BBC Northern Ireland Learning
Employability
Go Get It

How pupils learn

By discovering how pupils learn, educators can provide opportunities for pupils to capitalise on their strengths and improve their employability skills.

There are three main types of learners:

1	visual learners, who learn through seeing
2	auditory learners, who learn through listening 
3	kinaesthetic learners, who learn through moving, doing and touching

Visual learners make up around 65% of the population, auditory learners make up 30%, while kinaesthetic learners make up the remaining 5%.

Visual learners like to learn using written information, notes, diagrams and pictures. They prefer to take detailed notes during presentations. Sometimes a visual learner cannot learn material unless it has been seen in a written format. They are most effective in written communication. 

Auditory learners relate best to the spoken word. They listen to a lesson and may write notes later. They are happy to rely on printed notes. Often auditory learners will not understand written information until they have heard it. Auditory learners tend to be sophisticated speakers. 

Kinaesthetic learners acquire skills by imitation and practice. They learn effectively through touch and movement and space. Because knowledge and skills are not taught in a style that suits their learning methods, kinaesthetic learners can appear slow.

To teach visual learners
•	ensure that they can easily see your body language and facial expressions
•	use visual displays, diagrams, illustrated textbooks, overhead transparencies, videos, flipcharts and handouts
•	give them time to take detailed notes so they can absorb information

To teach auditory learners 
•	read information aloud
•	discuss topics, talk things through and listen to what others have to say
•	try to incorporate group and discussion work 
•	consider how you use speech, as auditory learners interpret the underlying meanings through listening to tone of voice, pitch and speed

To teach kinaesthetic learners
•	incorporate a hands-on approach 
•	use practical activities or demonstrations
•	choose kinaesthetic learners to carry out demonstrations

Occupational Afternoon

Ideally, an occupation afternoon should be held at school and involve only one particular year group. The aim of the event is to increase a pupil’s knowledge of certain career areas, so you should invite representatives from specific career areas to visit your school and give two presentations about their career area. This should last approximately two hours

Group the employees into occupational areas, with a maximum of three employees in any one group. For example, a medical group could consist of a doctor, nurse and a dentist. Ask your pupils to suggest the groups that interest them. 

Each occupational session should last one hour. Direct the pupils to go to a particular group and listen as each member of the group gives a ten-minute presentation followed by a question and answer session. At the end of the session, ask the pupils to move on to their next selected occupational area.

When organising the event, you should

•	establish which year group will take part in the event
•	identify a date and book suitable rooms around the school
•	decide on the occupational groups and write to a range of people from those groups
•	display a list of the groups and ask pupils to sign up for sessions
•	organise for rooms to be set up for the event, including any hardware identified by the presenters
•	write to parents to inform them of the event and ask for their support
•	on the day, hold a briefing session for participants and nominate pupils to serve refreshments and give directions

 

Careers Club

You can set up a careers club within school to help pupils gain first-hand experience of a particular career area. Throughout the year, the club should organise monthly lunchtime presentations by employees from a range of career areas. This provides pupils with access to the experiences of people employed or self-employed in various sectors. The information sessions should last about forty minutes in total, twenty minutes for the presentation and twenty minutes for a question and answer session. 

Steps to Career Club
•	Carry out a survey into the career areas that interest your pupils. You can invite employees from those career areas to give a presentation.
•	Write to employees within the relevant career sectors and draw up a programme. The Training and Employment Agency publish an annual booklet listing individuals who are keen to participate in school activities.
•	Where possible, try to organise all ten presentations at the start of the year so you can draw up and publish a schedule.
•	Establish a set day and venue for the event. 
•	Book the presentation venue. Ensure it has adequate facilities for the presentation (power points, chairs, heating etc).
•	Arrange some school or community publicity for the event; perhaps write a school magazine article featuring the presenter and the pupils.

 

Careers Convention

A careers convention allows pupils the opportunity to talk to employers, training organisations and representatives from further and higher educational institutions. This event is most useful when pupils are making important decisions about their post-fourteen and post-sixteen options. 

Although a school-based careers convention requires a lot of planning, your school can gain a lot from such an event. It is important that you plan ahead and check if others are holding similar events in your area. A useful way to check is through the T&EA Monthly bulletin. 

Schedule
Four months before convention

•	Identify the date and time the event is going to be held - during or after school.
•	Identify who you are going to target - Year 10, 12, 13, 14.
•	Establish the event venue and book it.
•	Check accessibility to power points in the venue, as many exhibitors will bring high-tech electrical equipment.
•	Identify how many stands the venue will hold - allow about one metre of desk length per exhibitor.

