regional progression framework - Future Me · progression opportunities and institutions on offer...
Transcript of regional progression framework - Future Me · progression opportunities and institutions on offer...
regional progression framework2018/19
The framework is designed primarily as a tool to support practitioners across a range of institutions and sectors wishing to develop a programme of activity to raise aspirations and support progression to higher education.
It has been developed based on the Higher Education Progression Framework Guide,1 produced as a guide for Aimhigher partnerships that stressed the importance of associating transition-related learning outcomes and milestones with the various phases of education experienced by a learner.
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welcome to the regional progression framework developed by the North East Collaborative Outreach Programme (NECOP).
1 https://www.heacademy.ac.uk/system/files/he_progression_framework_0.pdf
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what is the regional progression framework?
Underpinned by six key learning outcomes, the Regional Progression Framework has been designed to support practitioners in developing interventions to help learners understand more about higher education in all its forms and how to successfully achieve their progression goals.
Eachlearningoutcomefocusesononeofthefollowingthemes:
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• Introducinghighereducation
• Routestofurtherandhighereducation
• Attainmentandhowthissupportsprogression
• Financialsupportforfurtherandhigherlevelstudy
• Applyingtofurtherandhighereducation
• Transitiontofurtherandhighereducation
Theframeworkisdesignedonathreephasemodelsoitcanbeappliedregardlessofthelearner’sage,priorknowledge,andmodeorlevelofstudy,enablingpractitionersacrossavarietyofinstitutionstooffermeaningfulencounterstoeachandeverylearner,atalevelappropriatetothem.
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why is the regional progression framework important?
Delivery of a sustained, intensive and progressive programme of interventions has been shown to have greater impact in raising aspirations and supporting progression to higher education.2
In addition, recent changes in the Government’s Statutory Guidance3 to implement the Careers Strategy4 has highlighted the importance of ensuring that everyone, regardless of their background, should have the opportunity to receive information about the full learning offer available to them, a view echoed in the Industrial Strategy.5
The Regional Progression Framework builds on the key principles outlined in the Statutory Guidance, with each of its learning outcomes aligned to the Gatsby Good Career Guidance Benchmarks6 and to the Career Development Institute’s Framework for Careers, Employability and Enterprise Education.7
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2 Mann, et al. (2017) Contemporary transitions: Young Britons on life after secondary school and College. London: Education and Employers
3 Department for Education (2018) Careers guidance and access for education and training providers: Statutory guidance for governing bodies, school leaders and school staff
4 Department for Education (2017) Careers Strategy: making the most of everyone’s skills and talents
5 HM Government (2017) Industrial Strategy: Building a Britain for the future6 www.gatsby.org.uk/education/focus-areas/good-career-guidance7 Career Development Institute (2018) Framework for Careers, Employability
and Enterprise Education
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how to use the regional progression framework
Theframeworkisdividedintothreephases-introductory,developmentalandconsolidation–tobeappliedaccordingtothelearner’scurrentlevelofaspirationsandknowledge/experienceofhighereducationprogression.Thedescriptionsineachphaseprovidefurtherexplanationonhowtofocusinterventionsgiventhecurrentknowledgeleveloftheintendedaudience(learner,parent/carerorteacher/adviser).Thelearningoutcomesapplyequallytoeachphase,thoughthefocusincreasesindepthasthephasesprogress.
Itisrecommendedthatprogressionplansaredesignedsothatlearnershavetheopportunitytoexperiencearangeofactivitiesacrossalllearningoutcomescoveredintheframework,toensure
thattheyhaveaccesstothefullhighereducationofferandareabletomakeaninformeddecisionabouttheirfutureoptions.Toensurethatprogressionplanshavethegreatestimpact,practitionersareadvisedtoconsiderarangeofopportunities,commencingwithlighttouchintroductorysessions,buildingtomoreintensiveprogrammessuchasmentoringorresidentialevents,basedontheirlearners’needs.
Interventionsselectedtomeetthelearningoutcomesidentifiedintheframeworkmaytakevariousformats,suchasvisitstofurtherandhighereducationcampuses,smallorlargegroupworkshopsandassemblies,orone-to-oneinterventionssuchasmentoring.
