their learning.

Young people:

• assess themselves and others, identifying opportunities and achievements

• set goals with success criteria for their development and work

• review progress, acting on the outcomes

• invite feedback and deal positively with praise, setbacks and criticism

• evaluate experiences and learning to inform future progress

• communicate their learning in relevant ways for different audiences

Independent enquirers

Focus:

Young people process and evaluate information in their investigations, planning what to do

and how to go about it. They take informed and well-reasoned decisions, recognising that

others have different beliefs and attitudes.

Young people:

• identify questions to answer and problems to resolve

• plan and carry out research, appreciating the consequences of decisions

• explore issues, events or problems from different perspectives

• analyse and evaluate information, judging its relevance and value

• consider the influence of circumstances, beliefs and feelings on decisions and

events

• support conclusions, using reasoned arguments and evidence

Team workers

Focus:

Young people work confidently with others, adapting to different contexts and taking

responsibility for their own part. They listen to and take account of different views. They form

collaborative relationships, resolving issues to reach agreed outcomes.

Young people:

• collaborate with others to work towards common goals

• reach agreements, managing discussions to achieve results

• adapt behaviour to suit different roles and situations

• show fairness and consideration to others

• take responsibility, showing confidence in themselves and their contribution

• provide constructive support and feedback to others

Self-managers

Focus:

Young people organise themselves, showing personal responsibility, initiative, creativity and

enterprise with a commitment to learning and self- improvement. They actively embrace

change, responding positively to new priorities, coping with challenges and looking for

opportunities.

Young people:

• seek out challenges or new responsibilities and show flexibility when priorities change

• work towards goals, showing initiative, commitment and perseverance

• organise time and resources, prioritising actions

• anticipate, take and manage risks

• deal with competing pressures, including personal and work-related demands

• respond positively to change, seeking advice and support when needed

Effective participators

Focus:

Young people actively engage with issues that affect them and those around them. They

play a full part in the life of their school, college, workplace or wider community by taking

responsible action to bring improvements for others as well as themselves.

Young people:

• discuss issues of concern, seeking resolution where needed

• present a persuasive case for action

• propose practical ways forward, breaking these down into manageable steps

• identify improvements that would benefit others as well as themselves

• try to influence others, negotiating and balancing diverse views to reach workable

solutions

• act as an advocate for views and beliefs that may differ from their own

Examples

Work Experience Challenges for the Engineering Diploma

Challenges / Benchmark competitors products through searching the internet and propose marketing opportunities / Design and test a structure or simple product to meet a specification / Design and test a production line to produce an identified product / Devise a process quality check for the product / Design a customer satisfaction process
Personal learning and thinking skills / Independent Enquirers / Creative Thinkers / Reflective Learners / Self - Managers / Team Workers / Effective Participators / Creative Thinkers / Reflective Learners / Creative Thinkers / Reflective Learners
Plan and carry out research
Analyse and evaluate information, judging its relevance and value
Support conclusions, using reasoned arguments and evidence / Generate ideas and explores possibilities
Adapt ideas as circumstances change / Review progress, acting on the outcomes
Evaluate experiences and learning to inform future progress / Work towards goals, showing initiative, commitment and perseverance
Organise time and resources, prioritising actions
Deal with competing pressures and demands, including personal and work related demands / Collaborate with others to work towards common goals
Reach agreements, managing discussions to achieve results
Adapt behaviour to suit roles and situations
Show fairness and consideration to others
Take responsibility, showing confidence in themselves and their contribution
Provide constructive support and feedback to others / Discuss issues of concern, seeking resolution where needed
Try to influence other, negotiating and balancing diverse views to reach workable solutions / Generate ideas and explore possibilities
Try out alternatives or new solutions and follow ideas through / Set goals with success criteria for their development and work / Connect their own and others’ ideas and experiences in inventive ways
Question their own and others assumptions / Communicate their learning in relevant ways for different audiences
Diploma content
(all Higher Level) /

