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The Dynamic Career & Higher Education Navigator (DCHEN)

Guiding Success in Post-16 Pathways

Section 1: Introduction & Purpose

Welcome to The Dynamic Career & Higher Education Navigator (DCHEN). This tool is designed for post-16 educators and support staff to gain insights into a student's literacy profile (ages 16-18, Years 12 & 13) and its impact on advanced academic study or specific vocational demands.

Who is this Navigator Tool For?

This navigator is specifically for Sixth Form Tutors, Higher Education Support Staff, SENCos, Career Advisors, Students (for self-report), and Employers.

What Will This Tool Do?

The DCHEN will help to:

Identify dyslexia indicators relevant to A-Levels, vocational qualifications, higher education, or employment.
Leverage the student's adult strengths and self-advocacy skills for future success.
Facilitate access to appropriate support for advanced study or professional roles.
Guide discussions for Disabled Students' Allowance (DSA) applications and workplace adjustments.

Important Information:

It is vital to understand that the DCHEN is a screening tool, not a formal diagnostic assessment for dyslexia or any other learning difficulty. It is designed to inform support and identify the need for further investigation, not to label. However, its findings are crucial for informing applications for DSA and workplace accommodations.

Our Strengths-Based Approach:

We believe every individual has unique strengths and a developmental pathway. The DCHEN focuses on identifying and maximising mature strengths (e.g. independent learning, research skills, complex problem-solving, professional communication) to achieve advanced academic or career goals. This aligns with and is a foundational component of The Dynamic Development Plan.

Let us begin to explore the student's unique potential!

Section 2: Student's Background & Post-16 Profile

This section helps us understand the student's background and current post-16 educational or career context. Please complete all relevant fields or mark 'N/A' (Not Applicable).

Student's Details & Current Pathway

1. Student's Full Name:

2. Student's Date of Birth:

3. Current Post-16 Pathway (e.g. A-Levels, BTEC, Apprenticeship, Employment):

4. Name of Tutor/Professional Completing Tool:

5. Date of Navigator Tool Completion:

Family History & Prior Learning/Support

6. Is there any family history of reading, writing, or learning difficulties (e.g. dyslexia)?

Yes No Not sure

7. Has the student received any previous literacy support, interventions, or exam access arrangements (e.g. in KS3/KS4)?

Yes No Not sure

Current Academic/Vocational & Independent Study Observations

8. Describe the student's engagement and effort in reading, writing, and research tasks relevant to their post-16 pathway.

9. How do literacy difficulties impact the student's performance in their current studies or vocational training (e.g. accessing complex texts, writing extended essays/reports, independent research)?

Section 3: Cognitive & Attainment Indicators (Professional Observations)

Observe the student during structured tasks. Note their performance and any specific patterns of difficulty or strength relevant to post-16 demands.

FOR TEACHER/PRACTITIONER USE ONLY: Administer these tasks and record observations/notes below.

1. Advanced Academic Reading Efficiency & Comprehension

Ask the student to read a short passage from an A-Level textbook or a relevant vocational document. Note accuracy, speed, and then ask comprehension questions requiring critical analysis, synthesis, or evaluation.

"The socio-economic implications of post-industrialisation are multifaceted, encompassing shifts in labour markets, evolving social structures, and the imperative for continuous skill acquisition. Policy responses must therefore be agile, fostering adaptive educational frameworks and robust social safety nets to mitigate transitional disparities."

Overall Reading Efficiency & Comprehension:

2. Extended Written Expression & Spelling (Timed Task)

Ask the student to write a short essay paragraph (e.g. 7-10 sentences) on a complex topic from their A-Level or vocational studies. Give a short time limit (e.g. 7-10 minutes). Observe spelling accuracy, grammar, sentence structure, and organisation of arguments under pressure.

Example Topic: "Discuss the implications of globalisation on local economies."

Overall Written Expression & Spelling (under time pressure):

3. Processing Speed & Information Retrieval

Present a timed task requiring quick discrimination of complex visual-verbal information (e.g. quickly identifying specific keywords in a dense academic paragraph, or rapidly sorting complex terms into categories). Note speed and accuracy.

Example: "Find all instances of 'paradigm' and 'correlation' in this paragraph in 45 seconds."

Overall Processing Speed Performance:

4. Working Memory (Complex Auditory & Visual) - Academic/Vocational Context

Auditory: Read a sequence of complex academic terms or multi-part instructions (e.g. "hypothesis, methodology, conclusion, bibliography"). Ask student to repeat. Visual: Show a complex diagram/blueprint for a short time, then ask detailed questions about its components, relationships, or sequence of operations.

Overall Memory Performance:

Overall Observations from Professional (Optional, but highly recommended):

Note any general observations during this section: signs of frustration, fatigue, effectiveness of compensatory strategies, visual tracking, engagement under pressure.

