Work the Change


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The purpose of Work the Change (WTC) is to ease the school-to-work transition for teenagers through employability workshops. WTC grew out of the previous peer-to peer education programme called Create the Change – also sponsored by the Paul Hamlyn Foundation.

Why Work the Change? 

  • There is a significant skills mismatch. UKCES figures state that 16% of jobs go unfilled due to a skills shortage.

  • The Expectations of young workers often don’t match the reality of the working world, which can have lasting effects on attitudes to work. WTC gives youth a realistic impression of the workplace so they can enter the workforce without misconceptions.

  •  A CV lacking work experience is very off-putting to potential employers. We show youth how to bulk up their CVs with eye-catching achievements.

  • The teaching of how to research the job market, CV writing and interview skills are squeezed to the margins by the current curriculum.  WTC provides a space where skills critical to the transition to the working world are brought to life in an engaging easy to understand way.

  • Interview situations can be particularly stressful for youth with no prior experience of the workplace. WTC gives them the confidence to “market” themselves to potential employers.

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How it works

Preliminary Discussions – A Student Teacher Partnership collaborate to identify where the “gaps” are and how WTC can fill them.

Ambassador Training Programme
– The School identifies approximately 15 Ambassadors of mixed academic abilities from VI form who will receive a one-day training from PCI staff and trainers on how to run a collapsed timetable day.

Collapsed Timetable day
– Following a short introduction, involving a drama session, the year group splits into classes and revolve from one module to the next. These modules are delivered by the ambassadors with trained PCI staff overseeing activities. After the full cycle of modules, a wrap-up session sees the year group come back together to look at next steps and setting personal goals.

Work Sheets for Tutor Groups or sessions
 - Quick and snappy worksheets allow students to reflect on the workshops’ messages in a fun and engaging way.

Sessions for identified Under Achievers (UAYs)
– During the course of 6 follow-on session PCI trainers mentor UAYs including students covered by the pupil premium through their individual work plans and support them in setting goals. Ambassadors act as mentoring buddies to support pupils with developing their final presentation.

Presentation or Output for group – Working as a group the students design sessions for younger students. On an individual basis they take responsibility for charting their on-going progress on their personal “Life” CV.

Evaluation – A comprehensive approach to results measurement incorporates

  1. School Indicators
  2. Baseline Measures
  3. Dynamic on-going self-assessment
  4. Control Groups
  5. Feedback from employers

Features of the programme

 “Student Teacher Partnership” (STP)- built around a coalition of students and pupil representatives, STPs encourage members to claim joint ownership of the WTC programme.

 Role Models – WTC introduces UAYs to positive role models both in school – ambassadors – and in the wider working world.

The “Life” CV – UAYs are empowered to take responsibility for building up the skills that will make them more attractive to employers.

Innovative Approach – Drama and Role Play techniques are used to improve interview skills.

Employers – Local employers provide an insight into;

  1. what they are looking for in potential employees
  2. how youth can make themselves more employable

Interested? For further details contact Rosey
Tel: +44 (0) 1763 274 459

A project of Peace Child International sponsored by the Paul Hamlyn Foundation