Topic 1

The sectors of engineering and their products and services

Topic 2

The importance in the performance/functions of an engineering product
Key considerations influencing product design specifications /

Topic 2

The importance in the performance/functions of an engineering product
Key requirements of design briefs
Key considerations influencing product design specifications
Techniques for producing design ideas and solutions
Proving a design /

Topic 6

Multiple production processes
Planning for multiple production
The importance of health and safety in an industrial workplace /

Topic 4

Properties of materials
Standard components
Production planning of a single item

Topic 6

Performing quality checks /

Topic 8

The environmental and social impact of engineering
The effects of engineering technologies in the home, workplace and built environment

Work Experience Challenges for the Engineering Diploma

Challenges / Draw a dice using CAD (Pro Engineer) / Produce a detailed drawing to show six projections / Carry out a specific design challenge to achieve set goals / Take an existing CAD model drawing and review the modelling method through to completion / Prepare a presentation for the design engineer to explain the stages of the work
Personal learning and thinking skills / Independent Enquirers / Creative Thinkers / Reflective Learners / Self - Managers / Creative Thinkers / Independent Enquirers / Creative Thinkers / Independent Enquirers / Creative Thinkers / Effective Participators
Identify questions to answer and problems to solve
Explore issues, events or problems from different perspectives / Generate ideas and explores possibilities
Try out alternatives or new solutions and follow ideas through / Review progress, acting on the outcomes
Evaluate experiences and learning to inform future progress / Work towards goals, showing initiative, commitment and perseverance / Generate ideas and explore possibilities
Ask questions to extend their thinking
Question their own and other’ assumptions
Try out alternatives or new solutions and follow ideas through
Adapt ideas as circumstanceschange / Plan and carry out research, appreciating the consequences of decisions
Explore issues, events or problems from different perspectives
Analyse and evaluate information, judging its relevance and value
Support conclusions, using reasoned arguments and evidence / Generate ideas and explore possibilities
Try out alternatives or new solutions and follow ideas through / Identify questions to answer and problems to solve
Analyse and evaluate information, judging its relevance and value / Question their own and others assumptions / Present a persuasive case for action
Identify improvements that would benefit others as well as themselves
Team Workers: Adapt behaviour to suit different roles and situations,Show fairness and consideration to others
Diploma content
(all Advanced Level) /

Topic 2

The use of 2D and 3D software
Drawing to industrial standards
Designing for manufacture /

Topic 6

Different types of manufacturing processes

Topic 7

Innovative engineering designs and new technologies
Designing for the environment

Topic 8

Trigonometric identities and equations for statics and dynamics
Geometry
Calculus
Mathematical modelling
Work energy friction and machines /

Topic 8

Trigonometric identities and equations for statics and dynamics
Geometry
Calculus
Mathematical modelling
Work energy friction and machines /

Topic 7

The commercial issues of developing, marketing and selling a new product or idea
The environmental and social impact of engineering and sustainability of resources

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Work Experience Challenges for the Creative and Media Diploma

Challenge(s) / Demonstrate your communication skills by ‘say what you saw – what did it mean?’ / Script a promotional video or Create an edit from raw footage / Interact as part of the production team / Set up and pack down a film production rig or Catalogue library tapes

