SCHOOL OF EDUCATION CAREERS AND EMPLOYABILITY CASE STUDIES Read student and graduate case studies from the School of Education
LJMU GRADUATE HAYLEY GEE TALKS ABOUT HER ROLE AS A SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR GRADUATE CASE STUDY
TEACHER TRAINING
I work at Hope School as a KS2 Teacher and SENCo (Special Educational Needs Co-ordinator). Hope School is an SEN school that caters for pupils with social, emotional and mental health needs.
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The SENCo part of my role includes responsibilities such as arranging meetings, completing forms, referring pupils to outside agencies such as Children and Adolescent Mental Health services (CAMHs), supporting staff, researching and writing reports for Governors.
I feel experience is the most important thing to improve employability. Do as much volunteering as you can and make sure you know as much as you can about the job. Read policies and books to ensure you are upto-date as things change all the time. Before I was a teacher I worked as a TA and spent all my time with the SENCo as I knew one day that was what I wanted to do. This really helped me as I had knowledge and understanding of the role even before I got the job. If you go on placements, try hard and get as involved as possible. It makes a huge difference when students want to be at a placement and give their all. Staff will also support you and give you more help if they feel you are giving 100 percent. Placements will give you valuable experience and skills that you may not be able to get from lectures and books and this will come in very handy when completing applications and interviews.
I have been SENCo at Hope School since May 2016. I have always been interested in SEN and how schools and teachers can ensure they support SEN pupils to guarantee pupils make progress. When I had my teacher interview in July 2015, I made the school leadership team (SLT) aware that I would love to complete the SENCo qualification and one day become SENCo. At the time Hope School had two qualified SENCos so I thought I would have to wait a while until I could complete the course. However, at the beginning of my NQT year the Assistant Head asked me to apply for the SENCo qualification to start it the following September. I was then given control of the ADHD pupils. I had to monitor their progress, set up a workshop with the ADHD Foundation and support teachers. During this time I also worked alongside the SENCo. In May 2016, the former SENCo left Hope School and the Head Teacher asked if I felt confident to take over. I said yes as it was a fantastic opportunity. My NQT year was nearly done and I felt ready to take the next step in my career. During the next couple of months I had to complete different meetings, forms, organise parent workshops and work alongside teachers and TA’s to give them support and help with pupils. As SENCo I also completed whole school SEN data. I completed Governor reports and met with SLT to discuss which SEN groups were doing well and which groups needed more support. In July I was interviewed for the SENCo job at Hope School and I got the job. I then started the SENCo qualification at LJMU in September. The course has really helped me overcome barriers in the job (such as difficult parents and meetings) more easily. My tutors are really supportive and helpful, they make you feel at ease and reassure you that you are doing a great job even when you feel you are not. I am now more confident in my role as SENCo and although it is a lot of hard work, I love working with the staff to ensure all pupils are being given the support and help they require to progress.
Three things that you like about your chosen profession:
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What have you found most challenging in your NQT year?
We had a lecture about writing application letters which gave you a clear structure and ideas of how to make your application reflect you. Make sure you visit the school and show that you know and understand the ethos of that school. Any other comments you would like to make: During my final year at university I really relied on the support of my lecturers. They have amazing knowledge and know the schools in the area well. Ask them for help as they made all the difference to me.
Gain as much experience as you can. Take every opportunity as part of your course to do extra and try to get some extra time in schools when you can. Show that you have real interests outside of university and demonstrate how you can bring those to the school in order to enrich it. You need to show what you can do to improve the school you are applying to. It may also be good to enquire about any opportunities for your own professional development.
Tips or advice for those looking for jobs: To ensure you ask for advice when writing your CV and you are aware of what is involved during an application process. The support and resources the Careers, Employability & Start-Up Team provide were very useful.
KIRSTY FRANCE SECURED A POSITION AS A CLASS TEACHER AT ST BEDE’S CATHOLIC JUNIOR SCHOOL AFTER GRADUATING FROM HER PRIMARY EDUCATION (WITH RECOMMENDATION FOR QTS) DEGREE
The workload. Placement cannot adequately prepare you for the difficulties of running your own classroom. Can you briefly outline the application / selection process?
Key points in your career development to date: Leading a project in school for years five and six in order to develop reading. Extensive range of Continuing Professional Development (CPD) opportunities. What are your long-term career plans? I wish to become a subject leader next year then continue to take on more responsibility. There are lots of CPD opportunities available to allow this to happen. What relevant work experience / skills / volunteering did you have? I volunteered in a school for 12 months before beginning my degree. During my time at university, I worked with a family in order to look after their daughter. This experience was vital for beginning my course but it also allowed me to gain more of an understanding of how schools worked on the inside. The childminding taught me a lot and it shows people that you do generally want to work with children.
Three things that you like about your chosen profession ❙ The coaching system. At King’s, staff members are allocated to a coach who will observe lessons weekly and provide constructive feedback which has allowed me to develop as a teacher.
