National Requirements and Guidance


National requirements and guidance provide a framework within which there is considerable flexibility to develop provision that reflects local circumstances and meets local needs. In addition to taking account of local arrangements, consortia offering or planning to offer 14-19  Diplomas must fulfil the requirements of the Gateway process. Doing so means taking account of:

 

  • policies that promote inclusion and raise achievement, attainment, participation and retention
    e.g. Every Child Matters: Change for Children (2004); 14-19 Education and Skills (2005) and the associated Implementation Plan; Higher Standards, Better Schools for All (2005); Further Education – Raising Skills, Improving Life Chances (2006); Youth Matters: Next Steps (2006) Raising Expectations: staying in education and training post-16 (2007); Delivering World-class Skills in a Demand-led System (2007).

  • legal requirements and guidance
    e.g. the requirement to provide careers education from year 7 through to year 11; the requirement to provide work-related learning (including enterprise education) at key stage 4; regulations governing the provision of careers information, advice and guidance for young people; duties arising from child protection, equal opportunities, disability discrimination and other legislation and associated guidance on how to fulfil them; requirements and guidance covering the commissioning and delivery of IAG services and new ways of working arising from the implementation of the Every Child Matters agenda and the 14-19 reforms.

  • curriculum requirements and guidance
    e.g. guidance on delivering careers education, work-related learning (including enterprise education), financial capability and other aspects of the personal development curriculum in schools and colleges (including personal, learning and thinking skills).

A major review of the secondary curriculum is underway. It includes proposals to develop a more coherent approach to the personal development curriculum with two non-statutory programmes of study covering personal and economic well-being. Careers education features in the latter.

 

Questions to ask yourself

  • Do the staff responsible for overseeing, developing, managing and co-ordinating careers education and IAG have a clear understanding of the relevant national requirements and guidance?
  • How well do provision and practice meet these requirements and guidance?
  • How do you know?
  • What, if anything, should you do to make staff aware of these requirements and guidance and improve provision and practice?

 

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