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Aspiration
Awareness
Attainment
Progression
Aimhigher Greater Manchester Progression Resource 2:
Activities for learners in schools and colleges
A Guide for teachers and tutors, careers advisors,
learning mentors
This pack is based on the work of the Aimhigher Greater Manchester
Graduate Officers and the Aimhigher Greater Manchester Progression
Framework Strategy in the IAG programme.

The Aimhigher Greater Manchester Progression Resource
Introduction
Aimhigher Greater Manchester was the largest of 40 government funded partnerships in
England working with schools, colleges, universities and others to encourage progression
to higher education for young people from groups whose access to university has been
limited. The Aimhigher programme began in 2004 and closed on July 31st 2011.
In 2010, national statistics showed a 30% increase in progression to higher education from
1
young people in the lowest socio-economic groups in the lifetime of Aimhigher . In
2
Greater Manchester, the upward trend is more marked still .
Aimhigher: what do we know works?
Partnership – collaboration between schools, colleges and universities coordinated
through nominated members of staff in schools and colleges
Targeting – identifying those young people who most need support to progress and
prioritising resources for them
Starting young – raising awareness of HE before GCSE choices are made in order to
raise aspirations, inform choices and increase motivation to achieve
Learner Progression Framework – sequenced interventions over several years,
matched to learning stage, for those in the target learner group, over several years.
Tracking, monitoring and evaluation – tracking learner progress and recording the
impact on motivation, GCSE results, progression at 16 and progression to higher
education.
And the best activities were: IAG matched to progression stage, building
relationships between young people and current HE students, visits and residentials
at universities, curriculum based projects.
1 Corver M., (2010), Trends in young participation in higher education: core results for England, Higher
Education Funding Council for England, Bristol
2
Aimhigher Greater Manchester Annual Statistical Report 2010, accessible from www.uni4me.co.uk
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The Aimhigher Greater Manchester Progression Resource
The Progression Resource has been produced by the Aimhigher Greater Manchester team
to secure the legacy of Aimhigher and enable partners and others to continue to develop
models of practice that raise the aspirations of young people and support them to
progress to higher education. Designed primarily for use by schools and colleges and
based on reflection on the experience of Aimhigher, the progression resource pack
consists of three booklets, each with associated resources available electronically. The
booklets cover:
1. The Information, Advice and Guidance Progression Resource for teachers, tutors,
learning support and advisory staff, based on the Aimhigher IAG staff
development and disability programmes.
2. The guide to delivering a programme of progression sessions for young people,
based on the Aimhigher Graduate Officer programmes.
3. The guide to working with higher education students to provide support and role
models for younger learners, based on the Aimhigher Associates programme.
University outreach opportunities and the learner progression
framework
In addition to the activities and programmes suggested in these booklets, the universities
of Greater Manchester are offering a wide range of outreach opportunities for young
people from schools and colleges in the area, including campus visits, student
ambassadors, curriculum enrichment and staff development. Our hope is that you will
devise a programme of activities – a learner progression framework - that suits the needs
of your learners and staff and includes in-school or in-college interventions alongside
opportunities offered by higher education institutions.
Continued access to Aimhigher resources and links
All the resources, copies of the progression booklets, and details of the universities’
outreach offer plus links to their websites and to a range of valuable information and
useful organisations will be available on the uni4me website – www.uni4me.co.uk The
website will be maintained in the future by the universities themselves.
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Aimhigher Greater Manchester Progression Resource 2:
Activities for learners in schools and colleges
Contents
1. Introduction
2. The Progression Framework
3. Sessions for pre 16 learners
4. Sessions for post 16 learners
5. Useful websites
6. Evaluation
7. Working in partnership with universities
8. Listening to learners
1. Introduction
This pack and its resources are aimed at careers coordinators, PSHE coordinators, year
group leaders, teachers and learning mentors who are committed to improving the life
chances of their young people and enhancing the attainment and progression rates of
their institution.
2. Progression Framework
Aimhigher provided information, advice and guidance activities and experiences that
aimed to increase the awareness and aspirations of the young people involved. These
activities were matched to the age and stage of learners and linked to other activities
within a progression framework. Key features of the progression framework include
agreed objectives for each key stage coupled with agreed targeting of priority learner
groups. The range of activities chosen will vary to suit the structures of the institution and
the needs of your learners. Some activities in the progression framework are easily
opened up to an entire year or class group.
Aimhigher has found that single interventions or opportunities have limited impact. By far
the greatest benefit both for individuals and for whole institutions comes from
interventions over time – at least two years - with the same identified target group.