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Application form with application letter - generally similar across councils however you need to tailor the application to the school. Ensure you visit the school in order to personalise your letter. They need to see that you are passionate about their school. If in doubt, ask your lecturers/careers Teachingadviser!
Key points in your career development to date: Each learning cycle involves a formally observed lesson; these have so far been extremely beneficial in my career development as they have allowed me to understand my strengths and areas for development. From this I have recently achieved ‘mastery’ in my latest observation.
AMANDA BLACK SECURED A ROLE AS PRACTITIONER OF SCIENCE AT KING’S LEADERSHIP ACADEMY AFTER COMPLETING HER HUMAN BIOLOGY PGDE.
GRADUATE CASE STUDY
What careers support did you access?
Briefly, describe the job you have secured: Since graduating I have secured the position of Practitioner of Science at King’s Leadership Academy Warrington. The role involves teaching biology, chemistry and physics to the current year groups. Being a member of the staff at King’s involves weekly departmental meetings and CPD sessions which provides the opportunity for enhanced pedagogy skill development and the opportunity to vastly develop as a teacher. My time at King’s has allowed me to gain experience within the classroom and to develop an extracurricular science club to encourage the passion for science the pupils at King’s have.
❙ Personalised weekly CPD sessions. By doing this, King’s allows teachers to develop on an individual basis to meet their targets and goals.
WARRINGTON
1. Working as part of a team 2. Set classes allow me to work with a variety of children and abilities 3. Every day is different!
❙ Walk-throughs. At King’s teachers are encouraged to walk into other lessons to observe good practice. This allows teachers to provide each other with feedback and to take on board and develop the skills they have observed.
Interview - the interview at the school I am working at now was the most relaxed I had taken part in and I think this really made a difference as I was more myself. The head teacher, deputy and head governor were present. Make sure you show the ability to evaluate your own lesson and have a clear idea of the teacher that you want to be.
GRADUATE CASE STUDY
What are your long term career plans? To progress to a member of the SLT within King’s Leadership Academy. What relevant work experience / skills / volunteering did you have? I had gained work experience from an early age through sports leaders awards, tutoring, teaching and delivering classes throughout university. This allowed my passion for teaching to grow and was valuable when applying for my position. What advice would you give to other students to improve their employability? To ensure they participate in every opportunity available e.g. school trips, parents evenings and departmental meetings.
Briefly, describe the job you have secured: I am a Year Five Class Teacher working in a catholic junior school. There are three year five classes which are set for English and Maths. I am teaching the middle ability groups for both English and Maths.
- One-hour music lesson. The school were looking for somebody who had musical abilities so this was the perfect opportunity to show my knowledge. Just make sure you plan for progress.
Tips or advice for those looking for jobs: Keep looking on council websites, on the internet and keep close links with the schools you have worked in as well as your liaison tutors as they often know about jobs before anyone else. Make sure you visit the schools you are applying for. If you don’t like it, don’t apply. NQT year is hard, even in a really supportive school. If you don’t get jobs after an interview, ask for feedback as this will help you with your next one. Ask the Careers, Employability & Start-Up Team for practice interviews. Don’t get disheartened as you will find somewhere! What advice would you give to other students to improve their employability?
How did you get the job? I applied for the job through a teaching recruitment agency (seek teachers) but also used TES regularly to search for jobs. The application process was quite long due to the UAE wanting certificates attesting and references on particular paperwork etc. I attended an interview in London and this included a subject specific exam.
To gain valuable work experience and to enhance my employability in the future.
Work experience, especially volunteering, is essential for your success in the future. You need to demonstrate to employers that you are independent and motivated, by sourcing those opportunities, and show them that you are capable of working in a variety of different environments.
What advice would you give to students thinking of working abroad? Advice to students would be to embrace the culture wherever you get to work; you may be there as a teacher for your job but if you fully embrace the culture, you will learn more than you could ever teach the students.
What relevant work experience activities did you use during the selection process? I used my experiences volunteering as a peer mentor and my own previous experience of supporting induction. I also used my confidence gained while working for the Student Union, as a result of speaking to a high number of students from a variety of backgrounds during every shift. What advice would you give to other students to improve their employability?
Would you do anything differently if you were a first-year student again? I would utilise all the available academic support in first year, rather than waiting until second and third year, when the difficulty and importance of the grades you achieve increases. What aspects of your degree were particularly useful in the selection process? My prior experience within the programme as a volunteer. I also believe that group projects provided me with the skills to work effectively in a group and what to do when faced with problems in order to overcome them successfully.
What did you do before moving to Dubai? Before moving to the UAE to teach I taught in Liverpool for eight years but found the work-life balance and salary more worthwhile in UAE. The main differences would be the language barriers obviously, the work life balance and the being away from family and friends. The people you meet make it though as you are all on the journey together.
What did the application / selection process involve and how did you prepare for each stage? I had to write a cover letter detailing why I would be suitable for this role. In order to do this, I mapped out all my relevant work and volunteering experience and highlighted how these experiences have benefited me and how they would support me in the role of an intern. I also highlighted my skills and demonstrated how these would make me a strong and successful candidate.