The Regional Progression Framework may be used as tool to build a new progression programme or to identify gaps in an existing programme.
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links to further information
For more information about how to develop meaningful higher education provision and key policy guidance, follow the links below:
FutureMe: www.futureme.ac.uk
Careers Statutory Guidance: www.gov.uk/education/careers-guidance-in-schools
Industrial Strategy: www.gov.uk/government/topical-events/the-uks-industrial-strategy
Gatsby Good Career Benchmarks: www.goodcareerguidance.org.uk
Career Development Institute: www.thecdi.net
worked example
Theseprovideanillustrativeexampleofhowaprogressiveprogrammeofaspirationraisingandsupportingprogressionactivitymaylookindifferentinstitutionalsettings.
A worked example of a school and college progression plan based on the NECOP Regional Progression Framework can be found on pages 10 and 11 of this document.
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theme introducing HE routes attainment finance applying transition
NECOP learning
outcomes
Learning Outcome 1 Learnerunderstandswhathighereducation(HE)isandthebenefitsofattendingHEas
appliedtothem.
Learning Outcome 2 Learnerunderstandsthechoicesavailabletothemincludingdifferentprogressionroutes,coursesandinstitutions,andisabletoidentifythebestpathway
forthem.
Learning Outcome 3 Learnerrecognisesthelinkbetweentheircurrentstudies,attainmentandHEstudy,
andhasanincreasedinterestincontinuingtostudyand
motivationtodowell.Skillsareimprovedthatraiseattainment.
Learning Outcome 4 LearnerunderstandsthefinancialsupportavailableforHEandhow
toapply.
Learning Outcome 5 LearnerunderstandshowtoapplytoHEandis
abletomakeasuccessfulapplication.
Learning Outcome 6 Learnerisabletounderstandwhatisrequiredtohelpthemmakeasuccessfultransitionto
HE.
Learnerhasincreasedaspirationsandmotivationandisabletomakeaninformeddecisionthroughself-reflection
CDI LOs* 4,7,8 1,2,3,4,7,8,10,14,15 1,2,3,8,11,12,14 8,13,16 1,2,3,7,8,10,16 1,2,3,4,7,8,14,15,17
G.B** 2,7 2,7 2,4,7 7 7 7
learners
Activities should enable the learner to:
Haveagoodawarenessof HEandtherangeof
opportunitiesavailable.
Beabletoidentifyandchallengemisconceptions
relatingtoHE.
Activities should enable the learner to:
Haveanawarenessoftheprogressionopportunities
followingtheircurrentstudiesandhowthiswillsupporttheirfuture
careeraspirations.
Activities should enable the learner to:
Beabletounderstandwhatstudyskillsareandrecognisetheimportantconnectionbetweenworkinghard,attainment/
resultsandfutureopportunitiesavailable.
Activities should enable the learner to:
BeawareoftherangeoffinancialsupportavailableforFEandHE
progression.
Beawareoftheimportanceofbudgetingandmoney
management.
Activities should enable the learner to: Beawareofapplicationprocessesandthe
importanceofrepresentingthemselveswellforselection.
Activities should enable the learner to:
Beabletoidentifykeypersonalqualitiesandbeawareofhowthesewillsupportthemto
achievetheirfuturequalifications,skillsandachievementofgoals.
parents/carers
Activities should enable parents/carers to:
Haveagoodawarenessof HEandtherangeof
opportunitiesavailable.
BeabletoidentifyanddiscussmisconceptionsrelatingtoHE.
Activities should enable parents/carers to:
Haveanawarenessoftheprogressionopportunitiesfollowingtheiryoung
person’scurrentstudiesandhowthiswillsupporttheirfuturecareer
aspirations.
Activities should enable parents/carers to:
Beabletounderstandwhatstudyskillsareandrecognisethelinkbetweenqualificationlevelsandthefutureprogressionandcareer
opportunitiesavailable.
Activities should enable parents/carers to:
BeawareoftherangeoffinancialsupportavailableforFEandHE
progression.
Beawareoftheimportanceofbudgetingandmoneymanagementfortheir
youngperson.
