in this issue:
IAG on the march
The next few years will witness a ‘sea change’ in the role and importance of IAG (information, advice and guidance) in secondary and tertiary education.
All of us involved in the development, 
management and delivery of IAG should hang on for a roller-coaster ride, which will ultimately see IAG taking centre stage in 14-19 education.
The introduction of specialised Diplomas*, the major strand of the 14-19 reforms, is the reason for this revolution. Between 2008 and 2013 14 new curriculum areas could be introduced and offered to students from Key Stage 4 onwards; all must be in place by 2013. The first five will be available from September 2008 and most areas in Nottinghamshire have made a bid to the DfES to make a 2008 start.
Although they shouldn’t be considered as vocational training, all of the 14 new subjects cover occupational areas such as engineering and construction. Their introduction will increase choice and diversity into the curriculum. For more information on the Diplomas visit the 14-19 Gateway on the DfES website www.dfes.gov.uk.
The introduction of Diplomas will have an impact on IAG. Increased choice means potential increased confusion for young people and this could lead to inappropriate decision-making. If we are to avoid this then we need to re-think our IAG strategies.
IAG has always needed to be comprehensive, timely and appropriate; we now need to make it fit for purpose for the new curriculum. This is highlighted by the government in the 14-19 White Paper:
‘Personal planning, review and guidance are part of the core curriculum’
‘Young people must have access to a competent information, advice and guidance service, outlining the options that are available and the routes to achievement.’
‘It is essential that schools, colleges and work-based learning providers regard the IAG young people receive as an integral part of their learning experience.’
A great start has already been made at both strategic and development levels. At a strategic level, the seven participating Area Strategy Groups (ASGs) have made a commitment to introduce improvements in IAG. In a nutshell, this commitment includes:
- A common structure for IAG including defined competence and performance outcomes.
- The achievement of the Career Mark quality award for all schools.
- Prioritising support towards Key Stage 3 decision-making.
- A systematic programme of support for parents.
- Virtual IAG resources including ‘Passportfolio’ e-progress file, Kangaroo 4 and an on-line Common Prospectus introduced in all schools.
- A comprehensive quality assurance framework, competence standards and training programme for staff delivering IAG.
At a development level, Connexions has already made a significant start in putting together the infrastructure necessary to fulfil the commitments: the Passportfolio programme is now available for introduction by any school; the Common Prospectus developments are moving at a fast pace and on schedule for a June public testing and a formal launch in September; Kangaroo 4 is already available and has been introduced into most schools; a ‘Best Practice Guide in IAG’ will be released to all schools this Spring; an INSET programme is already available and will be expanded from the beginning of next academic year; and Career Mark has been updated and the accreditation process simplified.
All that remains now is the translation of strategy and development into reality. Most ASGs will be establishing IAG sub-committees and these will be given the responsibility of turning intent into reality. If you are reading this then it is likely that you will be involved, and although the journey will not be easy, the prize is certainly worth striving for.
Gary Longden, Deputy Chief Executive and Director of 14-19 Learning and Development
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Passportfolio goes live!
Passportfolio goes live this term at www.passportfolio.com. The new website will be available to young people aged 13 to 19 years across the county and will enable them to:
- Record all of their qualifications, skills achievements and work
experience.
- Apply to post-16 education and training through the Common
Electronic Application.
- Talk to and share work with their teacher or Personal Adviser.
- Complete a seven-step interactive personal development and career- planning programme.
There has already been a lot of interest in this innovative project with nearly 30 schools and colleges planning to pilot it.
Passportfolio has three zones:
The Achievement Zone
This is where the young person can build up a picture of what they’ve achieved and which skills and experiences they have gained. Young people can begin recording information in this section at Year 9 or earlier so that they gradually capture everything they’ve achieved.
The Reviewing Zone
This zone contains interactive quizzes, useful links and planning resources to support young people through the career planning process. The seven steps in this zone include resources on personal qualities, learning styles and life issues.
The Presenting Zone
Any relevant information collected into other parts of the site also goes through to the Presenting Zone to create a range of documents that young people can use to help them progress. These include Curriculum Vitae, Individual Learning Plan, Personal Statement and an application form.
For more information, details of staff training, or to register onto the site please contact Lucy Peck.
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The Nottinghamshire 14-19 ‘Common Prospectus’
From September 2007, as part of a nationwide strategy in all regions, Nottinghamshire will have in place an online Common Prospectus of all full time, accredited learning opportunities for students age 14-19. It will cover Entry level, Levels 1, 2 and 3 and will include GCSEs, AS Levels, A Levels, BTECs, NVQs and, eventually, work-based learning.
Students, parents or carers and those advising them will be able to search by course, level, provider and local area and there will be useful information to support decision making at the different stages and ages.
We will also integrate this database with the common application process that is part of the Passportfolio so that searches and applications for learning can be completed and returned online.
A consortium comprising the two local authorities, LSC, Aimhigher, NEBA and Connexions are working together on this project.
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Best Practice in CEG
Our Curriculum Development Team has produced Best Practice in Careers Education Guidance to support schools and colleges in providing high quality CEG programmes for their students.
This guide was commissioned by a number of Area Strategy Groups in Nottinghamshire whose membership includes all heads and college principals across the county. It identifies the key components of a quality CEG programme and provides practical suggestions and examples for each.
Areas covered include: ideas for policy and programme content; methods of assessing; and accrediting and evaluating CEG including its impact on student motivation and progression. For each section there’s an indication of what constitutes both minimum and enhanced standards, and links are made to the relevant Ofsted statement or question.
Recent 14-19 reforms, including local pilots of the new Diplomas, mean that young people face increasingly complex and significant career-related decisions at an earlier age. Schools and colleges will therefore need to ensure that they offer high quality CEG to help their students make the right choices.
The guide was sent out to all schools and colleges earlier this term. Schools and colleges can contact the Curriculum Development Team for further help and support such as developing programmes and providing staff training.
Alison Skellern
Download a copy of Best practice in careers education and guidance (PDF)