Three months before convention

•	Write to employers and invite them to attend. Include a reply slip with a 'return by' date so you can follow up invitations.
•	Write to twice the number of employers that the venue will hold. 

Two months before convention

•	When you have established who will attend, write to the employer and confirm their attendance. Ask if they have any special hardware requirements.
•	Draw a map of the venue layout. Include this map when confirming exhibitor's stand.
•	Identify whom you are going to invite to the event - teachers, parents, pupils, and governors. Write letters of invitation to the selected groups.

One month before convention

•	Organise refreshments, usually tea or coffee and biscuits.
•	Organise for the set-up of the venue; remember that employers usually require two hours to set up.

On the Day

•	Assign some pupils to help load/unload and give directions.

 

The Careers Library
The Careers Library as an Information Point
The careers library provides a focus point from which pupils can identify the skills, qualities, qualifications and experience they need for particular career areas.

You can locate the careers library in the main school library or within the careers suite. The careers library should contain a wide range of up-to-date and appropriate resources, including computer programmes. However, the extent of the library depends on the budget available to the careers department. The Training and Employment Agency provide a useful loan service and up-to-date information sheets on various careers. 

Organising reference materials 
All reference materials should be organised using an easily understood classification system. The most useful classification system is the Careers Library Classification Index (CLCI). This system is divided into two categories. Section A contains general information and Sections B to Y contain information about specific career areas. 

A free copy of the CLCI system and recommended resources can be obtained free of charge by writing to COIC, PO Box 298A, Thames Ditton, Surrey, KT7 0ZS. This resource highlights the essential reference material needed to create a careers library that caters for all age groups.

ICT - Software Packages
As part of any basic careers library, it is important that each school has information, guidance and educational software loaded onto a computer network or standalone computer. Pupils should have access to a careers information software programme that contains regularly updated information about different jobs/careers. A useful software package is Careersoft's Careers Information Database (CID), which has information on over 800 different job titles with links to other useful programs. CASCAiD supply careers guidance software to schools in the UK.

Pupils should also have access to a careers guidance software program that uses self-evaluation to match responses to questions about the user’s interests, skills and aptitudes to requirements of continuing education, training and career choices.

Useful packages include 
Pathfinder - JIG-CAL Progressions Ltd 
KUDOS - (by CASCAiD)

Internet
The Internet can enable pupils to identify the skills, qualities and qualifications required for various career path. www.ucas.com gives pupils access to a wide range of information about higher education courses. It also provides links to all major higher education institutions in the UK. See our Links page for more career-based web sites.

 

Mock Interviews

Mock interviews are an essential element in developing the skills and qualities needed by young people for their career planning and management. A mock interview can provide a realistic experience for the pupil and give employers an insight into education. Your pupils can use our online guides to create curriculum vitae, complete application forms and prepare for an interview.

There is a lot of preparation involved in a mock interview programme so it’s vital to plan ahead.

Three months before the event
•	Are you going to commission an outside organisation to run the event or organise it yourself?
•	Identify the group of pupils who will be participating in the mock interview programme.
•	Agree a date/s for the interviews and organise letters of invitation for employers.
•	Estimate the number of interviewers that you will need. It is a good idea to use a panel of two interviewers and require them to conduct five fifteen-minute interviews with a five-minute feedback session at the end. 
•	Send out letters of invitation to a wide range of employers and the Board of Governors. You should invite twice as many employers as you need - not everyone you want will respond, so you need to ensure you have enough employers to conduct the interviewers. 
•	Are you going to hold the event during school hours or in the evening? An evening event will prevent disruption to the timetable, employers are more willing to attend and pupils will be able to dress appropriately for the interview.

Two months before the event
•	Tell your pupils about the event and ask them to identify the best interview night. 
•	Ask your pupils to select a career area they are interested in.  This will help you to match pupils with relevant employers.
•	Send a letter to parents informing them of the event and asking for their support.
•	Ask pupils to supply you with two copies of their CV, letter of application and/or completed application form (one copy for each interviewer on their panel) 
•	You could use careers teachers or form tutors to help with the organisation and collection of these documents. 
•	Prepare an Interview Preparation Pack and/or direct pupils to this site to prepare for their interview.

