How to use this learning and assessment resource to improve practice?
Teachers and practitioners may use the learning resource or related guidance to reflect on, plan and implement approaches to profiling in the context of DYW. At the same time it focuses on the importance of capturing achievements both within and outwith school as an important component of a learner’s development.
Both resources include a range of exemplification, reflective questions and links to support the profiling process for learners from 3 to 18 and beyond. It makes clear reference to key education priorities (e.g.. HGIOS4?, BtC 3, BtC 4 and BtC 5) and the latest educational developments (e.g.. The 15 – 24 Learner Journey Review).
As a result of engaging with the resources you will:
- gain an understanding of the aim and purpose of profiling in the context of career education;
- be able to link profiling to the expectations and entitlements of the Career Education Standard 3-18;
- be able to reflect on your current practice by considering a variety of approaches to profiling;
- be able to consider the development, monitoring, tracking and recording of learners’ achievements both within and outwith school and the development of their skills as part of the wider education process;
- gain an understanding of the part you are expected to play, along with partners, in the process of profiling and the support provided to learners in developing their profiles;
- be able to devise a plan to take forward manageable changes to your practice.
You are invited to reflect on the following questions:
- How effective are profiling processes across the school/establishment?
- To what extent do I provide opportunities to engage in profiling that supports learning and the development of skills for work and future career choices?
- How well do I engage children and young people in meaningful discussion about their achievement within and outwith school, the development of their skills and assist them in profiling these to support their career journeys?
- How well do I support our learners to manage their own profile, share it appropriately and justify their choice of evidence?
- To what extend do I involve other key adults/partners in the wider profiling process?