Step 6 Careers Education and IAG

The Resources section contains a prompt sheet to support planning for CEIAG.

CEIAG statutory guidance
Briefing paper, July 2010
Click Here >

The Resources section contains a lesson plan which is designed to enable learners to find out about Foundation Learning and to begin to think about the Foundation Learning options they will choose.

There is also background information, a Powerpoint presentation and activity sheets to support the lesson plan.

The lesson plan and related resources have been downloaded from CEGNET. This is the website of the national Careers Education and Information Advice and Guidance support programme.

From the home page of the CEGNET website, you can download the Statutory Guidance: Impartial Careers Education Resources Pack, which includes a range of materials to support schools in developing CEIAG, and an interactive version of the Ways and Choices lessons.

The Foundation Learning lesson is listed as Lesson 11.

See External Links for CEGNET website.

See Resources section for key resources that have been downloaded From CEGNET onto this Toolkit.

FL learner action plan
To use with lesson plan
Click Here >

FL lesson background notes
To use with lesson plan
Click Here >

FL lesson plan
For learners to understand FL and their options
Click Here >

FL people who can help me
To use with lesson plan
Click Here >

FL powerpoint for learners
To use with lesson plan
Click Here >

Learners' Guide to the QCF
Published by the QCDA
Click Here >

Learners can search and apply for post-16 courses using Leeds Pathways and clicking the ‘Options after 16’ tab at the top of the page - See External Links

If learners have completed a Foundation Learning programme at Key Stage 4 and are ready to progress to Level 2, they can search for Level 2 options for their post-16 programme using the ‘Leeds Area Prospectus’ button.

If learners require Foundation Learning provision post-16, this can also be found by using the search facilities within the ‘Leeds Area Prospectus’ button and searching for provision at Level 1 or Entry Levels.

In addition, there will be opportunities using the ‘Quick Find’ button (for learners with additional needs) and the ‘Starting Out’ button (courses to help learners get ready for full time learning).

Learners will need a username and password for the Common Application Process (CAP) part of the system. If they haven’t got one, see the ‘Information and Advice’ section of Leeds Pathways and click ‘FAQs about the Leeds Area Prospectus’.

There is a ‘Teacher and Practitioner’ section of the site – See External Links below or see Leeds Pathways site, bottom of the page.

Education Leeds produced a common set of business rules (guidance) for all post-16 learning providers in Leeds to help them review and adapt their existing admissions criteria to take account of learners with spiky profiles that have undertaken a Foundation Learning programme during Key Stage 4; moving them away from describing admissions/selection criteria primarily in terms of GCSE results and towards describing them in terms of QCF Foundation Learning qualifications.

The guidelines include:

• Background and context, with reference to the national implementation timeline for Foundation Learning,
• Key recommendations
• Guidelines for structuring and formatting the curriculum offer
• Good practice guidelines
• Useful web links and appendices
• The QCDA presentation on point scores, GCSE equivalencies, contribution to GCSE thresholds and bandings with the QCF
• Models of learners with spiky profiles (within the QCDA presentation)

The guidelines were produced as a result of an LSIS Foundation Learning action research project.

The project report and also the Admissions Guidelines themselves are provided in the Resources section.

The guidelines and the project report can also be found on the Foundation Learning section of the LSIS Excellence Gateway website – See the External Links

Admissions criteria - Guidelines for Providers
How to adapt your post-16 admissions criteria to take account of spiky profiles, pub Education Leeds, Mar 2010
Click Here >

Admissions criteria – Project report
Report of Education Leeds action research project, pub LSIS, Mar 2010
Click Here >

Personal Advisers should be involved in developing and delivering the CEIAG for Foundation Learning, as an appropriate progression route for young people.

This includes Personal Advisers that provide a universal service as well as those that provide intensive or targeted support.

Universal CEIAG is the responsibility of the school within the statutory guidance.

Young people often approach teachers / tutuors / trainers first for information, advice and guidance. The role of these members of staff is crucial to helping young people make sense of their options.

‘The professional duties of teachers include…Providing guidance and advice to pupils on educational and social matters and on their further education and future careers, including information about sources of more expert advice on specific questions.’ (Teachers’ Pay and Conditions, 2001)

Key skills for staff to develop to support learner choice include:

• Active listening
• Building rapport
• Non-verbal communication
• Questioning
• Challenging
• Referring
• Negotiating
• Action planning

The Resources section contains a guide for Personal Tutoring, which is one of the requirements within the statutory guidance for schools

Personal tutoring
Guidance, June 2010
Click Here >

The statutory guidance for schools, ‘Quality, Choice and Aspiratio: A strategy for young people’s information, advice and guidance’, was published in 2009. It includes information on the role of schools, colleges and parents, raising aspirations, on-line access to IAG, the role of local authorities and developing the workforce.

A summary document can be found in the Resources section.

The local CEIAG Quality Standard can be found within the Teacher and Practitioner section of the Leeds Pathways website – See External Links.

Learner voice is not merely about capturing feedback after delivering programmes; it is an integral aspect of the wraparound support for Foundation Learning programmes from the very beginning of the planning process.

The wraparound support elements of Foundation Learning are integrally linked and should be considered together. These elements are:

• Learner assessment and review (Step 4)
• Learner voice (Step 5)
• Careers Education, Information Advice and Guidance (CEIAG –Step 6).

The generic careers booklets, ‘It’s your choice’ and ‘Which way now?’ have previously been published nationally for Years 9 and 11 respectively during the autumn term. They are published by the Babcock International Group (formerly VT Careers Management) on behalf of the Department for Education (DfE).

Two points to note:

• The DfE has made a decision that these publications will only be available on-line (in pdf and Word format) in future and not in hard copy, printed format, as previously. Babcock may still be willing to produce hard copies if there is the demand.
• The publication of the materials is likely to be delayed until spring 2011. This is to ensure that the materials for young people that are published accurately reflect the outcomes of the Comprehensive Spending Review announcement due in late October 2010 and the publication of an Education White Paper after that.

The assumption is that these materials when published, will reflect the national qualification strategy and will therefore include the position regarding Foundation Learning as it is at that stage.

For any queries, please contact:

Hannah Chanter | Project Manager, Education
Babcock International Group
Mob:07778 514084

Email: hannah.chanter@babcock.co.uk

http://www.babcock.co.uk

http://www.pshe-cpd.com