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

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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.


Haveanawarenessoftheprogressionopportunities

followingtheircurrentstudiesandhowthiswillsupporttheirfuture

careeraspirations.


Beabletounderstandwhatstudyskillsareandrecognisetheimportantconnectionbetweenworkinghard,attainment/

resultsandfutureopportunitiesavailable.


BeawareoftherangeoffinancialsupportavailableforFEandHE

progression.

Beawareoftheimportanceofbudgetingandmoney

management.

Activities should enable the learner to: Beawareofapplicationprocessesandthe

importanceofrepresentingthemselveswellforselection.


Beabletoidentifykeypersonalqualitiesandbeawareofhowthesewillsupportthemto

achievetheirfuturequalifications,skillsandachievementofgoals.

parents/carers

Activities should enable parents/carers to:

Haveagoodawarenessof HEandtherangeof


BeabletoidentifyanddiscussmisconceptionsrelatingtoHE.


Haveanawarenessoftheprogressionopportunitiesfollowingtheiryoung

person’scurrentstudiesandhowthiswillsupporttheirfuturecareer

aspirations.


Beabletounderstandwhatstudyskillsareandrecognisethelinkbetweenqualificationlevelsandthefutureprogressionandcareer



BeawareoftherangeoffinancialsupportavailableforFEandHE

progression.

Beawareoftheimportanceofbudgetingandmoneymanagementfortheir

youngperson.


Beawareofapplicationprocessesrequiredforfurtherandhigherstudy.


Understandtheimportanceofkeyqualitiesrequiredforasuccessfultransitiontofurther

andhigherstudy.

teachers/advisers

Activities should enable teachers/advisers to: Haveagoodawareness ofHEandtherangeofopportunitiesavailablebeyondtheirpersonal

experience.

Activities should enable teachers/advisers to:

Beawareoftheprogressionopportunitiesbeyondtheir

personalexperienceandhowthiswillsupporttheyoungperson’s

futurecareeraspirations.


Beabletosupporttheyoungpersoninunderstandingthelinkbetweenqualificationlevelsandthefutureprogressionandcareer



BeawareoftherangeoffinancialsupportavailableforFEandHEprogression.Beabletoexplaintheimportanceofbudgetingandmoneymanagementtotheyoung

person.

Activities should enable teachers/advisers to: Understandtherangeofapplicationprocessesrequiredforfurtherstudy

andwork.


Beabletoidentifykeypersonalqualitiesandunderstand

howthesewillsupportfuturequalifications,skillsandachievementofgoals.

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NECOP regional progression frameworkintroductory phase

* Career Development Institute Learning Outcomes ** Gatsby Benchmarks of Good Career Guidance


NECOPlearning

outcomes

Learning Outcome 1 Learnerunderstandswhathighereducation(HE)isandthebenefitsofattendingHE

asappliedtothem.


forthem.

Learning Outcome 3 Learnerrecognisesthelinkbetweentheircurrentstudies,

attainmentandHEstudy,andhasanincreasedinterestincontinuingtostudyandmotivationtodo

well.Skillsareimprovedthatraiseattainment.


toapply.

Learning Outcome 5 Learnerunderstandshowto

applytoHEandisabletomakeasuccessfulapplication.

Learning Outcome 6 LearnerisabletounderstandwhatisrequiredtohelpthemmakeasuccessfultransitiontoHE.


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


Explainhowhighereducationcansupporttheirfuture

careeraspirationsandreflectwhichoption(s)maybebest

forthem.


Identifyandexplaintherangeofprogressionopportunitiesandinstitutionsonofferwheretheycandeveloptheircurrentlevelofstudytosupportpersonal

progression.


Developtimemanagement,notetaking,andrevisionskillstosupport

attainment.


Identifyandexplaindifferentfinancialsupportopportunitiesavailableforhighereducation.

Beabletoexplainhowtobudgetandmanagemoney.


Beabletoidentifywhereandhowtheyapplyfordifferenteducation

options.

Beabletoexplainwhatskillswillberequiredfordifferentselection

processes.


Understandtheimportanceofplanning,independentstudyandself-developmentskillstoachieve

futuregoals.

parents/carers


Understandandexplainthebenefitsofalternativeroutestohighereducationandhowthesewillenhancetheiryoungperson’scareerreadinessintheirprospective

profession.


Explainthebenefitsofarangeoftransitionopportunitiestosupporttheiryoungpersons’

decisionmaking.


