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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 <strong>this</strong> 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. 16
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. 17
Page 1: Aspiration Awareness Attainment Pro
Page 4 and 5: The Aimhigher Greater Manchester Pr
Page 6 and 7: A strong progression framework is b
Page 8 and 9: For many more practical worksheets,
Page 10 and 11: Level 3 Year 1 Post 16 Level 2
Page 12 and 13: Resources for post 16 sessions For
Page 14 and 15: 6. Evaluating Aimhigher sought to b
Page 18 and 19: 7.1. HEI contacts Our local HEIs ar
Page 20: September 2011 The information in t

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