Section 4: Student's Strengths & Learning Preferences

Every student has unique talents! This section helps us celebrate what the student excels at and how they learn best.

1. Describe the student's cognitive strengths:

(e.g. critical thinking, abstract reasoning, strong verbal fluency, visual-spatial skills for complex systems, creative problem-solving, strategic thinking)

2. Describe the student's social-emotional strengths:

(e.g. independent learning, resilience under pressure, strong self-advocacy, leadership, collaboration, empathy)

3. How does the student prefer to learn new information or develop new skills?

(Tick all that apply)

By hands-on practical application By seeing complex diagrams, models, or simulations By listening to lectures or discussions By reading academic texts or research papers By discussing or debating with others By solving complex problems

4. Does the student show particular interest or talent in any specific advanced academic or vocational areas?

(e.g. advanced computing, complex engineering, scientific research, fine arts, entrepreneurship, specific trades)

Section 5: Academic/Vocational Impact & Self-Perception

This section explores how literacy challenges impact the student's confidence and overall well-being in their post-16 pathway and future aspirations.

10. How confident does the student seem about their reading and writing skills for their current studies or future career?

Very low confidence Low confidence Average confidence High confidence

11. How do any difficulties with reading/writing/organisation impact the student's emotional well-being or engagement in their post-16 pathway?

(e.g. high stress around deadlines, withdrawal from written tasks, feeling overwhelmed by workload, impact on career aspirations)

12. Has the student considered or applied for Disabled Students' Allowance (DSA) or Access to Work?

Yes, applied/considering No Not sure

Section 6: Findings & Recommendations

FOR PROFESSIONAL USE ONLY: Use this section to interpret findings and outline actionable recommendations based on the student's responses and observations.

Overall Learner Profile & Strengths:

Based on all sections, what are the student's unique strengths and preferred ways of learning?

Potential Indicators of Dyslexia (KS5/Post-16 Context):

Based on the screening observations, are there consistent indicators of dyslexia impacting advanced study or vocational demands? (Refer to specific observations from Sections 2, 3, and 4). Avoid definitive diagnosis.

Immediate Strategies for Advanced Study/Work (The Dynamic Development Plan in Action):

Suggest immediate, practical strategies for advanced academic or vocational contexts. Focus on leveraging strengths and accommodating challenges for independent learning and professional roles.

Recommendations for Next Steps & Future Success:

What should happen next? How can support staff, employers, and the student work together? Include considerations for DSA, Access to Work, and specialist coaching.

Recommended Next Steps: Apply for Disabled Students' Allowance (DSA)
Explore 'Access to Work' support (if employed/seeking work)
Specialist coaching for study/work skills
Advanced assistive technology training
Engage with university disability support services
Recommend a formal diagnostic assessment for dyslexia
Other (please specify below)

Thank you for completing The Dynamic Career & Higher Education Navigator (DCHEN).

This tool is designed to empower you with understanding and practical pathways for your future.

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The Dynamic Career & Higher Education Navigator (DCHEN)

Section 1: Introduction & Purpose

Who is this Navigator Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Student's Background & Post-16 Profile

Student's Details & Current Pathway

Family History & Prior Learning/Support

Current Academic/Vocational & Independent Study Observations

Section 3: Cognitive & Attainment Indicators (Professional Observations)

1. Advanced Academic Reading Efficiency & Comprehension

2. Extended Written Expression & Spelling (Timed Task)

3. Processing Speed & Information Retrieval

4. Working Memory (Complex Auditory & Visual) - Academic/Vocational Context

Section 4: Student's Strengths & Learning Preferences

Section 5: Academic/Vocational Impact & Self-Perception

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS5/Post-16 Context):

Immediate Strategies for Advanced Study/Work (The Dynamic Development Plan in Action):

Recommendations for Next Steps & Future Success:

DDP Generated Report

Sign up for Newsletter

The Dynamic Career & Higher Education Navigator (DCHEN)

Section 1: Introduction & Purpose

Who is this Navigator Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Student's Background & Post-16 Profile

Student's Details & Current Pathway

Family History & Prior Learning/Support

Current Academic/Vocational & Independent Study Observations

Section 3: Cognitive & Attainment Indicators (Professional Observations)

1. Advanced Academic Reading Efficiency & Comprehension

2. Extended Written Expression & Spelling (Timed Task)

3. Processing Speed & Information Retrieval

4. Working Memory (Complex Auditory & Visual) - Academic/Vocational Context

Section 4: Student's Strengths & Learning Preferences

Section 5: Academic/Vocational Impact & Self-Perception

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS5/Post-16 Context):

Immediate Strategies for Advanced Study/Work (The Dynamic Development Plan in Action):

Recommendations for Next Steps & Future Success:

DDP Generated Report

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