Also, do not be scared off by any of the application process or random interview questions as each country is different and has their own way of doing things. It is the best thing I ever did coming to teach away and working with students from a completely different culture. Why did you want to do a placement?
Where did you find out about the placement? As a result of previous volunteering.
What is a typical day for you: My teaching day starts at 7.40 for assembly and finishes at 3.05. We have similar holidays to the UK but obviously, the country’s public holidays and religious holidays are observed including Ramadan where our working day is two hours shorter.
Tell us about your job: I teach for the Government of United Arab Emirates, Ministry of Education. I teach Business Studies and English to a range of nationalities but the majority are Emiratis (Arabs). I live in Dubai and have private medical insurance, a living allowance and a good salary. Approximate salary is close to £3,200 a month depending on the exchange rates etc.
FRANCESCA MCARDLE COMPLETED HER PGCE LEISURE AND TOURISM AT LJMU AND NOW WORKS AS A BUSINESS STUDIES AND ENGLISH TEACHER FOR THE MINISTRY OF EDUCATION IN DUBAI
What do you enjoy most about working abroad?
JOHN MEADOWCROFT IS AN EDUCATION STUDIES AND PHYSICAL EDUCATION GRADUATE. HE TELLS US ABOUT HIS CURRICULUM ENHANCEMENT INTERNSHIP WHICH HE UNDERTOOK DURING HIS STUDIES CASE STUDY
Describe the role you are undertaking and your main duties: My role was to support the creation of an induction week for four different undergraduate courses, consisting of an individual and group task and practical sessions. I was also required to manage a group of peer mentor volunteers, support with training and ensure they were all aware of their role within the induction week.
Any other advice you would give to students about their employability? I believe the most valuable way of increasing employability is to gain as much work experience and volunteering experience as possible. However, it is very important to always work hard, be punctual and well mannered, because you never know what opportunities may arise, as a result of completing your job to a high standard.
GRADUATE CASE STUDY PLACEMENT CASE STUDY POSTGRADUATE
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The things I like the most about being here is the lifestyle, weather, meeting and working with people from all around the world, being appreciated by your school because you are teaching them English and they are so desperate to learn it. In addition, the whole experience is definitely one to tick off the bucket list.
Three things that I like about my chosen profession:
Briefly describe your job: On a day-to-day basis, prison custody officers (PCO) help to ensure the smooth running of the prison, from maintaining systems to building relationships. What sort of work experience/voluntary work experience did you have whilst in university? I volunteered at Positive Futures North Liverpool, which is a youth centre. I also went on a number of placements at primary and secondary schools in Merseyside. In addition, I worked at a special needs school alongside my volunteering. How has this helped you in your career? It has enabled me to develop and learn new skills which are transferable to my career. Did the LJMU Careers, Employability & Start-Up Team help you in any way? Yes, they supported me in writing a CV and cover letter. What advice would you give to other students to improve their employability? Make sure that you volunteer and get work experience specific to your field. Get involved with as many opportunities as you can.
❙ I like to provide a vital service to the community, even though our efforts are not appreciated by everyone.
Tips or advice for those looking for jobs: Don’t focus on one area - keep your options open. The narrower you cast your net for jobs the fewer results you will get. I have been lucky to get a job that I wanted as a career so soon after graduating, without having to take on other jobs in the meantime, however that isn’t the case for everyone. Many people that I know have had to take on jobs they originally wouldn’t be interested in, but by doing so they have had an opportunity to apply for their ultimate careers.
What relevant work experience / skills / volunteering did you have?
AND PHYSICAL EDUCATION GRADUATE WHO NOW WORKS
Finally, make use of the facilities that LJMU has to offer, such as the libraries, Careers, Employability & Start-Up Team and student support, rather than dealing with the issues yourself. These three years come only once and you will regret not taking the opportunities that come your way.
PHYSICAL EDUCATION GRADUATE
I would also advise students to be mindful of how they appear to future employers, in that students should try to become rounded people, by developing strong social skills, which are just as important. One way to do this could be to join a team or society at LJMU, of which there are many, as employers ask about times when you have been part of a team or worked to complete a task, and LJMU has a lot of opportunities for you to evidence this. What careers support did you access? During my World of Work course I practised writing personal statements to a high standard, a skill that I needed when completing my application form which contained competency-based and scenario questions that required clear, concise and well written answers. The application process for the police has been a long and demanding process as I applied in June 2014 and started in May 2015.
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WILLIAM EDWARDS IS AN EDUCATION STUDIES AND WHO WORKS AS A POLICE CONSTABLE FOR CHESHIRE CONSTABULARY
What advice would you give to other students to improve their employability? My advice would be to gain as much work experience as possible. It doesn’t matter whether it’s paid or voluntary, or if it’s directly relevant to your career path. All experience is held in high regard by employers who want to see potential employees show a willingness and desire to learn in any field of work they can. There are some professions where relevant work experience is necessary, but on the whole, showing and evidencing that you can apply yourself in any role is a bonus to an employer.
