Stage two - turning policy into practice

What

  • Review/rewrite your policy for its relevance to meeting young peoples' needs
  • Plan the delivery of the CEG programme based on your policy
  • Provide quality opportunities for students to experience the 'world of work'
  • Negotiate a detailed Partnership Agreement with your external IAG provider in order to achieve improved outcomes for young people

When

  • There will obviously be variations in the implementation and timing of the CEG programme
  • Typically, planning starts in the spring. It needs to relate to the organisation's own cycle enabling flexible responses to young peoples needs (e.g. Taster and Enterprise activities happen at different times)

How

Ensure the current CEG policy statement is consistent with the national framework for careers education and guidance and contributes to whole organisation aims and recognises the value of impartial guidance

  • Ideally the policy outcomes should reflect the learning outcomes from the National Framework for CEG.
  • There is no confusion - everyone knows where they stand
  • Text can be used in other documents (e.g. prospectuses, brochures, staff handbooks)
  • It can be used for display purposes (e.g. a wall chart, a web page)
  • They can be copied to anyone who contributes to the programme or Learner entitlement statements tell learners what they can expect and who supports learners
  • Ensures that the needs of particular groups of learners are taken into account
  • Encourages learners and their parents/carers to make better use of the provision and help that is available to them and to feedback their view on areas for development

CEG Programme is delivered to all students in the institution

  • Programme planning and delivery should take account of the latest national and local requirements e.g. new programmes of study, Diploma requirements, new programmes of study for Personal Wellbeing and Economic Wellbeing & Financial Capability and ensure impartiality, address equal opportunities and challenging aspirations Example
  • Awareness of what other curriculum areas are doing that contributes to the programme but must be 'happening' or 'planned' activities. Young people could help to identify where this is taking place. Example of audit (Jeremy)
  • Introduce the 14-19 on-line prospectus as part of the programme and ensure young people are aware of the national resource on Connexions Direct -Ensure use of LMI when using these resources to support young peoples' decision-making (local, national, and international)
  • Training Needs Analysis

CEG is enhanced by the work related/enterprise curriculum through practical involvement of employers/training and FE providers

  • Use experience the students have from voluntary work, part time jobs etc
  • Example from e-ilp about contribution of informal learning
  • Use Work Experience Record Book

Organisation has written partnership agreement with local Connexions/IAG provider

  • The Partnership Agreement negotiations should take account of all key stages and include 14-19 developments and National standards for IAG for 11-19 year olds.

For colleges and work-based learning providers are there strategies in place to support pre-entry guidance and learner retention?

Top 10 Tips

  1. Get to grips with the outcomes - i.e. What they mean, what's required
  2. Find present policy - Is it up to date and fit for purpose?
  3. Plan a date to get the team together to review and update the policy
  4. Set a date for reviewing and planning the programme with colleagues
  5. Use your colleagues, young people and parents/carers to support the reviewing process
  6. Make the most of your organisations intranet for communicating CEG policy, entitlement etc
  7. Use http://www.cegnet.co.uk to find examples of classroom resources, lesson plans etc
  8. Talk to colleagues who have already achieved stage 2
  9. Keep up to date with labour market information - use your external IAG provider
  10. Use destination and progression information to guide and shape programme development
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What is IiC?

  • A kite mark for quality in careers education and guidance (CEG)
  • The most widely used standard of its type in England

Who is IiC for?

  • Schools (11-16, 11-18, including independent, special, primary schools and pupil referral units)
  • Further education colleges
  • Training providers

Benefits include:

  • Supports inspection self-evaluation
  • Supports 14-19 education and skills implementation plan
  • Supports the Every Child Matters white paper
  • Supports 'student voice'
  • Supports the wider curriculum