Activities should enable parents/carers to:
Beawareofapplicationprocessesrequiredforfurtherandhigherstudy.
Activities should enable parents/carers to:
Understandtheimportanceofkeyqualitiesrequiredforasuccessfultransitiontofurther
andhigherstudy.
teachers/advisers
Activities should enable teachers/advisers to: Haveagoodawareness ofHEandtherangeofopportunitiesavailablebeyondtheirpersonal
experience.
Activities should enable teachers/advisers to:
Beawareoftheprogressionopportunitiesbeyondtheir
personalexperienceandhowthiswillsupporttheyoungperson’s
futurecareeraspirations.
Activities should enable teachers/advisers to:
Beabletosupporttheyoungpersoninunderstandingthelinkbetweenqualificationlevelsandthefutureprogressionandcareer
opportunitiesavailable.
Activities should enable teachers/advisers to:
BeawareoftherangeoffinancialsupportavailableforFEandHEprogression.Beabletoexplaintheimportanceofbudgetingandmoneymanagementtotheyoung
person.
Activities should enable teachers/advisers to: Understandtherangeofapplicationprocessesrequiredforfurtherstudy
andwork.
Activities should enable teachers/advisers to:
Beabletoidentifykeypersonalqualitiesandunderstand
howthesewillsupportfuturequalifications,skillsandachievementofgoals.
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NECOP regional progression frameworkintroductory phase
* Career Development Institute Learning Outcomes ** Gatsby Benchmarks of Good Career Guidance
theme introducing HE routes attainment finance applying transition
NECOPlearning
outcomes
Learning Outcome 1 Learnerunderstandswhathighereducation(HE)isandthebenefitsofattendingHE
asappliedtothem.
Learning Outcome 2 Learnerunderstandsthechoicesavailabletothemincludingdifferentprogressionroutes,coursesandinstitutions,andisabletoidentifythebestpathway
forthem.
Learning Outcome 3 Learnerrecognisesthelinkbetweentheircurrentstudies,
attainmentandHEstudy,andhasanincreasedinterestincontinuingtostudyandmotivationtodo
well.Skillsareimprovedthatraiseattainment.
Learning Outcome 4 LearnerunderstandsthefinancialsupportavailableforHEandhow
toapply.
Learning Outcome 5 Learnerunderstandshowto
applytoHEandisabletomakeasuccessfulapplication.
Learning Outcome 6 LearnerisabletounderstandwhatisrequiredtohelpthemmakeasuccessfultransitiontoHE.
Learnerhasincreasedaspirationsandmotivationandisabletomakeaninformeddecisionthroughself-reflection
CDI LOs* 4,7,8 1,2,3,4,7,8,10,14,15 1,2,3,8,11,12,14 8,13,16 1,2,3,7,8,10,16 1,2,3,4,7,8,14,15,17
G.B** 2,7 2,7 2,4,7 7 7 7
learners
Activities should enable the learner to:
Explainhowhighereducationcansupporttheirfuture
careeraspirationsandreflectwhichoption(s)maybebest
forthem.
Activities should enable the learner to:
Identifyandexplaintherangeofprogressionopportunitiesandinstitutionsonofferwheretheycandeveloptheircurrentlevelofstudytosupportpersonal
progression.
Activities should enable the learner to:
Developtimemanagement,notetaking,andrevisionskillstosupport
attainment.
Activities should enable the learner to:
Identifyandexplaindifferentfinancialsupportopportunitiesavailableforhighereducation.
Beabletoexplainhowtobudgetandmanagemoney.
Activities should enable the learner to:
Beabletoidentifywhereandhowtheyapplyfordifferenteducation
options.
Beabletoexplainwhatskillswillberequiredfordifferentselection
processes.
Activities should enable the learner to:
Understandtheimportanceofplanning,independentstudyandself-developmentskillstoachieve
futuregoals.
parents/carers
Activities should enable parents/carers to:
Understandandexplainthebenefitsofalternativeroutestohighereducationandhowthesewillenhancetheiryoungperson’scareerreadinessintheirprospective
profession.
Activities should enable parents/carers to:
Explainthebenefitsofarangeoftransitionopportunitiestosupporttheiryoungpersons’
decisionmaking.