Aimhigher calls this the ‘drip, drip, WOW!’ effect – because the successful programme
couples exciting activities that enable young people to see themselves in a new light with
regular support and conversation as part of their daily learning.
2.1. The Progression Framework in action
The framework suggests activities that can take place both in and out of school. Local
Higher Education Institutions (HEIs) will offer support, materials and additional opportunities
for your learners. They can offer experienced staff members and current HE students to
give information and advice and to share their experiences. To arrange support in school,
or events out of school, get in touch with your local HEIs - see the contact details on the
uni4me website.
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A strong progression framework is based in clearly defined outcomes for learners – which,
in turn, define the objectives for each activity. Those below are the ones that informed
the Aimhigher strategy. You will adapt these to fit the circumstances and needs of your
learners.
3. The framework and session plans for pre-16 learners
Year Group
Aimhigher Learning Outcomes
KS3
Age 12-14
GCSE options
Learners show an understanding of the range of HE opportunities
available and how they may link to their longer term plans.
Learners can understand how their specific interests link to real
HE opportunities.
Learners understand the implications of KS4 choices in relation to
HE.
Learners are able to access further information and advice
about progression to HE as and when they need it.
Suggested activities and sequence of activities in Y8/9
Group sessions to introduce and build self awareness with young people. See ‘Self
Awareness’ resources.
Introduce Further Education (college level) to young people. Explain the different
options e.g. A Level, BTEC, Apprenticeships and the different learning styles that these
suit best. Explain how RPA will affect them.
Introduce Higher Education – see ‘Introduction to HE’ resources. Explain the benefits
of HE and steps they must take to get there. Doing this early on will ensure that fewer
young people will write it off as an option for them. Explain where young people can
find more information about HE.
Group sessions around the kind of careers and jobs open to people with different
levels of qualification. Introduce jobs that need people to have a degree level
qualification.
Talk to whole pre-options year group about options choices. Emphasise that FE/HE is
still possible from all options but some subjects may close doors to certain HE subjects
and therefore certain careers. E.g. BTEC science would restrict entry to science
subjects at A Level and Degree level.
Group sessions to revisit self awareness and build decision making skills. Explore the
decision making process and what makes a good decision.
Approach local universities to obtain their programme of events. Circulate to all
subject areas and encourage take-up of relevant sessions.
1 to 1 discussions with each young person about their options choices..
Pre options parents evening including HE awareness session for parents.
Identify and target those young people who may need further guidance to make
KS4 choices and refer for guidance interview.
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Resources for pre 16 sessions
Year Group
KS4
Age: 14-16
GCSE
outcomes
Post 16
options
Aimhigher Learning Outcomes
Suggested activities and sequence of activities in Y10/11
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For many more practical worksheets, quizzes, and information session resources, please
see the full pack of activity resources attached to the third pack in this series entitled
Inspiring Students. The sessions here are linked directly to the plans outlined above and
refer to the resources that can be downloaded from the uni4me website to accompany
this guide.
3.1. Introduction to Higher Education
This session introduces Higher Education to young people and includes an interactive
celebrity degree quiz. It covers the options young people have after school including
progressing into college or 6th form to do A-Levels or BTECs or entering the employment
market and completing work based qualifications such as Apprenticeships and NVQs.
Student Finance is briefly covered with the key message being that the fees charged by
institutions should not be a barrier to higher education. The students are given an insight
into student life at university and what the benefits of going onto University are.
3.2. Pre 16 Understanding student finance
This session looks at student finance in more detail and incorporates a budgeting activity
which enables young people to get a grasp of how much things can cost. This helps
young people explore the affordability of Higher Education whilst also increasing their own
knowledge and understanding of financial management.
3.3. Self Awareness
This session highlights the importance of self awareness and how understanding their skills,
interests and ambitions can help students to make important key decisions. Students are
faced with a number of key decisions in their life including Year 9 options, Pre-16 choices
and whether or not to progress into higher education or not. Knowing exactly what your
strengths are and how you can improve on weaknesses can be vital in the decision
making process.
3.4. Progression Pathways
There are two sessions under this heading. The first ‘Taking your interests further’ matches
up the learners’ interests to HE courses. The second session ‘Qualifications: Vocational vs.
Academic’ is aimed at Key Stage 4 learners and looks at the difference between
academic and vocational qualifications.
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4. The Framework and session plans for post 16 learners
Year Group
IAG Learning Outcomes
Post 16 Level 2 Learners Learners understand the implications of their next
steps in relation to HE.
Learners understand how their vocational programme
provides a pathway to HE.
Level 3 Year 1 (Year 12) Learners can compare and contrast a range of
institutions/courses in relation to their individual
ambitions and circumstances.
