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["DYW Self-evaluation"]
[null,null,null,"Choose one option per row"]
[null,"Emerging"," ",null,null,null,"Embedded"]
[]
["Expectation 1: \nPartnership working in the context of DYW","Staff/curricular areas  work with a partner to deliver some one (one off) DYW related inputs.","Staff/curricular areas work with a small number of partners to deliver some one (one off) DYW related inputs.","Some staff/curricular areas work with a limited number of partners and organistions to deliver aspects of DYW to meet the needs of some of our children and young people.","Staff/curricular areas are making  some progress in working with a range of partners and organisations to consult on an appropriate personalised curriculum that takes account of the individual needs of some of our children and young people.","Some staff/curricular areas are involved in working with a range of partners and organisations to design and deliver an appropriate personalised curriculum that takes account of the individual needs of children and young people which equips them for learning, life and work in all settings. ","All staff are involved in working with a range of partners and organisations to design and deliver an appropriate personalised curriculum that takes account of the individual needs of children and young people and genuinely equips them for learning, life and work in all settings including colleges and other learning providers. "]
["Expectation 2: \nDeveloping Skills ","Learners have been introduced to key skills but require support to engage with them appropriately when profiling at stages of transition. ","Learners are regularly reminded about key skills and have the opportunity to  refer to these in profiling at key stages of transition.  ","Some staff/curricular areas refer to and use the key skills in their  curriculum planning to ensure that all learners are aware of the importance of these transferable skills. Learners have the opportunity to reflect on these and incorporate them in their profiling activities.","The school has established  a  skills development framework  which is available to be used  across all learning areas.  Learners have the opportunity to reflect on these and  incorporate them in their profiling activities.","The school has established  a systematic and progressive skills development framework incorporating wider achievement which is still to be fully embedded across all learning areas.  Learners have the opportunity to reflect on these on a regular basis and  incorporate them in their profiling activities.","The school/context has established and embedded a systematic and progressive skills development framework used across learning which incorporates wider achievement.  Learners have the opportunity to reflect on these on an ongoing basis and habitually incorporate them in their profiling activities. "]
["Expectation 3:  \nContinuous professional development","Staff have the opportunity to undertake professional learning around DYW which leads to an impact on the outcomes for some learners.     ","Staff have incorporated a focus on DYW into their own personal development. Staff are given the opportunity to undertake training to develop their skills to promote DYW in the classroom environment which has an impact on the outcomes for their learners","Most curricular areas have incorporated DYW into their improvement plans and have regular collegiate discussion around the importance of embedding DYW into the curriculum.","Senior Leaders are actively promoting DYW as potential professional learning and highlight the importance of understanding the latest developments within DYW. As a result all curricular areas have incorporated DYW into improvement plans in line with the School Improvement Plan.","The school is making progress with embedding DYW into the School Improvement Plan with staff becoming increasingly knowledgeable about the latest resources, developments and labour market information in relation to local, national and global job prospects and future skills requirements. There is increasing recognition of how this professional learning can have a positive impact on learners.","The school  has fully embedded  DYW into the School Improvement Plan and all staff are confident and knowledgable about the latest resources, developments and labour market information in relation to local, national and global job prospects and future skills requirements. All staff recognise the impact of their professional learning around DYW for their learners."]
["Expectation 4: \nConnecting DYW to learning and the curriculum","Some staff within the school/context refer to the world of work at key points of learning and occasionally incorporate career related experiences into their overall curriculum delivery.   ","Staff within the school/context refer to the world of work regularly and offer work-based tasks to highlight the importance of career opportunities.    ","Some curricular areas within the school/context are making progress in the planning of curriculum delivery around the world of work and ensure they offer work-based tasks to highlight the importance of career opportunities.  ","The school/context is making progress in the planning and delivery of relevant work-based learning experiences and employment opportunities including entrepreneurship, enterprise and self-employment into the curriculum delivery. This is having an impact on some learners.","The school/context  has incorporated relevant work-based learning experiences and employment opportunities including entrepreneurship, enterprise and self-employment into the curriculum delivery which has an impact on some learners. Course choices and qualifications on offer across the curriculum reflect this ambition. ","The school/context has incorporated relevant work-based learning experiences and employment opportunities including entrepreneurship, enterprise and self-employment into the curriculum delivery for all learners. Course choices and qualifications on offer across the curriculum reflect this ambition. "]
["Expectation 5:  Responsibilities and duties ","Learners within the school/context have opportunities to discuss the standards and expectations of the work place within individual lessons. ","The school/context has some partnership working to provide limited opportunities for learners to discuss the standards and expectations of the work place. Through these limited opportunities, some learners are developing their awareness of asecpts of employer/employee rights and entitlements.","Through partnership working with employers the school/context provides some opportunities for learners to discuss the standards and expectations of the work place. Though these opportunities, some learners are aware of aspects of employer/employee rights, entitlements and support available through a number of mechanisms (eg trade unions).","Through partnership working with employers the school/context provides regular opportunities for learners to discuss the standards and expectations of the work place. Though these opportunities, most learners are aware of aspects of employer/employee rights, entitlements and support available through a number of mechanisms (eg trade unions).","The school/context is making progress in incorporating the standards and expectations of the employers and employees in the work place into the curriculum. Through regular events to showcase real world examples some learners are becoming more aware of the responsibilities and duties placed on employees and employers.","The school/context has incorporated the standards and expectations of the employers and employees in the work place into the curriculum. Through regular events to showcase real world examples all learners are fully aware of the responsibilities and duties placed on employees and employers."]