Personal learning and thinking skills

/ Reflective learners / Creative thinkers / Independent Enquirers / Effective Participators / Team Workers / Self Managers
Asses themselves and others, identifying opportunities and achievements
Review progress, acting on the outcomes
Invite feedback and deal positively with praise, setbacks and criticism
Evaluate experiences and learning to inform future progress
Communicate their learning in relevant ways for different audiences / Generate ideas and explore possibilities
Connect own and others’ ideas and experiences
Question own and others’ assumptions
Try out alternatives or new solutions and follow ideas through / Explore issues, events or problems from different perspectives
Analyse and evaluate information, judging its relevance and value
Consider the influence of circumstances, beliefs and feelings on decisions and events
Support conclusions, using reasoned arguments and evidence / Discuss issues of concern, seeking resolution where needed
Propose practical ways forward, breaking these down into manageable steps
Identify improvements that would benefit others as well as themselves
Try to influence others, negotiating and balancing diverse views to reach workable solutions
Act as an advocate for views and beliefs that may differ from their own / Co-operate with others to work towards common goals
Reach agreements, managing discussions to achieve results
Adapt behaviours to suit different roles and situations
Show fairness and consideration for others
Take responsibility, showing confidence in themselves and their contribution
Provide constructive support and feedback to others / Work towards goals, showing initiative, commitment and perseverance
Organise time and resources, prioritising actions

Diploma content

/ 1.3 be able to develop a personal critical response to a creative or media artefact, activity or event. / 3.1 understand the process of creating artefacts
3.2 be able to plan the creation of and artefact
3.3 be able to create an artefact
4.2 be able to plan the creation of a record in a chosen medium / 2.3 be able to contribute to the planning of a performance
3.4 know how to monitor own creative activity
4.3 be able to take part in the creation of a record in a chosen medium / 2.3 be able to contribute to the production of a performance

Work Experience Challenges for the Society Health and Development Diploma

Challenges / Produce a story book through ‘Life Story’ Work / Run an activity for service users / Take responsibility for service users property and possessions / Report to manager on their experiences in the form of a self appraisal
Personal Learning and Thinking Skills / Independent enquirers / Creative thinkers / Team workers / Effective participators / Team workers / Self-managers / Creative thinkers / Reflective learners
• identify questions to answer and problems to resolve
• plan and carry out research, appreciating the consequences of decisions
• analyse and evaluate information, judging its relevance and value / • ask questions to extend their thinking
• connect their own and others’ ideas and experiences in inventive ways
• question their own and others’ assumptions / • collaborate with others to work towards common goals
• reach agreements, managing discussions to achieve results
• adapt behaviour to suit different roles and situations
• show fairness and consideration to others
• take responsibility, showing confidence in themselves and their contribution
• provide constructive support and feedback to others / • discuss issues of concern, seeking resolution where needed
• present a persuasive case for action
• propose practical ways forward, breaking these down into manageable steps
• identify improvements that would benefit others as well as themselves
• try to influence others, negotiating and balancing diverse views to reach workable
solutions
• act as an advocate for views and beliefs that may differ from their own / • show fairness and consideration to others
• take responsibility, showing confidence in themselves and their contribution / • work towards goals, showing initiative, commitment and perseverance
• organise time and resources, prioritising actions
• respond positively to change, seeking advice and support when needed / • generate ideas and explore possibilities
• ask questions to extend their thinking
• question their own and others’ assumptions / • assess themselves and others, identifying opportunities and achievements
• set goals with success criteria for their development and work
• review progress, acting on the outcomes
• invite feedback and deal positively with praise, setbacks and criticism
• evaluate experiences and learning to inform future progress
• communicate their learning in relevant ways for different audiences
Diploma Content
(All Higher Level) / Units 2, 3, 4 & 6 / Units 3 & 6 / Units 4 & 6 / Units 2 & 5
Know the balance and potential conflicts between confidentiality and disclosure of information and identify how these might be managed
Be able to plan and carry out research, exploring issues, events or problems from different perspectives
Know different methods of effective communication with individuals of all ages and backgrounds, and in a range of different circumstances
Understand the barriers to communication, their consequences, and approaches that can be taken to overcome these barriers and when and how they should be applied
Know the key legislation and organisational procedures that apply to safeguarding and protecting individuals. / Be able to develop collaborative relationships adapted to different contexts
Understand the role of workers in supporting individuals, groups and communities to balance risk and freedoms to ensure safe and secure environments
Be able to carry out a risk assessment and a health and safety audit for different work settings. / Understand why it is important to keep accurate records
Understand the role of workers in supporting individuals, groups and communities to balance risk and freedoms to ensure safe and secure environments / Know what is meant by evidence based practice and the key aspects of reflective practice
Understand how personal and professional development and reflective practice can support effective service provision and improve practice.
Be able to evaluate own strengths and areas for development for working effectively in a sector and develop a personal development plan which links to organisational objectives.