Learners have the skills to research and interpret
detailed information related to HE course entry
requirements
Learners have a clear understanding of HE
application processes.
Learners can describe the main components of the
student finance package.
Level 3 Year 2 (Year 13) Learners can prepare strong applications for their
chosen courses and are well prepared for other
selection processes.
Learners can compare different offers and make
realistic course choices.
Learners demonstrate familiarity with a range of useful
resources and are able to analyse information
provided.
Unsuccessful applicants can review their situation and
put alternative plans into action.
Learners are able to make timely applications for
student finance.
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Level 3 Year 1
Post 16 Level 2
Learners
Term 1
Term 2
Group
Term 3
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Level 3 Year 2
Term 1
Term 2
Group
Term 3
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Resources for post 16 sessions
For suggestions and resources to update staff knowledge of higher education options,
finance and student support, see the IAG Staff Progression Resource which is pack 1 in this
series. For a similar approach to activities for Y12 and Y13 learners, see the companion
pack to this one for post-16 students.
4.1. UCAS and Personal Statements
This session introduces students to the university application process and contains useful
advice about the personal statement element of the application process-considered by
many admission tutors to be one of the most important parts of the application. Additional
information and advice guidelines can be found at www.ucas.com. Alternatively HEI
admission tutors or faculty members may be willing to come and deliver in-house talks.
Approach HEI’s for more information.
4.2. Get the Edge – What Next?
As students begin to receive offers or interviews from their universities, tutors should be
delivering the ‘Get Ahead for university applicants’ session. This session looks at the
application process after it is submitted. It examines how students can reply to offers and
explains how the processes of UCAS Extra and Clearing work.
4.3. Get the Edge – Getting Ahead
Applying to university can be highly competitive with many courses frequently
oversubscribed. This session aimed at potential university applicants, should be delivered
by tutors towards the end of the academic year for returning students. The ‘Get Ahead:
Get the Edge’ session highlights the importance of work experience and voluntary work
over the summer holidays and how important research can be in choosing an
appropriate course and institution.
4.4. Moving On
This session is aimed at students with disabilities or additional learning difficulties who will be
eligible to apply for Disabled Students Allowance (DSA.) It allows students to compare and
contrast different institutions disability policies and explains the process of applying for their
DSA. Many universities will have disability officers who may deliver this talk for you.
4.5. Student Life
This session looks at what life is like whilst at university. It focuses on teaching methods,
accommodation, societies and clubs and what students can expect if they progress into
Higher Education. You could approach universities to send current ambassadors to deliver
sessions on student life.
4.6. Student Finance
Possibly one of the biggest barriers to higher education is student finance. This session
should be delivered to students who have applied to university just after the January UCAS
deadline. This session looks at the basic student finance package offered by Student
Finance England including the tuition and maintenance loan, bursaries, scholarships and
grants. It also includes a budgeting activity and highlights how students can apply for their
finance online at the direct.gov website.
Before delivering this session tutors should check the direct.gov website for any key policy
changes.
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5. Useful Websites
www.ucas.com
Database of higher education courses in institutions within
the UK with student profiles for all popular courses and
detailed course search. Information for parents and staff.
www.icould.com
www.direct.gov.uk
www.unistats.com
www.prospects.ac.uk
Careers website including job videos, games and
information. Also includes classroom resources and
materials for teachers.
Government information on practicalities
Statistics about universities and HE including student
feedback on courses and official quality ratings.
Careers website designed for graduates. Shows job options
with different degree subjects and qualifications needed
for different job areas
www.studentcalculator.org.uk
www.notgoingtouni.co.uk
www.do-it.org
Budget creator that allows you to explore your potential
income and outgoings as a student
Alternative progression routes
Portal advertising volunteering vacancies
www.apprenticeships.org.uk
http://studentfinanceyourfuture.direct.gov.uk/
www.push.co.uk
www.russellgroup.ac.uk/informe
d-choices.aspx
www.volunteering.org.uk
Apprenticeship Vacancies and Information
Government site to help students and others understand
new financial arrangements for 2012 entry to university
Includes loan repayment calculator
Advertises itself as a ‘ruthlessly independent guide to UK
universities’
Guide to applying to selective universities and courses
where competition for places is highest
Information about volunteering in the UK
www.futuremorph.org
Website promoting careers in science, technology,
engineering and maths. Includes career profiles & games.
