We realise that many teachers and other practitioners using these resources will want to link learning outcomes with existing elements of their curriculum.

However there is a tension here, for how do we:

  • Identify a set of competences which can go with the learner into the workplace?
  • Codify the STEPS and make sure that all learners come up to a certain level?
  • Find a non-academic validation which is valued by the learner and employers?
  • Know when someone has reached the ‘right’ level when all our students are different and when we deliberately start with the learner’s need and interests and are focusing on helping them practically identify the attitudes and character traits which they may need to change?

Thankfully internationally recognised awarding Body OCR is helping us !

Through a partnership with OCR we have mapped the Facework Challenges across to their Life and Living Skills, Employability Skills, Cambridge Progression English and Cambridge Progression Maths qualifications. You can download a detailed document here  which shows the mapping of all 25 of the Facework Challenges to these different qualifications.

“OCR supports these exceptional Facework resources, because they are engaging activities, full of meaning, are thought provoking, have real authenticity and as such have power to help transform learning.”   Ruth Carter, OCR’s Employability, Enterprise and Entrepreneurship Sector Specialist

If you want a qualification outcome for your learners taking the Challenges you will need to become an OCR centre. Head to the OCR website to find out how you can become an approved centre or call them on 02476 851509.

Employability in the curriculum

“I think this project has the potential to be huge. We need to be able to teach our children the skills that really matter.”

Jo Hinton -teacher at PRU in South London

Where could employability fit into the curriculum? Jo Hinton, citizenship teacher shares her insights into how powerful this resource could be, not just for a school offering alternative education but potentially for all schools

“The soft skills, attitudes and competences that young people need to develop as they face work may be more complex to codify, categorise and assess, but in many regards they are becoming as important as formal exams and surely we should be measuring what is of value, not just what is easy!”   Stephen Carrick-Davies

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