Activities should enable parents/carers to:
Beabletoidentifykeystrategiestosupporttheiryoungperson’sacademicdevelopmentandpositiveworkingethos.
Activities should enable parents/carers to:
Beabletoidentifydifferentfinancialsupportopportunities
availableforhighereducationandknowwheretoapply.
Activities should enable parents/carers to:
Beabletoidentifywhere andhowtheiryoungperson
willapplyfordifferenteducationaloptions.Beabletosupporttheiryoungpersontodevelopkeyskillsrequiredforwritingapplications
andinterviews.
Activities should enable parents/carers to:
Beabletoidentifykeystrategiestosupporttheindependentstudyandplanningskillsoftheiryoung
person.
teachers/advisers
Activities should enable teachers/advisers to:
Understandthebenefitsoftherangeofhighereducation
optionsforprospectivecareeraspirations.
Activities should enable teachers/advisers to:
Understandtherangeofcoursesandinstitutionsavailabletoenhanceayoungperson’s
learningandthebenefitsofeachoption.
Activities should enable teachers/advisers to:
Beabletoidentifykeystrategiestosupportayoungperson’sacademic
developmentandpositiveassociationtoassessments.
Activities should enable teachers/advisers to:
Beabletoidentifydifferentfinancialsupportopportunitiesavailableforfurtherandhighereducationandhowtoapply.
Beabletosupportyoungpeopleinunderstandinghowtobudgetand
managemoney.
Activities should enable teachers/advisers to:
Beabletoidentifykeyskillstosupportandencourageyoungpeoplewiththeirapplications.
Activities should enable teachers/advisers to:
Beabletodemonstratethedifferentstudyrequirementsassociatedwithdifferentprogressionroutes.
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NECOP regional progression frameworkdevelopment phase
* Career Development Institute Learning Outcomes ** Gatsby Benchmarks of Good Career Guidance
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theme introducing HE routes attainment finance applying transition
NECOP learning
outcomes
Learning Outcome 1 Learnerunderstandswhathighereducation(HE)isandthebenefitsofattendingHE
asappliedtothem.
Learning Outcome 2 Learnerunderstandsthechoicesavailabletothemincludingdifferentprogressionroutes,coursesandinstitutions,andisabletoidentifythebestpathway
forthem.
Learning Outcome 3 Learnerrecognisesthelinkbetweentheircurrentstudies,
attainmentandHEstudy,andhasanincreasedinterestincontinuingtostudyandmotivationtodo
well.Skillsareimprovedthatraiseattainment.
Learning Outcome 4 LearnerunderstandsthefinancialsupportavailableforHEandhow
toapply.
Learning Outcome 5 Learnerunderstandshowto
applytoHEandisabletomakeasuccessfulapplication.
Learning Outcome 6 LearnerisabletounderstandwhatisrequiredtohelpthemmakeasuccessfultransitiontoHE.
Learnerhasincreasedaspirationsandmotivationandisabletomakeaninformeddecisionthroughself-reflection
CDI LOs* 4,7,8 1,2,3,4,7,8,10,14,15 1,2,3,8,11,12,14 8,13,16 1,2,3,7,8,10,16 1,2,3,4,7,8,14,15,17
G.B** 2,7 2,7 2,4,7 7 7 7
learners
Activities should enable the learner to: Beabletoresearchand identifyoptionsregardinghighereducationandjustify
theirreasoning.
Activities should enable the learner to:
Understandhowtoassessthemostappropriateroute,courseandinstitutiontosuittheirpersonalpreference.
Activities should enable the learner to: Beabletoplanand
identifypersonalstrategies tomaximisesuccessinupcoming
assessments.
Activities should enable the learner to:
Identifyandexplainfinancialsupportrelevanttotheirfuturestudyoptionsandknowthe
stepstomakinganapplication.Demonstratebudgetingandmoneymanagementskills.
Activities should enable the learner to:
Beabletoidentifyandarticulatetheappropriatetransferableskills(academicandpractical)required
fortheirapplication.