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6. Evaluating
Aimhigher sought to bring about changes in the attitudes and behaviour of young people
and to foster higher levels of motivation, stronger attainment and increased progression to
qualifications that lead to good careers. Beyond Aimhigher, it is not just a question of
whether individuals go to university – though measuring this is very important to show
whether you are making a difference over time to the outcomes for your school or college
- it is also vital to measure how much more confident and clear young people are in the
choices and decisions that they make and how far higher aspirations motivate them to
greater achievement. This section focuses on how to measure the changes and progress
made through our Aimhigher-type activities. We hope it will be useful to give ideas and
guidance to partners wanting to evaluate their impacts and outcomes. For ways in which
Aimhigher has been measured in schools, see the school case studies on the uni4me
website.
Progression and partnership evidence has been used by schools and colleges in the past
in reports to governors, submissions to OFSTED and in school and college prospectuses. It
can provide posters in your school entrance and case studies at parents evenings.
Evidence of the success of your students has many uses.
See the more detailed guidance on planning evaluation, tracking and monitoring and
providing management information on learner progression in the IAG staff pack in this
series. The suggestions below will enable you to assess the value of individual activities
and check immediate learning outcomes.
6.1. Questionnaires/Surveys
Questionnaires are commonly used to get feedback from participants on particular
activities. It’s important to plan for evaluation by allowing time to administer the
questionnaire at the end of the activity. Feedback surveys are generally fairly short – two
sides at the most – and include a mix of closed and open questions. Other types of
questionnaires could be longer and more detailed, or could include more open ended
types of questions, for example, questionnaires have been used to ask Aimhigher learners
about their career aspirations, their likes and dislikes, and what they think about higher
education.
focus on the key issues and keep the number of questions as low as possible.
checklists) allow you to categorise the responses; rating scales allow you to asses
the strength of options; open questions collect free text comments. Make sure you
sentence). Try to include space at the end for people to give their own comments.
explain to participants why you are doing it, that you want honest answers and that
their views are important.
same set of questions at the end of the session – see example.
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6.2. Before and After Comparisons
This technique has been really useful in Aimhigher to show how learners have changed
their knowledge, views and attitudes as a result of participation in Aimhigher activities. It is
usually appropriate for activities which include some sustained or in-depth work with
learners over a period of time.
Here is an example of questions designed to find out whether levels of awareness,
confidence and aspirations have been raised by the session. Ask learners to complete
the questionnaire at the beginning of the session, and then again at the end. In this case
it is best to give them a numbered scale where 1 is Strongly Agree, 2 is Agree, 3 is Not
Sure, 4 is Disagree and 5 is Strongly Disagree. Of course, the questions must be closely
related to the work you are actually doing in the session and what you expect them to
achieve (see the Learner Outcomes tables above). It is fine to ask only 2 or 3 questions –
better to make lasting changes in some aspects than to try to tackle everything at once,
especially for younger learners.
A
B
C
D
E
F
G
H
I know about the benefits of going to university
I know about the different routes to higher education
I feel confident about making a university application
I know what I want to study at university
I understand about the UCAS application system
I understand about what it will cost and how I will pay for it
I am very interested in going to university
I know what life is like as a university student
The trick to running an effective before and after comparison is to make sure the
questions asked (or tests) are the same for both sets of questionnaires. Even minor
changes in the way the questions are worded can make if difficult to make comparisons.
It is possible to make comparisons from most types of information, however rating scales
are particularly useful as they make it relatively easy to analyse the results. A rating scale is
basically a way of assigning a value to each opinion, and then seeing when the value
has increased later on. An example of this would be for instance asking learners to say on
a scale of 1-5 how much they knew about higher education costs before and after a
programme of activities designed to give information on the costs.
There are at least two ways of analysing the results. One way would be to take each
respondent individually and look at whether their individual score has increased or not.
You can then say how many of the group showed an increase (and how many stayed
the same or went down). Another approach is to look at the results across the group as a
whole. For example you might observe that before the activity 30% of participants were
interested in applying to HE, whereas after the activity 80% said they were interested in
applying.
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6.3. Tracking change in learner attainment
This is another way of looking at what was the case before and after the interventions.
Here there are two key sources of evidence – the administrative data that schools hold on
predicted attainment based on earlier KS scores and also the Contextual Value Added
scores at GCSE. For post 16 learners, the key datasets are those that provide information
about the destinations of learners in particular subject groups. The second source is the
observations of teachers who work closely with the pupils you are studying. Form tutors
are often the key staff here but this will depend on the structures in the school or college
and the particular activity.
If you are using administrative data, the objective is to see whether there has been a
greater level of change in the pupils you have targeted for the Progression Framework
activity programme than is seen in the wider school year cohort. Likewise, you would look
at the average CVA score at GCSE for the targeted group, compared to those in the
wider Y11 group – i.e. compared to the average CVA score for the school as a whole.