One month before the event
•	Collate replies for employers.
•	Create an interview schedule. Send one copy to employers and post a pupils' copy on the school notice board.
•	Design interview questions for employers.
•	Create a Pupil Interview Feedback Form that employers will fill out and leave with you after the interviews. This will help with debriefing sessions.
•	Send a letter to employers confirming their attendance. Include an Interviewers Pack, consisting of an interview schedule, all completed applications, Pupil Interview Feedback Form and interview questions.
•	Organise refreshments - usually tea or coffee on arrival and tea or coffee and sandwiches during an appropriate break in the evening.

Two weeks before the event
•	Ensure that the rooms are appropriately laid out on the evening.
•	Nominate certain pupils to show employers to the interview rooms.
•	Post interview schedules on your pupil notice board.

One week before the event
•	Organise a slot, perhaps during assembly, to remind pupils of the importance of the event and what is expected from them.

On the evening
•	Assemble the employers in a central location and ask your principal to welcome them. Highlight any relevant health and safety procedures.
•	Outline the format for the evening and ask the interviewers to return the Pupil Interview Feedback forms at the end of the evening.

After the Event
•	Write to employers and thank them for their time. If possible, include a small token of your appreciation - perhaps a copy of the school magazine.

 

Enterprise Activities
Motivate your pupils to develop creative, positive and innovative attitudes towards the world of work with an enterprise activity. Maybe you'll foster the next Richard Branson!

You can set up enterprise activities to encourage young people to develop creative, positive and innovative attitudes towards the world of work. Enterprise activities show pupils the relevance of education in the workplace and help them to develop both an enterprising spirit and personal responsibility. 

One of the most popular enterprise activities used in schools is the Young Enterprise Scheme.  www.yeni.co.uk

How to organise a Young Enterprise Scheme in your School
This programme normally begins at the start of the school year and lasts until May of the same academic year. Pupils set up and run their own business. They elect a board, take all decisions, raise share capital and market and finance a product or service. They are supported by a volunteer business adviser and can participate in an Annual Competition.

1)	Identify which year groups will participate in the programme.
2)	Negotiate a time slot in which to give a brief presentation on the Young Enterprise Scheme.
3)	Advertise, with a deadline, the relevant vacancies and request pupils complete an application form.
4)	Using the completed application forms, organise interview times.
5)	Publish a list showing interview times and with advisors, interview candidates for the various positions. 
6)	Publish a list of successful candidates and date for first Company Meeting.
7)	At the initial meeting, decide on the dates and times of future meetings. It is important to note that these dates must suit the students, link teacher and advisor. 
8)	Publish list of agreed dates and times.
9)	Having established a group, you should now focus on the project and roles and responsibilities of each individual. 

 

Health & Safety - Child Protection

Schools must pay special attention to the health and safety of pupils while on work placement or industrial visit. Here are some these simple guidelines:

·	When writing to confirm a work placement or visit, ask the employer to cover health and safety issues in the pupils’ induction. It is particularly important that the employer highlights
o	the emergency evacuation procedure 
o	provision for First Aid and identifies any First Aiders
o	any other relevant health and safety policies

·	When preparing your pupils for a work placement or visit pupils should be taught to
o	expect health and safety awareness information during their induction period 
o	recognise common health and safety signs found in the workplace 
o	recognise their personal responsibility for their own safety

You can use our online Health and Safety game and guidelines to teach your pupils about their health and safety.

A representative from the school should visit the work placement premises to ensure that it offers a safe environment for the pupils (the ideal solution is to ask a health and safety expert to visit and inspect all sites before placement). 

A health and safety section should be included in the pupils’ Visit Progress Report so that a visiting teacher has a check list of relevant health and safety issues. This information should also be used during the review of the work placements/visits.

Although these measures cannot guarantee the safety of pupils on work placement/visit, they are reasonable measures to promote health and safety issues.

 

Campus/Industrial visits

Educational visits should be available to all pupils as they can add greatly to their understanding of the world of work. It is important that the educational visits should have clear, relevant and achievable aims and objectives and include a wide range of establishments that match pupil aspirations. It is important that a systematic preparation and follow-up takes place.

The health and safety of the participants must be assured. The minimum pupil-to-teacher ratio must be achieved and you must be satisfied that the venue is suitable. Where applicable, ensure that any employees who will be involved in the visit are qualified and dependable.

Before the visit

•	A member of staff should make a preliminary visit to the venue - preferably at the same time of year as the planned visit. This preliminary visit is essential for safety reasons and educational planning.