Activities should enable the learner to:
Beabletoidentifypersonalpreferencesregardingstudystylesandusethisintheirprogression
planning(goalsetting).
parents/carers
Activities should enable parents/carers to:
Beabletosupporttheir youngpersonwith
researchingandidentifyingsuitablehighereducation
options.
Activities should enable parents/carers to:
Beabletopositively challengeanddiscusstheir
youngperson’sdecisionmakingtosupporttheir
futureprogression.
Activities should enable parents/carers to:
Beabletoidentifykeystrategiestosupporttheiryoungperson’sacademicdevelopmentandpositiveworkingethos.
Activities should enable parents/carers to:
Beabletoidentifyand explaintheinformationrequiredtosupporttheiryoungperson’s
applicationforfinancialopportunities.
Activities should enable parents/carers to:
Beabletoidentifykeyskillsandtosupportandencouragetheiryoungpersoninapplyingforfurtherand
highereducation.
Activities should enable parents/carers to:
Beabletoidentifytheiryoungperson’sstudypreferencesand
theirsupportneeds.
teachers/advisers
Activities should enable teachers/advisers to: Demonstratehowskills
fromtheirownsubjectareatransferintoarangeofhigher
educationcourses.
Activities should enable teachers/advisers to:
Beabletopositivelychallengeanddebateavarietyofoptionstosupportayoungperson’s
futureprogression.
Activities should enable teachers/advisers to:
Providepracticalopportunitiesfortheyoungpersontoplanandidentifypersonalstrategiestomaximisesuccessinupcoming
assessments.
Activities should enable teachers/advisers to:
Beabletoidentifywhatinformationisrequiredtosupportapplicationsforfinancialopportunitiesandbeabletosupportayoungpersonin
makinganapplication.
Beabletopositivelychallengetheyoungpersononbudgetingand
moneymanagementskills.
Activities should enable teachers/advisers to:
Beabletodevelopopportunitiestosupportyoungpeoplein
developingkeyskillsrequiredforwritingapplicationsandinterviews.
Activities should enable teachers/advisers to:
Beabletoidentifypersonalpreferencestostudyinginayoungpersontoadviseonfuturedecision
making.
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NECOP regional progression frameworkconsolidation phase
* Career Development Institute Learning Outcomes ** Gatsby Benchmarks of Good Career Guidance
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activity name description learning outcome year group sep oct nov dec jan feb mar apr may jun jul
Introduction to FutureMe and HE HE Ambassador Year Group Assembly LO1, LO2, LO6 Year 9
Destination success Theatre Group Presentation LO1, LO2 Year 9
Career Connections HE Ambassador Workshop LO1, LO2, LO3 Year 9
FutureMe undergraduate mentoring Small group and one to one mentoring LO1 - LO6 Year 9
Get real - game HE Ambassador Workshop LO1, LO2, LO3, LO4 Year 9
Campus visit University visit day LO1 - LO6 Year 9
What if? HE HE Ambassador Year Group Assembly LO1, LO2, LO4 Year 10
Think outside the slide HE Ambassador Workshop LO1, LO2, LO5, LO6 Year 10
The Buzz (David Hodgson) Motivational Speaker LO3, LO6 Year 10
Revision techniques HE Ambassador Workshop LO3, LO6 Year 10
Online academic tutoring Online Aspiration Raising and Academic Tutoring LO1 - LO6 Year 10
Create FutureMe HE Ambassador Workshop LO3, LO5, LO6 Year 11
Revision workshop HE Ambassador Workshop LO3 Year 11
Online academic tutoring Online Aspiration Raising and Academic Tutoring LO1 - LO6 Year 11
College visit College visit day LO1 - LO6 Year 11
The Buzz (David Hodgson) Motivational Speaker LO3, LO6 Year 12
Careers carousel HE Ambassador Workshop LO1, LO2, LO6 Year 12
Advanced thinking skills Skills Workshop LO3 Year 12
Making an application HE Ambassador Workshop LO2, LO5 Year 12
Exploring options and goal setting Workshop LO1, LO2, LO3 Year 13