Don’t worry if you don’t see a change in the first year. Perhaps you need to tweak the
programme a bit. Perhaps it will take a year or two to make a real difference.
Tracking progression to higher education for 18 year olds is easier on one hand and harder
on another. Not all young people will go directly to university when they leave
school/college. Some follow-up will be needed in some cases to clearly see whether
there has been a change in the numbers progression from your institution. However, the
number of applicants can be compared each year with those in the previous year, the
number of successful applicants likewise.
If you are using teacher observations of changes in pupil motivation or teacher predictions
of likely achievement, you need to plan ahead and collect some clear statements at the
start of the project. Then ask them to reassess the individuals at the end of the project.
Compare what they said before with what they say afterwards. Is there something
important here? Is there evidence of success?
There is more detailed guidance on evaluation on the uni4me website.
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7. Building an overall strategy in partnership with universities
One of the highlights of your Progression Framework programme will be visits to local
universities and visits into schools from current university students. So step one will be to
ensure that you have full details of the range of outreach activities offered by universities
in Greater Manchester and that contact details for your school or college are lodged
with all the local higher education institutions.
All universities have a duty to encourage young people from underrepresented groups to
aspire to higher education. Local universities in Greater Manchester have planned a
wide-ranging programme of opportunities for local young people from primary to the
age of 18 from September 2011. These plans will adapt in response to the schools and
colleges with which the universities forge relationships. This is the basis on which you can
build a working partnership with local universities.
Your learners will have a range of strengths and interests and no one university can deliver
to all their needs. The contacts below will allow you to establish links with and participate
in activities at a range of higher education institutions. You may also want to make
contact with the outreach and widening participation units of universities in other parts of
the country, some of whom are keen to forge links with schools and colleges from further
afield. Remember that the outreach programme offered by universities includes activities
that take place in your institution as well as opportunities for your learners to engage in
activities on the university campus.
Many local universities will invite school and college staff to occasional events to update
them on key changes in their procedures or curriculum or to provide information and
advice on national changes. Many also offer inputs at local staff development events.
Individuals who represent their school or college at such events need clear opportunities
to cascade their knowledge to colleagues.
Our hope is that you will devise a planned programme of activities – a learner progression
framework - that suits the needs of your learners and staff and that includes support for
individual learners and activities in class or assemblies alongside the opportunities offered
by higher education institutions. The key is to coordinate these in a way that maximises
the benefit to your institution and the impact on progression and motivation for individual
learners.
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7.1. HEI contacts
Our local HEIs are committed to supporting colleges and sixth forms within the local area.
You will probably find that all the support, help & activities that you previously access
through Aimhigher are still available. However, you must now contact the university
directly to request this support. You will be able to access a programme of their
pre-planned events for colleges. Our HEIs are also keen to work flexibly and will try to
respond to any additional requests.
The University of Bolton
Laura Carruthers : UK Recruitment Manager: L.carruthers@bolton.ac.uk
University Campus Oldham (part of the Univesity of Huddersfield)
Sonia Johal : Schools and Colleges Liaison Officer s.johal@hud.ac.uk
The University of Manchester
Email: schoolsandcolleges@manchester.ac.uk
Manchester Metropolitan University
Email: schoolsoutreach@mmu.ac.uk
The Open University in the North West
Elaine Walker: e.f.walker@open.ac.uk
Royal Northern College of Music
Fiona Stuart: Fiona.stuart@rncm.ac.uk
Heidi Johnson: Heidi.johnson@rncm.ac.uk
University of Salford
Rebecca Milne : Head of UK Access and Recruitment: r.milne@salford.ac.uk
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8. List of resources on www.uni4me.com
Resources and session plans to accompany this pack
8.1. Pre 16 resources
Finding out about higher education
Introduction to higher education presentations
Big Uni quiz and sessions plans
The University Challenge Game
Gameboard, cards and instructions
Qualifications and Pathways
Session plan, handout and presentation
Taking your interests further
Session plan and presentation
Pre 16 student finance
Presentation
Self-awareness and ambition
Futurama session plan and activity resource
Starbook session plan and activity resource
Pathways and person decisions presentation
8.2. Post 16 resources
Get the Edge
Presentations
Student Finance 2012 and beyond
Presentation
Session plan
Handouts and activity sheets
Moving On – for disabled students
Presentation
Session plan
Handouts and activity sheets
Student Life and Student Accommodation
Presentations
Session plans
Handouts and activity sheets
UCAS
Presentations
Activity sheets and handouts
Thank you for helping young people to aim higher.
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September 2011
The information in this pack is based on the experience of the
Aimhigher Greater Manchester programme.