Identifying evidence for the application for Threshold Payments related to careers education and guidance
The NACGT has received requests from members, for support in completing the application form for Threshold payments, to identify evidence that reflects the careers element of their work.
Amongst other things, the application expects teachers to demonstrate how their teaching contributes to raising achievement and attainment. Whilst there is data available for core and foundation subjects, CEG is not able to demonstrate improvement in this way.
Recent development thinking has focused on the importance of clear learning outcomes for CEG. It is the learning outcomes model that allows pupils’ progress to be monitored effectively in terms of what students know, understand and are able to do as a result of being involved with the careers programme.
When completing your application, the focus of which is classroom practice, you should focus on the impact that you have on pupil learning. Teachers will need to emphasise data – how it is collected and how it is used. Use this advice together with advice from teacher unions and associations to help you to complete your application form.
1. Evidence about knowledge and understanding of CEG
How the careers programme uses up-to-date local and national labour market information and trends to inform pupils of the likely opportunities that they face.
How the careers programme emphasises the qualifications, skills and personal qualities that employers value.
How the careers programme reflects the most up-to-date guidance from the DfEE/QCA and meets the requirements of accepted good practice.
How the Careers Co-ordinator has been developed through appropriate continuing professional development (CPD). Examples could include qualifications such as certificated courses, local quality awards, etc.
In each case give specific details of how you achieve this and where the evidence can be demonstrated.
2. Evidence about teaching and assessment
How the careers programme uses appropriate teaching and assessment methods that takes account of the individual needs of their pupils.
How the planning of the careers programme demonstrates a differentiated approach to meet the needs of all pupils.
How feedback from monitoring is used to inform future planning.
How the lessons within the careers programme and other career learning opportunities are described in terms of learning outcomes.
How the careers programme encourages pupils to take responsibility for their career learning.
How the careers co-ordinator demonstrates the consistent and effective performance in planning, in teaching and classroom management.
How the careers co-ordinator uses feedback from the careers adviser and other adults who are involved in the programme.
What targets are set for pupils in relation to CEG.
3. Evidence about pupil progress
How the careers co-ordinator uses strategies to monitor and assess the progress of pupils. This should really be seen against the three elements of CEG:
How pupil’s knowledge, understanding and skills in relation to these three elements have improved their involvement in the programme. The progress that a student was expected to make and the actual progress made can be exemplified in this way. Evidence may come from:
Work experience – numbers taking up places, quality of placements, evaluation and links with other curriculum areas. This can be related to specific lessons addressing these matters.
Routes at 16+ – progression to work, education, training and demonstrate year-on-year improvements (use destination statistics where possible). This can be linked to specific lessons in careers about transitions – and to some extent GCSE data.
School/department development plan – how targets set have been met and how the careers department development plan feeds into agreed whole-school activity. Good careers education can make a positive impact on the behaviour, attitude and aspirations of students. How the careers programme has contributed towards the pastoral system to support pupils with special educational needs, disaffected pupils, poor attenders, etc.
Special events/activities – participation rates in mock interview days, careers conventions, college/employer visits, visiting speakers, take-your-child-to-work days, etc.
Careers advisers – pupils who they feel have particularly benefited from the careers programme or elements of it and have made progress in their action planning or performance in an interview situation.
Pupils – through conducting a survey of students it may be possible for them to assess their own progress in the three elements of CEG between Year 9 and Year 11.
4. Evidence of wider professional effectiveness
How the careers co-ordinator tries to raise the status of vocational education. Here personal qualities such as persistence and skills such as organisation can be referred to as long as you have some evidence to back up your claims.
How has the careers co-ordinator lobbied for/organised staff INSET on careers education.
How does the careers co-ordinator network with colleagues within school from as range of different subject areas and pastoral teams.
How the careers co-ordinator has prepared materials and training ideas for tutorial work.
The record of CPD and any higher award that has been achieved.
How does the careers co-ordinator network with colleagues from other schools and colleges, EBPs, careers services, employers, etc. to share resources and ideas as well as considering concerns, problems and possible solutions.
In this section it is not enough to say ‘I am a member of NACGT’ rather ‘being a member of NACGT has provided me with knowledge and skills, etc. and I have used this in the classroom – for example the series of lessons I developed to improve the career exploration section of the careers programme was based on an article in the NACGT Journal or based on a workshop I attended at an NACGT Conference’. Demonstrate how you have kept up-to-date with new initiatives and information and what you have done with the information.
5. Evidence of professional characteristics
Inspiring trust and confidence – How the careers co-ordinator is approachable and considerate towards pupils. For instance, how a careers co-ordinator may have ‘an open door policy’ in lunch hours, breaks etc. to deal with the information needs of students in a flexible, non-judgemental and supportive way.
Building team commitment – How the careers co-ordinator liaises with and involves a range of teachers, employers, careers advisers, parents etc. in order to enhance the quality of aspects of the careers programme such as work experience.
Engaging and motivating pupils – How the careers programme challenges and inspires pupils through lessons, general good practice, displays etc. How the programme is accessible to all, fun, non-threatening, utilises pupil’s expertise. How the programme appreciates the sort of activities and practices that motivates pupils.
There are no clear factors that show a relationship between school effectiveness and the quality of careers education. It is the example set by the careers co-ordinator in terms of commitment and motivation that decides whether careers education has a low or a high status in the school. In your application use specific evidence that can illustrate this and other points that you make.