•	Prior to any detailed organisation, you must obtain permission for the visit from the school’s senior management team.

•	If transport by coach or minibus is involved, you must book it and ensure that the vehicle(s) and the operators comply with the statutory requirements.

•	You must obtain from parents or guardians written permission for the pupils to participate in the visit. The parents or guardians must be fully informed about the visit in a letter from the named organising teacher, which should
•	explain the nature and purpose of the visit (include aims and objectives)
•	outline the programme/itinerary 
•	detail how and when pupils will be supervised 

•	When the organisational details of the visit have been confirmed, check that all relevant forms, including insurance are completed.

•	Details of the visit, including the date, time, venue and programme details must to be given to all involved, including
•	the participating pupils
•	accompanying teachers
•	non-teacher supervisors
•	any officials who will receive/work with the school party

•	Everyone involved must be made aware of the nature and purpose of the visit. Pupils should be informed of its relation to and implications for their recent, current or impending learning and should be aware of what behaviour and work is expected of them at the venue. Accompanying teachers and any non-teacher supervisors must be carefully advised about their roles and responsibilities.

•	Participating officials need to know how their contributions will enhance or complement the pupils' work in school.

•	You must also ensure that everyone involved is aware of 
•	contingency plans for unforeseen circumstances
•	first-aid facilities
•	emergency telephone numbers.

•	 Members of the school office staff should be notified in writing of the dates and times of all visits and the pupils and teachers involved. 

After the visit

•	Work completed by pupils either during or subsequent to an educational visit should be displayed publicly in the school.

•	The teacher should ensure that the senior management are informed of the progress of the visit and the conduct of the pupils so that appropriate comments/praise can be included in assemblies.

•	The employer who hosted the visit and the staff who covered lessons should be thanked in an appropriate way.

•	A report of the visit should be forwarded to the Head teacher for inclusion in the next parents’ newsletter and governors’ report.

 

Partnerships

In order for education for employability to be effective, there must be a strong emphasis on partnerships. People in all kinds of roles can make a direct and personal contribution to the education of pupils. Parents, employers, employees, self-employed people and volunteer workers all have the experience, knowledge and authority to help pupils develop their employability skills. Diverse community contacts will ensure a wide range of future possibilities for pupils to explore. 

Links with Business
Links with employers allow the school to develop a useful base of contacts and may lead to sponsorship. They provide a rich source of opportunities and learning materials that can be integrated into the curriculum. 

Here are some ways in which you can involve the business community in your school’s employability programme:

•	Invite local employers into school to give presentations to pupils.
•	Ask employers to host visits for pupils and teachers.
•	Send out a survey to businesses asking for them to identify opportunities for work related activities for pupils.
•	Seek sponsorship from business where possible and encourage them to advertise in your school’s promotional literature.
•	Set up a database of local employers you use for work related learning events. Organise it into job sectors and events and make it available to pupils through the school’s computer network.

Links with Further & Higher Education
Pupils should be made aware of all the further and higher education possibilities - GNVQs, foundation courses, BTECHS etc. They often assume the only path to further and higher education is through the traditional route of A-levels followed by a degree course. The best way to show pupils all the possibilities is to foster links between the various FE and HE institutions and the school.

Staff from these institutions will provide information and advice for pupils and can help develop employability skills by

•	arranging on-site visits for pupils
•	holding open days throughout the year 
•	visiting schools and giving pupil information sessions

Many staff from further and higher education institutions are very willing to participate in

•	careers conventions 
•	mock interview programmes
•	work experience placements

Parental Involvement
Pupils’ parents usually work in a broad spectrum of jobs and will have done so for many years. Their work experience and employability skills are an important resource relevant to the pupils - after all, they have seen how their parents provide for them through work, and their work areas are the very jobs the pupils may move into. However, you may have to make parents aware of the concept and importance of employability.

You must convince parents that their experience is relevant and valuable, and invite them to share it with your pupils. Parents can explain how the world of work has changed in their lifetime, talk about their career path and qualifications and note which skills they have considered most relevant in a job.

How to involve parents
•	Organise an ‘Employability Evening’ where you explain the concept of employability and its relevance to the pupils’ careers. Outline any activities that enable pupils to develop employability skills and display a wide range of information on the subject.

•	Once parents are aware of the concept of employability, you can ask them to complete a survey to assess their work experience and skills. Then invite them to share their expertise with the pupils at an open evening.

•	Ensure parents are briefed about work placements or industrial visits and the opportunities they provide.

