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ACCAC Guidance:
- 'Supplementary Guidance for the Framework for CEG for 14-19 year olds in Wales'pages 44-49
- 'Work-Related Education for 14-19 year olds in Wales - Supplementary Guidance' - page 12
Students using the learning outcomes
Students need to be clear about the intended learning outcomes for each activity or event in the CEG and WRE programme. One way of doing this is by having an introductory session close to the beginning of the course/key stage/year which explains the purpose and scope of CEG and/or WRE, gives them the whole set of learning outcomes and an outline of the programme. This can be in the form of a leaflet or an entitlement statement. Students can be given a grid listing all the learning outcomes next to which they plan action on how to improve in relation to these and keep records of their progress.
Students could also complete an action plan and recording grid for each activity. After each activity, the plan can be updated and refined. This process should be integrated into the Progress File work, which the students will be carrying out. Examples of action plans are available through the Progress File booklets and e-Progress File.
Recording documents
At key points students will need to be able to record their learning and this is best carried out within the context of a real activity. It is also important that students retain evidence of their learning reseach and experience. Thus in addition to the setting and reviewing of action plan outcomes, students need dedicated time in which to record their learning in more depth. This might take the form of:
- Writing a report
- Writing a worker profile
- Course work
- Using photographs
- Completing a structured worksheet
- Designing a CV
- e-Progress File
- Progress File
- Drafting a personal statement
As a more extended activity any formal, organised experience of work justifies the more detailed record keeping that a diary or logbook or the Careers Wales Work Experience Organiser entails. In using these recording devises it is recommended that action plans are an integral part of the document rather than on separate pieces of paper. This supports employer involvement in monitoring targets and gearing programmes to suit individual needs.
Diaries and logbooks should aim to avoid the mere collection of facts and stress the learning and reactions to the learning taking place. They can be used as major vehicles for the collection of evidence for key skill development, especially 'improving own learning and performance'.
- The CEI produced 'Learning Frameworks' are an excellent way for students to plan and record learning. Contact Careers Wales for more information.
- Careers Wales' 'Work Experience Organiser' has recording sheets for students, employers and parents/guardians
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