My chosen profession has no requirement for a degree, as anyone with a few GCSE’s can apply, however, the more you can demonstrate that you can apply yourself and work independently and in a team, the more successful you will be.
LAURA IS AN EDUCATION STUDIES AS A PRISON CUSTODIAL OFFICER AT HMP ALTCOURSE
ALLISON
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❙ I love the unpredictability of police work and the changing hours of work. ❙ I like to meet and help new people, both victims and offenders, who are often at the lowest points of their lives.
Voluntary work/school placement in both second and third year with Merchant Taylors’ PE department for four weeks. I became a Special Constable with Merseyside Police in August 2013. This voluntary job was excellent work experience to be a police officer, as I worked the same shifts, had the same powers and uniform, and I was given unrestricted access to police procedures and the work of regular police officers. I often exceeded the minimum requirement of 16 hours per month, usually serving in excess of 80 hours per month to enable me to gain a range of experiences of police work, including dealing with road traffic accidents, domestic abuse and sudden deaths. This voluntary job was invaluable to me. It confirmed that this was definitely the career I wanted and that I was capable of doing the job. The Specials offer people the opportunity to get real experience of the profession. I feel that this experience has set me up for a bright future in Cheshire Constabulary having already secured a base-layer of police knowledge and procedures.
Any other comments you would like to make? Although the career I’m going into is not necessarily related to my degree, I feel that it shows how plans can change, as I originally applied to LJMU wanting to become a teacher.
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Why did you want to do an internship and where did you find it? I wanted to explore further early childhood education for sustainability and the internship gave me the opportunity to do further in-depth research. It was advertised on Canvas. the role you are undertaking and your main duties: Responsible for developing a pedagogical toolkit for early years settings to use in order to implement Education for Sustainability Liaising with key stakeholders, media outlets, local authorities out of sustainability part of the REF case study
Describe
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What did the application / selection process involve and how did you prepare for each stage? It was a CV submission which I tailored to fit the essential and desirable criteria stated on the vacancy followed by an interview for which I conducted lots of research around the subject. What advice would you give to other students to improve their employability? Apply for an internship. They easily fit around your studies, it can benefit your studies greatly and improve your career prospects, as well as providing an employment reference. What aspects of your degree were useful in the selection process? Guest lectures were very useful as were visits to different educational settings. Any other advice you would give to students about their employability? Apply for an internship, offer assistance in the summer to lecturers who may be conducting research, and become involved in Spark, the student journal.
MASTERS IN
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EARLY CHILDHOOD STUDIES AND EDUCATION STUDIES
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cafes following successful trials ❙ Bid and ethics submissions ❙ Now
CATHERINE MCNEILL HAS COMPLETED A EDUCATION, GLOBALISATION AND SOCIAL AND UNDERTOOK AN LJMU INTERNSHIP HER STUDIES
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ISABELLA COPE IS AN EDUCATION STUDIES AND SPECIAL AND INCLUSIVE NEEDS GRADUATE WHO HAS VOLUNTEERED AT CHESHIRE AND WIRRAL PARTNERSHIP CAMHS, FRIENDS FOR LEISURE, AMBITIOUS ABOUT AUTISM AND THE ERB’S PALSY GROUP GRADUATE CASE STUDY
I would say that volunteering is something that all students strive to undertake. It is an amazing opportunity to gain valuable skills and experience that would be difficult to do at another point in life. Make sure you try and complete a wide range of voluntary or paid work experience as it is invaluable. Employers will look for any work experience and it definitely makes your CV stand out. Would you do anything differently if you were a first-year student again? I would attempt to access a school voluntary placement to gain more experience working within a school setting, particularly with pupils with SEN. What aspects of your degree were particularly useful in the selection process? School visits and my placement at St Vincent’s School for the visually impaired in West Derby.
Ambitious About Autism: I had to apply online and submit an application form explaining why I felt I was suited to the role and what experience I had. What advice would you give to other students to improve their employability?
❙ Erb’s Palsy Group: Through having a birth injury and receiving support from the charity. Ambitious About Autism: Online via a recruitment post on their website.
Erb’s Palsy Group: I have been involved in writing articles for the quarterly newsletter that is sent out to all families affected by the condition in the UK. I have also presented at their national midwifery study day on what it is like to live as a young person with Erb’s Palsy. What did the application / selection process involve and how did you prepare for each stage? CAMHS: I was already involved so was offered a place on the young advisors training. I attended three full days of accredited training to complete the qualification.
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Ambitious About Autism: I work with the national charity to help improve the education system for children and young people with autism. This responsibility involves attending meetings on a monthly basis in London and having opportunities inbetween that include attending legislation launches in the Houses of Parliament, speaking to education and autism professionals and producing podcasts and blogs for the website.
