The School Curriculum Ten Years Hence - UCET: Universities ...

16 age group is the provision of work-related programmes of
learning. These need not, and should not, be seen primarily as a
response to disaffection and disengagement of young learners but I
will focus on the evidence we have on these programmes from that
perspective. I will draw particularly on the evidence from our
recently published survey of work-related learning in Key Stage 4
(OFSTED 2001a).
In general, pupils respond positively to work-related courses and
benefit from them. Among the benefits noted by schools are:
• increased confidence, social skills and maturity
• wider career aspiration, more likelihood of planning to proceed to
further education
• improved behaviour, though not always in other lessons
These positive outcomes do not necessarily translate into greater
success in terms of more formal educational outcomes. The impact
of involvement in work-related programmes on attendance and
achievement in GCSE and other qualifications is much less distinct
and consistent. For example, up to a third of the pupils in the
survey schools gained higher GCSE points scores than were
predicted from their attainment in the Key Stage 3 National
Curriculum tests. But there were also examples of the reverse
happening. Although the development of key skills with long-term
value is frequently a stated ambition of work-related programmes,
the outcomes were often rather disappointing in this area. Much
more needed to be done to plan experiences more systematically to
ensure progress in these skills. The most effective provision
capitalised on the increased motivation of the learners to get them
involved in relevant activities that improved their literacy, numeracy
and ICT skills.
One of the most encouraging findings of this survey relates to post-
16 participation rates. Although the evidence base was incomplete,
those pupils following an extended work-related learning
programme were more likely to go on to further education and
training. In a minority of the schools, however, the work-related
programmes did not lead to any recognised form of accreditation
and this did not provide a secure route to further education or
training.
Overall, there is good evidence of the positive impact on many
pupils of following a Key Stage 4 curriculum modified through
extended work-related learning. The largest and most consistent
effect is on motivation and self-confidence. Less consistent were
effects on attendance and attainment in key skills, GCSE and other
qualifications.