Work Experience Challenges for the Society Health and Development Diploma

Challenges / Support a service user in accessing the community. e.g. going to the cinema, shopping etc (including risk assessment) / Complete a research task e.g. to help a service user to have a holiday. / Helping a service user achieve goals in their ‘life plan’ to support independence / Helping with personal care e.g. hair. (including care planning) / Help a service user with their ‘health action plan’
Personal Learning and Thinking Skills / Independent enquirers / Creative thinkers / Independent enquirers / Self-managers / Creative thinkers / Reflective learners / Team workers
Effective participators
• identify questions to answer and problems to resolve
• plan and carry out research, appreciating the consequences of decisions
• explore issues, events or problems from different perspectives
• analyse and evaluate information, judging its relevance and value
• consider the influence of circumstances, beliefs and feelings on decisions and
events
• support conclusions, using reasoned arguments and evidence / • generate ideas and explore possibilities
• ask questions to extend their thinking
• connect their own and others’ ideas and experiences in inventive ways
• question their own and others’ assumptions
• try out alternatives or new solutions and follow ideas through
• adapt ideas as circumstances change / • identify questions to answer and problems to resolve
• plan and carry out research, appreciating the consequences of decisions
• explore issues, events or problems from different perspectives
• analyse and evaluate information, judging its relevance and value
• consider the influence of circumstances, beliefs and feelings on decisions and
events
• support conclusions, using reasoned arguments and evidence / • seek out challenges or new responsibilities and show flexibility when priorities change
• work towards goals, showing initiative, commitment and perseverance
• organise time and resources, prioritising actions
• anticipate, take and manage risks
• deal with competing pressures, including personal and work-related demands
• respond positively to change, seeking advice and support when needed / • generate ideas and explore possibilities
• ask questions to extend their thinking
• connect their own and others’ ideas and experiences in inventive ways
• question their own and others’ assumptions
• try out alternatives or new solutions and follow ideas through
• adapt ideas as circumstances change / • assess themselves and others, identifying opportunities and achievements
• set goals with success criteria for their development and work
• review progress, acting on the outcomes
• invite feedback and deal positively with praise, setbacks and criticism
• evaluate experiences and learning to inform future progress
• communicate their learning in relevant ways for different audiences / • collaborate with others to work towards common goals
• reach agreements, managing discussions to achieve results
• adapt behaviour to suit different roles and situations
• show fairness and consideration to others
• take responsibility, showing confidence in themselves and their contribution
• provide constructive support and feedback to others
• discuss issues of concern, seeking resolution where needed
• present a persuasive case for action
• propose practical ways forward, breaking these down into manageable steps
• identify improvements that would benefit others as well as themselves
• try to influence others, negotiating and balancing diverse views to reach workable
solutions
• act as an advocate for views and beliefs that may differ from their own
Diploma Content (All Higher Level) / 2.2 Know how the choice and rights of people who access services affect service development
6.5 Be able to carry out a risk assessment and a health and safety audit for different work settings. / 3.1 Be able to plan and carry out research, exploring issues, events or problems from different perspectives
6.2 Understand the role of workers in supporting individuals, groups and communities to balance riks and freedoms to ensure safe and secure environments / 4.2 Understand the barriers to communication, their consequences and approaches that can be taken to overcome these barriers and when and how they should be applied / 5.2 Understand a workplace, including how the underpinning principles and values of the sectors are demonstrated, based on experience in an actual workplace setting / 4.6 Understand why it is important to keep accurate records, what should and should not be recorded or shared, how the confidentiality and security of records is maintained and how the risks can be minimised including the tensions that exist between confidentiality and the need to share information