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Internship opportunities will be advertised via Unitemps, LJMU’s own recruitment agency. www.ljmu.ac.uk/LJMUinternships For more information, visit:
CAMHS: Young Advisor role requires taking part in various commissions. Some of the work I have been involved in includes developing and delivering a training package for A and E staff, GP surgeries and paediatric wards in Cheshire, on how to deal with young people presenting with mental health problems to their service. The main aim was to help to reduce the stigma attached to depression, self-harm and suicidal behaviours. Other commissions have included working with local safeguarding children’s board, sexual health services, delivering mental health awareness to local schools and being involved in the design and development of a new inpatient unit for children and young people with complex mental health problems.
CAMHS: During my time in hospital (Pine Lodge young person’s centre/mental health unit). Friends for Leisure: Through a school assembly in year 11.
Why did you want to do voluntary work?
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Describe the roles you have undertaken and your main duties:
Where did you find out about the voluntary work?
A fixed number of 20-day funded internships are available to level 5 and 6 students. In a range of disciplines, the internships will be with local employers, working on graduate-level projects.
I have a personal interest in the areas of education, Erb’s Palsy, autism and mental health and wanted to work with services to help improve the experiences for other children and young people. I also wanted to give something back to services, which had given so much to my family and me. I also felt that it would help me in terms of my career and future job prospects if I had a wealth of experience relating to the field of employment I aimed to enter upon graduating from university. Most of all it was something I discovered I loved doing and a productive and rewarding way to spend some spare time.
Friends for Leisure: I have been involved with this charity for four years, working with various young people with complex and additional needs. I have supported these children and young people to access social opportunities in their local community without having to always have their parents there. This has included taking part in safeguarding, first aid and disability awareness training.
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Safeguarding responsibility for Life Rooms Research and evaluation work - developing the evidence base for a non-clinical approach to mental health Working side by side with service users to develop the Life Rooms service
Three things you like about your job: Being part of an innovative approach to mental health Being part of service development for a new service Working with service users in terms of service development and research
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EDUCATION STUDIES AND EARLY YEARS GRADUATE NICOLA BAXTER WORKS FOR THE NATIONAL PROBATION SERVICE WHILE STUDYING FOR A MASTERS IN COUNSELLING AND PSYCHOTHERAPY PRACTICE POSTGRADUATE CASE STUDY SCHOOL OF EDUCATION www.ljmu.ac.uk/studentfutures 8 CAREERS AND EMPLOYABILITY CASE STUDIES
What does your job involve?
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JEMMA MATTHEWS HAS COMPLETED AN MA IN SOCIAL WORK FOLLOWING HER DEGREE IN EARLY CHILDHOOD STUDIES. SHE TELLS US ABOUT HER EXPERIENCES OF POSTGRADUATE STUDY
Why did you decide to apply for your postgraduate course? After studying developmental psychopathology in my bachelor’s degree I knew this was an area I wanted to learn more about, and to gain employment in this field at some point. When I heard about the Masters programme in Counselling and Psychotherapy, it was everything I had wanted to learn more about, and to start a career in. What did the application process involve for the programme? I had found the course whilst studying for my finals in my bachelor’s degree. I applied through a written application to the course leader, who asked me to produce a counselling demo recording to showcase my skills as a counsellor. I also had to provide evidence of a background in psychology, which I was able to from the modules I had studied in my degree. I was then asked to come into the university for an informal interview, and within a few weeks I was offered a conditional place on the course until I received my classification results. How have you benefited from previous work experience? I was lucky enough to complete a placement on my course to teach English in Nepal. This was the experience of a lifetime, and I would urge anyone who has a chance to undertake an international placement to do so! I attended fundraising evenings to raise money for charity whilst at uni which were really enjoyable, and also I made some great connections there with professionals within the career I wanted to enter. Would you do anything differently in terms of career planning if you were a first-year undergraduate student again? In the first year, I think students generally enjoy university and take time settling in to new surroundings and general uni life. If I were a first-year student again I would definitely research the careers and further education courses that were available within the field of my degree. When I was experiencing the pressure of the ending of my course during final year, I was still looking for another course to undertake after I finished my degree. Had I have looked earlier, it would have made life much easier and less stressful. What are you your plans after finishing your postgraduate programme / what are you doing since finishing? I have gained employment from the back of completing my degree within The National Probation Service, which wouldn’t have been possible without my degree. I am still studying for my Masters, and when I qualify I hope to integrate this into my current career. I plan to work privately as a Counselling Psychotherapist in the future.
Advice to students: The best advice I can give to other students is to try and gain as much experience as you can because it will help you secure jobs, but it also lets you experience different areas that may be of interest to you. I feel as though completing my undergraduate degree and then moving on to an MA has been valuable as it has given me more time to consider my future, gain experience, and continue to expand my knowledge.
