As we are at the end of term it seems timely to spend a few minutes reflecting on the quality of Information and Advice – reflecting back on what has happened this past term, and what we might want to add or change for next  term.

Here is the Staffordshire ACL Information and Advice statement.Information & Advice Statement 2017-18 V2

This is the guidance from the Staffordshire ACL Tutor Guide:


Pre Course

Learners should receive information before they enrol about:

  1.  overall aims of the course
  2.  progression options
  3.  pre-requirements eg IT, English and maths

Learners must be provided with course information in order to be able to decide whether it is what they are looking for, and be given the opportunity to discuss their requirements with the tutor/trainer, if needed. The course information leaflet will provide a description of the course and what the learner could do next. It will also give the course title, length and number of sessions, where it will be held and any fees, start and end dates with session times and the entry requirements for the course. Learners will also be told what they need to bring to the session.


Initial assessment might be through formal assessment or informal activities.  The activity and results should be recorded in your scheme of work, and group profile, and where appropriate, the learners ILP.  Initial assessment should cover:

  •  previous knowledge and experience of the subject
  • existing qualifications and skills, including in English, maths and IT


You should provide Information and Advice in order to promote lifelong learning and enable learners to make well informed and realistic decisions about their next steps. This must be planned and recorded in your scheme of work and session plans and may include further learning, voluntary work, employment or other opportunities that help the individual to achieve their personal learning or work goals.

Information and advice really has a critical role to play and has a big impact when you get it right.  There needs to be an honest exchange of information about course requirements and starting points before and just after enrolment to ensure the learner is on the right course, and that the scheme of work is planned appropriately.  This is important for attendance and retention – if the course is suitable the learner is less likely to drop out.  Equally it is important to talk about next steps and progression opportunities throughout the course, so that learners keep their eye on their long term goals and are more motivated to achieve.

Example of Good Practice

An example of Information and Advice Good Practice from the DDU.  In each scheme of work the tutor has the following prompts to remind them to plan the various aspects of IAG, and a checklist to record what they have planned:

7 Steps to Giving and Recording Information and Advice

  • Learners receive pre-course information
  • Learners complete an initial assessment
  • Tutor provides advice following initial assessment
  • All learners receive Information and Advice during the course
  • All learners receive end of course Information and Advice
  • The tutor and learner records Information and Advice in the ILP
  • The tutor completes the Information and Advice Checklist (see below)

Checklist of methods used to deliver Information and Advice

Signpost to another organisation

Given Information Leaflet/Booklet  □

Given Website  □

Given Telephone Number/email address  □

Advice via Tutorial 1-2-1 □

Advice via Group activity □

Individual Referral to other agency □

Guest Speaker attended □

Group Visit (eg college, employer) □

Other (please give details) ……………………

It is clear that the expectations of tutors here relate to the ETF Professional Standards in terms of maintaining knowledge of your subject/vocational area and motivating and inspiring learners to achieve and developing their skills to enable progression.

Finally, it is becoming increasingly important to have evidence on what progression routes learners have taken, and what long-term outcomes have been sustained as a result of attending your course.  So the more you can do to record success stories the better.  As a teacher it is always rewarding to see the learners taking off on the journey you have prepared them for!



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