McDonald’s Work Placement Certificate
Learners completing their work experience at McDonald's can now complete a WorkSkills Level 2 Certificate around their two-week placement.
It aims to provide the learner with enhanced employability, improved confidence, new practical skills, realistic self-assessment and heightened aspirations. |
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Some units, like interview skills, are completed in school or college before the placement begins, while others, such as the Learning from Work placement unit, are completed on their return. The evidence for most units is collected using the online workbook via the McDonald's employee website during the work experience and its associated application and selection process.
The online student workbook records all the evidence in a writeable pdf which satisfies or contributes to the assessment outcomes, making it straightforward to complete and assess. Formal assessment is still done by the student’s tutors in the school or college, not by McDonalds.
These workbooks only specifically support students on actual McDonald's placements, but they have widespread relevance to gaining evidence for related WorkSkills units on many work placements.
Documents
Further information about the McDonald's work experience programme can be found in the work experience section of the McDonald’s website.
How learners apply to McDonald's
| Young people contemplating work experience will be informed that they can gain a BTEC qualification in WorkSkills based around their McDonald’s placement and in conjunction with their study in school/college |
Any young person requesting a work placement will be interviewed in line with the normal selection procedure.
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If accepted by McDonalds the young person will be issued with an editable online Student Workbook. The student will be required to record evidence in their workbook before, during and after their placement.
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During their placement the student will be encouraged to record their experience online in their editable pdf Student Workbook. This provides the assessor with mapped and validated evidence which the student can supplement on return to the centre.
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Tutors have their own Teacher’s Guide to align evidence with assessment outcomes. They are required to play an active part in preparing for and reflecting upon the young person’s work placement.
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Students will be fully supported throughout their placement and formally interviewed on completion to promote self-reflection and self-assessment. |
Centres will be responsible for their learners’ registration, unit evidence and certification for BTEC WorkSkills qualifications.
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McDonald’s national MIS system will record and track all learners applying for work experience through application, interview, selection, during placement and on completion.
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School/College admin and assessment
Administration overview:
The McDonalds Certificate in WorkSkills is a standard Level 2 Certificate, but the work placement provides evidence towards 12 specific units which could give 16 possible credits. Only 13 credits are needed for a Certificate.
Centres already running WorkSkills simply register students as normal for the relevant Certificate and use the standard self-certification via their Lead Internal Verifier. Schools and colleges wishing to register to become a WorkSkills centre can find application details in the WorkSkills section of the website, as well as full specifications for these units.
Assessment overview:
This is a very structured work placement, but it doesn’t provide all the evidence needed to claim the Certificate. Schools and colleges will need to complete some of the units before students go on their placement and then the reflective units when they come back. It’s the centre’s responsibility to:
1. Select which units to submit
2. Assess the quality of the evidence produced by the learner (both at McDonald’s and back at the centre)
3. Provide delivery and assessment opportunities before and after the placement to ensure all the assessment criteria for the chosen units/credits have been met.
For example, some of the units may be covered by one learner through the booklet; however, another less able learner may not provide sufficient depth to their work in the booklet and so additional evidence may be needed.
It’s vital that tutors assessing and, ultimately, claiming for certification are aware of the Assessment Criteria (AC) and the essential tutor assessment guidance. This is all described in the specification and should always be used in conjunction with the table of Assessment Criteria in order to make a judgment on whether or not a learner has met the Assessment Criteria.
Where the booklet fully meets the Assessment Criteria, centres can still add evidence to the work undertaken on placement, for example when completing whole-cohort assignments.