The course is very interesting and largely practice-based. The Social Work MA covers a variety of areas such as children, families, adults, mental health, disability, asylum seekers, and homelessness, so there is always something interesting to learn about! The workload is spread out well and you receive plenty of support from all of the lecturers. The two placements that you are required to complete give you some really beneficial experience which also looks great on your CV. I gained a lot of valuable experience when I completed my undergraduate degree in Early Childhood Studies. This included working in support groups and being a peer mentor with Barnardo’s, being a volunteer ChildLine counsellor with the NSPCC, and completing a placement with the ADHD Foundation. I also completed another placement in a residential children’s home which led to me securing a job and I have now been working there for nearly a year and a half. I am currently doing my first-year placement for my Social Work course in a fostering agency which is really enjoyable. I have found the experience I have gained extremely beneficial and it has helped me receive interviews for a wide variety of jobs. I feel as though work experience is definitely one of the main things that is important to have as it increases your knowledge and skills so much.
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What advice would you give to other students to improve their employability? Put yourself out there, get involved with new projects, offer your time and skills, and it might lead somewhere. It’s ok not to follow traditional career paths for a particular course. What aspects of your degree were particularly useful in the selection process? Placements and teaching - particularly in relation to social work values and lived experience.
Careers, Employability & Start-Up Team support: I completed the World of Work Bronze and Silver which I have found helpful when applying for jobs and volunteering opportunities. The work I completed helped me recreate my CV and now I am confident when I send this out to potential employers.
What relevant experience did you use during the selection process? I talked about developing social work values and the research work I did as part of my Masters.
Tell us about your postgraduate course:
CLARE ROTHERAM GRADUATED WITH AN MA IN SOCIAL WORK AND NOW WORKS AS A SOCIAL WORK AND RESEARCH LEAD FOR THE LIFE ROOMS FOR MERSEY CARE NHS FOUNDATION TRUST GRADUATE CASE STUDY
POSTGRADUATE CASE STUDY
LAURA CLANCY COMPLETED A DEGREE IN EDUCATION STUDIES AND EARLY YEARS IN 2016, A MASTERS IN EDUCATION, GLOBALISATION AND SOCIAL CHANGE IN 2017 AND IS NOW UNDERTAKING A PHD AT LJMU POSTGRADUATE CASE STUDY POSTGRADUATE CASE STUDY SCHOOL OF EDUCATIONwww.ljmu.ac.uk/studentfutures 9CAREERS AND EMPLOYABILITY CASE STUDIES
I have just completed an application to study for a PhD at LJMU.
How have you benefited from previous work experience? The month-long work experience in my second year of my undergraduate course was so valuable. I decided to spend my time at the Liverpool Clinical Commissioning group (LCCG), and was able to visit the range of services for children that the LCCG commission. This really opened my eyes to how I may be able to use my degree in the future, as before that experience I felt that the only obvious route was teaching.
Why did you decide to apply for your postgraduate course?
What are you your plans after finishing your postgraduate programme / what are you doing since finishing?
I would ask questions all the time, even those “stupid” questions, because no question is less than another. If you are confused or need support, definitely access it. I would definitely get involved in more societies and social clubs, just because they are so inclusive and even they can lead to other opportunities.
What are your plans after finishing your postgraduate programme?
SHARLETTE SUKU GRADUATED WITH A DEGREE IN EDUCATION STUDIES AND EARLY YEARS IN 2017 AND COMPLETED A MASTERS IN CRIMINAL JUSTICE IN 2018
I applied for a postgraduate course because I felt there was more I could do within my education. I wanted to continue onto a postgraduate course because of the benefits I would gain from doing so, depending on the subject I decided on. I had focused on education and the early years because I wanted to identify different factors around children and young people and the influences practitioners provide. I have had previous experience working with troubled children and individuals with additional needs. Choosing to study criminal justice gave me the ability to engage on another level of understanding why individuals make bad choices and what things are in place to support.
To apply for my postgraduate course, I applied internally through the student system; I had to fill out an online application with all my personal information, my qualifications and previous degree and the result I obtained. I also had to write a personal statement, around why I wanted to start on that specific course and how it linked with my previous experiences. I also had to get references from my previous education, which was my personal tutor from my undergraduate course. What help and support did you access from the Careers, Employability & Start-Up Team? I completed the world of work module in order to understand exactly what I wanted to do in relation to careers choices, including how I was going to get there. I also used online information from the Careers, Employability & Start-Up Team for any queries I had about job opportunities, as well as meeting with the Careers Adviser in Careers Zones to go over CVs, cover letters and application forms. How have you benefited from previous work experience?
I currently work for a provider called Positive Futures, who work on engaging young people in positive activities, in their communities, which includes diversion from crime. I have also applied to go into probation as a Probation Officer, and my preference would be to work with young offenders, but the best thing is to most definitely take chances and get experience in every area. Depending on what happens, which we cannot really guess, my other option would be to work within pupil referral units. I have high expectations, but it is down to myself to actually get the work done and get to where I want to be.
Would you do anything differently in terms of career planning if you were a first-year undergraduate student again?
What help and support did you access from the Careers, Employability & Start-Up Team? The Careers, Employability & Start-Up Team was always willing to answer any questions or provide quick information at the Careers Zones in the libraries. The Careers Zones had pamphlets and also a board showcasing job vacancies of all areas, which was really helpful to scan.
What did the application process involve for the programme?