["Expectation 6:  Digital/online resources","Within the curricular areas learners have limited engagement with My World of Work across curricular areas/classes.   ","Within some curricular areas learners have opportunities to engage with My World of Work to support their learning at key points of transition.              ","Some curricular areas have regular collegiate discussions to ensure that teaching staff are aware of digital and online resources to support DYW. Learners within curricular areas are being provided with the opportunity to experience the learning materials that are available digitally, with a particular focus on My World of Work.","The school/context is making progress with developing the consistent use of a digitial policy which promotes resources supporting the delivery of DYW.  The use of digital resources are developing in their use across the curriculum and most pupils effectively use My World of Work throughout their learner journey.","The school/context has a well developed digitial policy which promotes resources supporting the delivery of DYW. A number of staff access  resources to support their knowledge and understanding of DYW. The use of digital resources are embedded across the curriculum and all pupils effectively use My World of Work throughout their learner journey.","The school/context has a fully embeded digital policy which promotes resources supporting the delivery of DYW with all staff accessing a variety of resources to support their knowledge and understanding of DYW. The use of digital resources are embedded across the curriculum and all pupils effectively use My World of Work throughout their learner journey. "]
["Expectation 7:  Diverse career perspectives and choices of pathways","Some curricular areas have discussions with learners to encourage them to  consider a broader view of subject choices, career options and job opportunities  ","Curricular areas encourage staff to engage in discussions with learners around career options and job opportunities through a broader view of subject choices.  ","The school/context has occasional events with partners and stakeholders to promote different career pathways. Work-based learning events are designed to give real-world examples. ","The context/school regularly engage learners in discussions about their career aspirations and future pathways, providing curriculum related information on a diverse range of learning pathways.  This is reflected in the curriculum offer which includes a wider range of work-based learning pathways.","The context/school has regular collegiate discussions and events to inform the young people  about their career aspirations and future pathways, providing curriculum related information on a diverse range of learning pathways.  The context/school offers a curriculum which is diverse and provides a wider range of work-based pathways which supports most learners. ","The context/school has regular collegiate discussions and works with partners to deliver events to inform the young people  about their career aspirations and future pathways, providing curriculum related information on a diverse range of learning pathways.  The context/school offers a curriculum which is diverse and provides a wider range of work-based pathways which supports all learners.  "]
["Expectation 8:  work-based and career related learning opportunities","Some curricular areas introduce work-based learning into lesson planning. There are some cross-curricular collaboration to effectively promote the importance of an early introduction to work-based learning opportunities","The school/context provides a range of opportunities for some learners to engage in relevant work-based learning offered in collaboration with some industry and businesses. These opportunities are linked to some curricular areas.","The school/context  provides a wide range of opportunities for almost all learners to engage in relevant work-based learning offered in collaboration with industry and businesses. These opportunities are linked to some curricular areas.","The school/context works with partners and stakeholders to provide a comprehensive work-based learning lesson set that is used by most curricular areas to support learners. ","Through consultation with staff the school/context has designed and is delivering a curriculum that provides most learners with the opportunity to engage in a  range of work-based and career related opportunities. ","Through consultation with staff the school/context has designed and is delivering a curriculum that provides all learners with the opportunity to engage in a wide range of work-based and career related opportunities. "]
["Expectation 9:  Curriculum design","The school/context has limited links with employers, work-based learning pathways, work placements and a limited choice of options within the senior phase. ","The school/context is developing links with employers to increase the number of work-based learning opportunities for some pupils. There is increasing engaement with partners to review and develop options within the senior phase. ","The school/context is developing links with employers with support from DYW Regional Groups, SDS and local authorities to ensure that, work-based learning pathways, work placements and a range of options in the senior are available for pupils.","The school/context is making progress in developing effective partnership working to ensure that some pupils have the opportunity to engage in work placements which are age-and-stage appropriate throughout some stages of learning. The senior phase is being developed in line with the learners' career aspiration as identified through career interviews with career advisers and pupil support staff.","Through effective partnership working the school/context ensures that most pupils have the opportunity to engage in work placements which are age-and-stage appropriate throughout most stages of learning. In the senior phase this is directly linked to learners' career aspiration as identified through career interviews with career advisers and pupil support staff.","Through effective partnership working the school/context ensures that all pupils have the opportunity to engage in work placements which are age-and-stage appropriate throughout all stages of learning. In the senior phase there is a wide choice of options which is directly  linked to learners' career aspiration as identified through career interviews with career advisers and pupil support staff.  "]
["\nExpectation 10:  CIAG planning and delivery","Within the school/context learners engage in discussions around career planning and have guidance and support when considering their learner pathway. ","Within the school/context there is inconsistent tracking and recording of learner's career aspirations. There is some development around how this information is being taken into account when planning pathways and learning opportunities for pupils. ","The school/context ensures that learner's career aspirations are recorded with progress being made in how this is taken into account when planning pathways and learning opportunities for pupils.  ","The school/context ensures that most learner's career aspirations are recorded and reguarly reviewed with career advisors, parents and staff.  Professional learning opportunities are available for all staff to ensure that they are confident in planning pathways and learning opportunities to meet the needs of all pupils.","The school/context ensures that all learners' career aspirations are recorded and regularly reviewed with career advisors, parents and staff. The school/context is making progress in ensuring that individual needs are being taken into account when planning pathways and learning opportunities. ","The school/context ensures that all learners' career aspirations are recorded and regularly reviewed with career advisors, parents and staff.  A conscious effort is made to nurture and support future pathways and learning opportunities for all learners are actively  tailored in support of this. "]