Please note: A new UK Government took office on 11 May. As a result the content on this site may not reflect current Government policy. All statutory guidance and legislation referred to continues to reflect the current legal position unless indicated otherwise.

For Teachers

To promote effective teaching and learning a programme for economic and personal well-being learning will encourage independent and active learning in practical and relevant contexts. Opportunities should be provided for learners to have direct contact with the world of work and to see the relevance of their studies. Activities should enable young people to plan their work, carry out research, evaluate their outcomes and work effectively as part of a team. For young people to benefit fully from  the activities they need opportunities to develop active learning skills such as note-taking, researching and interviewing sources of information, framing and recording responses to questions, problem-solving, decision-making, action planning, negotiating and self-presentation.

Teachers should aim to achieve specific time-bound learning outcomes appropriate and realistic in the light of the learners’ needs.  When identifying learning outcomes teachers should seek to develop the skills young people need for working life.  Identified outcomes should be differentiated to meet the needs of all learners, and particular attention should be given to students with learning difficulties and gifted and talented learners.  Identified learning outcomes should be coherent with locally agreed learning outcomes and national suggested outcomes for PSHE education from QCDA and the DfE.  Teachers should identify how different elements in the curriculum relate to the outcomes and what measures of success will be used to assess progress of individuals and to evaluate the effectiveness of the programme.

It is important to agree and timetable target-setting and monitoring arrangements which involve regular assessment of the learning outcomes by the teachers, the learners and all other partners involved in the programme.  It is better to use a range of approaches to assessment that are fit for purpose and take into account the varied needs of the learners.  Regular feedback from teachers to learners on their progress is helpful.  This can involve reward and positive re-enforcement and the opportunity for the learners to adapt their plans in the light of their progress.  Schools/colleges can enable young peoples’ learning from the full range of activities to be recorded and where possible confirmed and endorsed by the partners involved, possibly as contributions to a learners’ record of achievement.  PSHE education can contribute where appropriate to approved forms of accreditation within the list of approved.

Where to find additional documents

Listed below are relevant articles relating to the Operational element of Work Related Learning. In addition to these, there are other documents available for download which can be accessed through the "Documents" menu item.