I think it’s important not to think of your degree as something that takes you down a particular concrete route, when actually the knowledge, skills and experiences you gain can be applied to different types of jobs related to your discipline.
Why did you decide to apply for your postgraduate course?
I have gained experience from a wide variety of settings, such as social work, working with single parent families, including those with additional needs and young children. I have worked within youth clubs, creating engaging activities for the young people to take part in. I have trained as a Youth Offending team mentor, which I undertook during my spare time, one hour a week. Would you do anything differently in terms of career planning if you were a first-year undergraduate student again? I would most definitely get more work experience in; because the more doors you get your foot into, the better it is for you reaching goals and getting into the career you actually want to go down. This even gives you an idea of what you might not want from a career and the experience definitely helps guide you well.
What did the application process involve for the programme? The process was a straightforward online form, which required a personal statement.
I really enjoyed the research element of my undergraduate course so I felt that a Masters degree would be the perfect choice to continue to develop my research skills and to be able to study education in greater detail.
Describe your role: My role involves working with a multi-disciplinary team within our local service. I look for opportunities for new partnerships to support young people such as providing holistic care regarding relationships, sex education and risk taking behaviour. I write tenders, meet with schools, colleges and training agencies to promote our service offer. I talk to the press about the importance of sex and relationship education. I input into policy guidance for schools and work alongside local commissioners to ensure we are meeting KPI’s. My previous role in Brook included working with young people and training professionals. Three things I like about my job: ❙ Ensuring young people’s needs are met ❙ Developing new projects to deliver to young people ❙ Working with the team Three things I’m not so keen on: ❙ Meeting strict deadlines ❙ Funding cuts ❙ Writing reports Key points in my career development to date: Since working for Brook I have moved on from LJMU placement student, to being appointed Education Worker for four years then I was appointed Education and Training Manager and last year was appointed Regional Lead. There are many highlights within the role: I have developed an accredited programme for young people, I exceeded the KPI’s set by commissioners, I have successfully managed a team of 12 and six contracts, submitted and presented for tenders that we have won and I have worked with lots of diverse agencies across Merseyside. What do you think would make an Education Studies/Early Childhood Studies student stand out at an interview? Examples of voluntary work and work experience. In this field it is very important that someone has the right qualifications but can also demonstrate that they can work with young people and have examples of how they have worked with colleagues, difficult groups, diverse groups and how they have implemented new elements of work. If someone has volunteered it also shows they have a passion for the role. What advice would you give students to help them achieve in a competitive job market? Match all of the points in a person specification and explain how they meet the criteria. Use buzz words from the organisation’s website such as “passionate, young people, support etc.”
If you are interested in a role, it’s a good idea to call the person and ask for more information or even a volunteering day, helping out to get the feel for the organisation which will help during interview.
LAURA HANNAH
Have a look on organisations’ websites for strategic plans or business plans and find a way to link this to your answers in interview or give some ideas on how you could support their plans.
IS AN APPLIED COMMUNITY STUDIES GRADUATE WHO WORKS AS AN EDUCATION AND WELLBEING REGIONAL LEAD AT BROOK YOUNG PEOPLE GRADUATE CASE ANDDEVELOPMENTLEARNING,STUDYSUPPORT SCHOOL OF EDUCATION www.ljmu.ac.uk/studentfutures 10 CAREERS AND EMPLOYABILITY CASE STUDIES
Tell us about the Children’s Centre: Picton Children’s Centre provides activities for parents/carers and their children from the point of conception through to when their child turns five. The overall purpose is to tackle inequalities in health and education caused by deprivation. This is done by providing a range of services such as parenting programmes, baby massage, stay and play, ESOL, family cookery and weaning support, accredited learning courses and through community outreach.
1. It is a privilege to work with children and help them to achieve their potential.
3. I am able to utilise and draw upon all of the skills and experiences I gained during my eight years as a learning support assistant.
Practical experience of working with families is an advantage and I would encourage all students to volunteer, or if this is not possible then at least arrange to visit a centre to fully understand the services on offer. The NESS website provides interesting background reading to increase students’ awareness of the purpose and evaluation of Sure Start Programmes.
Get focused, work hard, take criticism constructively, create a plan of action and follow it through and finally listen to what others have to say. I was lucky to be surrounded by teachers with vast experience and would have been foolish to not listen to their advice and opinions.
What advice would you give to other students to improve their employability? Get whatever experience you can, attend any open events/evenings that are available and of interest to you, network at such events, ask for advice, and be resourceful. If you have made a decision about what career path you want to go down, give as much of yourself to it as possible. Read up on current issues related to your career and be prepared to work voluntarily.
Briefly describe the job you have secured: I am now in full-time training to become a primary school teacher.