•	Encourage parents to attend annual open evenings. 

•	A record should be kept of each pupil’s developing employability skills and included in the school report so that parents and pupils can track their progress. 

 

The Work Experience Placement

There are two types of work placement:

Work Experience	
This requires the pupil to participate in the actual work required for a particular job. Work experience is usually offered to pupils at Key Stage 4.

Work Shadowing
This requires the pupil to observe a person involved in a particular job. Work shadowing is usually offered to post-16 pupils.

The Benefits of a Successful Work Placement Programme
Work placement is most effective if teachers, pupils, parents and employers see it as an essential and integral part of a pupil’s personal development and an opportunity to develop employability skills. Appropriate experiences of the world of work will benefit pupils, schools and employers.

Advantages of a work placement for pupils
•	improves pupil’s self knowledge 
•	increases pupil’s employability skills 
•	increases pupil’s motivation to learn 
•	gives relevance to the work pupil does in school 
•	encourages pupil to consider the wide range of jobs available
•	gives pupil an insight into the workings of business and industry
•	highlights the skills, qualifications and experience needed by employers

Advantages for schools
•	brings the curriculum to life 
•	develops closer links with business and industry
•	allows staff to gain an insight into the world of business and industry 
•	provides opportunities for teachers to develop new skills

Advantages for employers
•	highlights the essential employability skills needed for future employment
•	employers gain an insight into developments in education and can relate education to the work environment

How to organise a successful work placement programme

There are three stages in organising a successful work placement programme.

Stage one: Preparation for the work placement 

Six months beforehand
•	Set dates and send initial letter to parents highlighting the importance of work placement. Ensure parents sign letter giving consent for pupil to participate in programme.
•	Introduce the work placement scheme through a careers or PSHE programme module and encourage pupils to seek work placements.
•	Provide pupils with a draft letter and reply slip to send to employers and set a deadline (usually allow six to eight weeks) for the return of reply slips from pupils.
•	Using your own contacts, provisionally secure additional work placements for pupils who may have difficulties.

Four months beforehand
•	Collect employer reply slips showing details of each pupil’s placement.
•	Ensure, from employer replies, that appropriate placements have been secured and re-organise accordingly.

Two months beforehand
•	Send a letter to employers, enclosing pupil data sheet and insurance documentation and request that the employer plans a programme for the pupil.

One month beforehand
•	Complete a schedule complete with pupils’ names, dates of birth and placement details. Date and forward these to ELB, CCMS and/or private insurance company.
•	Send a letter to parent/guardian to confirm work placement details.
•	Pupils should be issued with appropriate documentation needed for the work placement, i.e. Work Placement Log, Health and Safety Information and Guidance notes from School.

Stage Two - during the work placement

•	Create a schedule for staff visiting the pupil.
•	Create a pro-forma report for staff to complete during their visit.
•	Ensure that the pupil completes their student logbook and undertakes appropriate activities. 
•	The employer should ensure the health and safety of the pupil and report any difficulties to the school.
•	The employer should complete the Employer’s Progress Report on how the pupil has progressed.

Stage Three - after the work placement

•	Co-ordinate all responses from employer, visiting teacher and pupil and organise reports for each pupil’s Record of Achievement.
•	Arrange a feedback session for all pupils and ensure that send thank-you letters to employers.
•	Evaluate the programme and consider recommendations for the following year.
•	Produce a report for the Board of Governors.

 

LINKS

www.coa.co.uk
Cambridge Occupational Analysts Limited (COA) offers a range of careers and course selection programmes and an interviewing service. 

www.isco.org.uk
This site has a careers database, a student health guide, an online bookshop, guide to courses and more.

www.ucas.ac.uk
UCAS is the UK central organisation through which applications are processed for entry to higher education. The UCAS web site provides information and services to students and teachers.

www.yeni.co.uk
The Young Enterprise Northern Ireland site offers support and advice on getting your pupils involved in an enterprise activity through programmes that create a partnership between education and business, and offer real-life business experience to students of all ages and abilities.

http://www2.bitc.org.uk/regions/bitc_in_your_region/northern_ireland/index.html
Business in the Community gives the employers' take on employability. It’s a movement of 700 member companies committed to creating a public benefit by working with companies to improve the positive impact of business in society.

www.ulsterbusiness.com
Find out about Northern Ireland's Top 100 Businesses and get information on the local business world.

For more information please visit:
http://www.bbc.co.uk/ni/education/gogetit