Beabletoidentifykeystrategiestosupporttheiryoungperson’sacademicdevelopmentandpositiveworkingethos.


Beabletoidentifydifferentfinancialsupportopportunities

availableforhighereducationandknowwheretoapply.


Beabletoidentifywhere andhowtheiryoungperson

willapplyfordifferenteducationaloptions.Beabletosupporttheiryoungpersontodevelopkeyskillsrequiredforwritingapplications

andinterviews.


Beabletoidentifykeystrategiestosupporttheindependentstudyandplanningskillsoftheiryoung

person.

teachers/advisers


Understandthebenefitsoftherangeofhighereducation

optionsforprospectivecareeraspirations.


Understandtherangeofcoursesandinstitutionsavailabletoenhanceayoungperson’s

learningandthebenefitsofeachoption.


Beabletoidentifykeystrategiestosupportayoungperson’sacademic

developmentandpositiveassociationtoassessments.


Beabletoidentifydifferentfinancialsupportopportunitiesavailableforfurtherandhighereducationandhowtoapply.

Beabletosupportyoungpeopleinunderstandinghowtobudgetand

managemoney.


Beabletoidentifykeyskillstosupportandencourageyoungpeoplewiththeirapplications.


Beabletodemonstratethedifferentstudyrequirementsassociatedwithdifferentprogressionroutes.

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NECOP regional progression frameworkdevelopment phase


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NECOP learning

outcomes

Learning Outcome 1 Learnerunderstandswhathighereducation(HE)isandthebenefitsofattendingHE

asappliedtothem.


forthem.

Learning Outcome 3 Learnerrecognisesthelinkbetweentheircurrentstudies,

attainmentandHEstudy,andhasanincreasedinterestincontinuingtostudyandmotivationtodo

well.Skillsareimprovedthatraiseattainment.


toapply.

Learning Outcome 5 Learnerunderstandshowto

applytoHEandisabletomakeasuccessfulapplication.

Learning Outcome 6 LearnerisabletounderstandwhatisrequiredtohelpthemmakeasuccessfultransitiontoHE.


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.


Understandhowtoassessthemostappropriateroute,courseandinstitutiontosuittheirpersonalpreference.

Activities should enable the learner to: Beabletoplanand

identifypersonalstrategies tomaximisesuccessinupcoming

assessments.


Identifyandexplainfinancialsupportrelevanttotheirfuturestudyoptionsandknowthe

stepstomakinganapplication.Demonstratebudgetingandmoneymanagementskills.


Beabletoidentifyandarticulatetheappropriatetransferableskills(academicandpractical)required

fortheirapplication.


Beabletoidentifypersonalpreferencesregardingstudystylesandusethisintheirprogression

planning(goalsetting).

parents/carers


Beabletosupporttheir youngpersonwith

researchingandidentifyingsuitablehighereducation

options.


Beabletopositively challengeanddiscusstheir

youngperson’sdecisionmakingtosupporttheir

futureprogression.


Beabletoidentifykeystrategiestosupporttheiryoungperson’sacademicdevelopmentandpositiveworkingethos.


Beabletoidentifyand explaintheinformationrequiredtosupporttheiryoungperson’s

applicationforfinancialopportunities.


Beabletoidentifykeyskillsandtosupportandencouragetheiryoungpersoninapplyingforfurtherand

highereducation.


Beabletoidentifytheiryoungperson’sstudypreferencesand

theirsupportneeds.

teachers/advisers

Activities should enable teachers/advisers to: Demonstratehowskills

fromtheirownsubjectareatransferintoarangeofhigher

educationcourses.


Beabletopositivelychallengeanddebateavarietyofoptionstosupportayoungperson’s

futureprogression.


Providepracticalopportunitiesfortheyoungpersontoplanandidentifypersonalstrategiestomaximisesuccessinupcoming

assessments.


Beabletoidentifywhatinformationisrequiredtosupportapplicationsforfinancialopportunitiesandbeabletosupportayoungpersonin

makinganapplication.

Beabletopositivelychallengetheyoungpersononbudgetingand

moneymanagementskills.


Beabletodevelopopportunitiestosupportyoungpeoplein

developingkeyskillsrequiredforwritingapplicationsandinterviews.


Beabletoidentifypersonalpreferencestostudyinginayoungpersontoadviseonfuturedecision

making.

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NECOP regional progression frameworkconsolidation phase


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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.

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