2. I feel the full value of the knowledge gained from my degree as it has developed my professionalism.
LEARNING, DEVELOPMENT AND SUPPORT GRADUATE MARIA DALTON IS COMPLETING TEACHER TRAINING VIA THE SCHOOL DIRECT ROUTE GRADUATE CASE STUDY A CONVERSATION WITH LIZ PARSONS FROM PICTON CHILDREN’S CENTRE SCHOOL OF EDUCATIONwww.ljmu.ac.uk/studentfutures 11CAREERS AND EMPLOYABILITY CASE STUDIES
Tips or advice for those looking for jobs: Use any time that you have available to volunteer and build your experience. Be persistent, don’t give up because you feel like you keep applying and not getting anywhere. Be pro-active. If you have been unsuccessful with an application, ask for feedback and then act upon it next time. Be as kind and helpful to others as possible in whatever job you are doing, as simply being a ‘nice person’ can go a long way. Also, you never know when you may need others to help you. It may be that you are working in a shop or café but many of the skills you gain in any employment are transferable.
Briefly describe your role: There are a number of different roles available including Health Promotion Worker, SEN and Disability Link Worker, Family Link Workers, Deputy Coordinator, Centre Coordinator, Finance and Administration Officer. The core roles are the staff who work directly with families in the centre or their homes and the minimum requirement for these roles is an NVQ Level 3 in Children’s Care, Learning and Development or equivalent.
The Careers, Employability & Start-Up Team were a massive help in my case. The teacher training application process can feel overwhelming as there are so many routes available and it is quite a lot of information to get your head around. I attended a session organised by the Careers, Employability & Start-Up Team and came out feeling as though I knew exactly what I needed to do. The whole process was clarified and I can just remember feeling so much better afterwards. It was during this session that I became aware of the MAITT (Matthew Arnold Initial Teacher Training) programme, and was informed that there was an event at Matthew Arnold the following evening. I am so glad, looking back, that I went to that session as I am now one of thirty currently studying on the MAITT programme. Coincidently, during my interview two of the panel recognised me from both events and I feel this can only have gone in my favour as it may have illustrated my enthusiasm. Finally, I can remember being really worried about the numeracy skills test (compulsory for teaching) and although I passed first time and had no need for help it was a reassuring thought knowing that I could access help and support if needed.
I began the application process for teacher training about a year ago. I would say planning and organisation were absolutely vital for me. I was simultaneously working full-time, in the process of completing my dissertation and preparing my personal statement. Subsequently I had to then prepare for my interview which involved teaching a group of children whilst being observed, the interview itself and a written task. In order to prepare I drew on the experience of other professionals and asked for advice. I would approach others with something to show them or an idea in mind so they could give me some constructive feedback.
Any advice to students wanting a career in this area?
I had eight years of experience working in a mainstream secondary school supporting pupils with low attainment and those with special educational needs. I have liaised with numerous professionals and have worked alongside specialist teachers from SENISS, for example. I have always taken my role very seriously and am now feeling the benefit of my experience. My previous experience has been invaluable thus far, as some of the topics being covered during my postgrad study are things which I am already familiar with; I have the knowledge from my degree coupled with my experience. Therefore, whilst most of my peers are finding their feet on placement and getting to grips with new information, I feel I am building on existing knowledge and experience. I have had amazing feedback from the teachers I am currently working with and I really feel this is down to my experience. Take phonics, for example, I know some of my fellow students are struggling with their subject knowledge in this area whereas I am building on existing knowledge, having delivered phonics for years. So without a doubt, experience helps in every aspect of my training. What careers support did you access?
What relevant work experience/volunteering did you have?
Key points in your career development to date: I have been fortunate enough to attend various courses over the years. However, a pivotal moment in my career to date was embarking on my degree at LJMU. It has, without exaggeration, changed my life. Without my degree I would not have been able to access teacher training, something which I have always wanted to do. The completion of my degree has allowed me to pursue my dream. Can you briefly outline the application / selection process?
How/why do you encourage voluntary work? We run a volunteer programme which covers a number of roles including reception, session support and community outreach. Many of our volunteers are previous service users and this provides an opportunity for people who may have been out of the workforce to develop the practical skills that would support them with future employment. We also take students from local universities on placements as this provides them with practical experience to support their academic learning.
Three things that you like about your chosen profession
TO ACCESS CAREERS ZONE 24/7: CAREERS ZONE 24/7 INCLUDES: TRACK PROGRESSYOUR ACCESS PROGRAMMESPERSONALISED GET FEEDBACKPERSONALISED CONFIDENCEIDENTIFY GAPS IMPACTMEASURE ❙ Job board & employer tracker ❙ Bespoke careers content ❙ E-Learning courses ❙ Aptitude tests ❙ Interactive tools ❙ Career assessments ❙ Employer videos, webinars & podcasts ❙ Careers news & articles ❙ Industry reports CLICK HERE TO LOG IN CAREERS ZONE 24/7 GET PREPARED FOR YOUR FUTURE Access our online careers platform on any device, at any time, from anywhere ... Over 12,000 students used Careers Zone 24/7 during the last academic year, completing over 200,000 activities in total Student Futures: Careers, Employability & Start-Up Service CONNECT WITH US: studentfutures@ljmu.ac.uk ❙ 0151 231 2048/3719 ljmu.ac.uk/studentfutures