Beyond the personal statement HE Ambassador Workshop LO5, LO6 Year 13
Advanced thinking skills Skills Workshop LO3 Year 13
Home or Away HE Ambassador Workshop LO6 Year 13
FutureMe awards Celebration and award ceremony LO1 Year 9-13
sample school progression planworked example based on NECOP regional progression framework
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activity name description learning outcome year group level sep oct nov dec jan feb mar apr may jun jul
FutureMeLaunchEvent Introductiontoprogramme-largegroupsessionduringinductionorFreshers’Fayre LO1 Year12-13 All
FutureMeAmbassadors SupportforexternalandinternalFutureMeEvents LO1-LO6 All All Recruitment Delivery
FutureMeHigherEducationAmbassadors
PromotionofalternativeroutestoHigherEducation e.g.Foundationdegrees,HNCs,HNDs LO3 n/a L4+ Recruitment Delivery
Parent/Carers’Evening IntroductiontoFutureMeandroutesintoHigherEducation openeveningforparents/carers’primarilyofNECOPstudents LO1,LO5 Year13 L3
StudentFinanceEngland Introductorystudents’and/orparents’/carers’presentation LO5 Year13 L3
HigherApprenticeshipEvent Workshopsonroutesintohigherapprenticeshipsandopportunitiesavailabledeliveredwithexistingapprentices LO2,LO3,LO6 Year13 L2&L3
HEOpenDaysandDiscoveryDays Visitstoregionalandnationalhighereducationinstitutionsincludingopendaysandsubjectspecificevents LO1,LO2,LO3,LO5,LO6 Year12-13 L3
UCASApplicationandPersonalStatementSupport Supportforcompletingpersonalstatementsandapplications LO5 Year13 L3
InterviewPreparation SupportandconfidencebuildingforHEcoursesandapprenticeshipinterviews LO5 Year12-13 L2&L3
FocusOn:StudentMoneyWeek RangeofactivitiesfocussingonbudgetingandfinancialsupportforHElevelstudy LO4,LO6 Year12-13 L2&L3
Motivationalspeaker Motivationandconfidencebuildingsessionforlargegroupsfollowingfirstassignmentfeedback-deliveredbyexternalprovider LO3 All All
RevisionandExamSupportWorkshop
Skillsbasedworkshopdeliveredbyexternalprovidertopreparestudentsforrevisionandexams LO3 All All
FocusOn:NationalCareersWeekandNationalApprenticeshipWeek
SectorskillsworkshopsonopportunitiesandlabourmarketinformationrelatingtorangeofsectorsandHEstudyoptions LO2 All All
CollegeHEOpenEvening InformationeveningoninternalaccesstoHEandfoundationdegreese.g.progressionfairoruniversitymarketplace. LO2,LO4,LO5 All All
SummerSchool IntensiveMathsandEnglishsupportinanon-residentialsummerschool LO3 Year13 L3
HigherEducationProgressionPathwayProgramme
FocusonprogressionroutesintoHigherEducationincludinguniversityvisits,tastersessions,teambuildingandaction planning,NECOPstudentsonly.
LO1-LO6 Year12 L3
CelebrationEvent Endofyearcelebrationandrecognitionofachievement LO1 All All
sample college progression planworked example based on NECOP regional progression framework
N.BTheinclusionoftheYearGroupcolumnmaynotberequiredforallFurtherEducationCollegesorothereducationalinstitutions,howeveritmaybeusefulforthosewithsixthformprovision.
IntroductoryPhase
KEY
ConsolidationPhase
MultiplePhasesDevelopmentPhase
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contact usfor more information about the North East Collaborative Outreach Programme and FutureMe, please visit us online or contact us on: website: www.futureme.ac.ukemail: [email protected]: 0191 208 3539linkedin: North East Collaborative Outreach Programmetwitter: @futureme_ne
The North East Collaborative Outreach Programme would like to thank the following individuals for their contribution towards the Regional Progression Framework:Maria Avila, Northumberland College; Ryan Gibson, Gatsby Foundation/North East Local Enterprise Partnership; Gillian Hales, East Durham College; Tanya Harrison, NECOP; Lisa Lindo, Middlesbrough College; Gillian Miller, NECOP; Rachel Morrison, NECOP; Kate Murray, NECOP and Sue Pattison, Middlesbrough College.