From September 2004, schools are required to include work-related learning within the curriculum for all pupils at Key Stage 4. Work-related learning is not a subject, in the same way as, say, science. It can take place across the curriculum, with different subjects and courses providing students with the opportunities and contexts in which to develop work-related skills, knowledge and understanding. There is no necessity, therefore, for discrete curriculum time for work-related learning. Work-related learning is defined as planned activity that uses work as a context for learning. It encompasses a broad range of activities that allow students to experience working life. It involves learning about working practices, experiencing the work environment, developing skills for working life and learning through activities and challenges set in work-related contexts. The aim of the work-related learning element of Key Stage 4 is to enable all young people to:

• fulfil their academic and vocational potential

• apply their learning in a work context

• acquire the skills, attitudes and behaviours required in the workplace, including those necessary for health and safety

• be enterprising and to support enterprise in others

• develop other skills, knowledge, understanding and motivation for a well-rounded and balanced adult life, contributing to the country's economic well-being and becoming a responsible citizen in the world beyond work.

Guidance and further information.

The QCA issued guidance to all schools in September 2003 entitled Work-related Learning for All at Key Stage 4: Guidance for Implementing the Statutory Requirement from 2004. This guidance, and further information about work-related learning — including case studies and other materials - is available at the QCA website work-related learning area

Enterprise Education.

Following a review of enterprise and the economy in education by Howard Davies, a new £60 million enterprise education entitlement will from 2005/06 also provide all Key Stage 4 pupils with the equivalent of five days' enterprise experience. Ofsted recommends that schools should establish a clear definition of enterprise that is understood by staff, pupils and other stakeholders. The complementary descriptions below can inform this process.

What it is:

Enterprise education consists of enterprise capability supported by better financial capability and economic and business understanding. Young people need opportunities to be enterprising through applying their knowledge, skills and attributes — to 'make their mark' The four stages of the enterprise process can be found in the enterprise education further information section.