SCHOOL OF EDUCATION CAREER PLANNING GUIDE by LJMUCareers

career planning guide

SCHOOL OF EDUCATION

PRODUCED BY THE LJMU CAREERS TEAM IN PARTNERSHIP WITH LJMU SCHOOL/FACULTY STAFF

CAREER OPTIONS WITH YOUR DEGREE

LOOK TO THE FUTURE WITH POSTGRADUATE STUDY Masters study has set me on the right track. When I graduate, I will be looking for a career rather than a job. Josh McDowell, International Journalism MA

For more information, go to: ljmu.ac.uk/postgraduate CAREER PLANNING GUIDE

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WHAT’S IN THIS GUIDE

What’s in this guide ... CAREER OPTIONS WITH YOUR DEGREE Teacher training

Early Childhood Studies and Education Studies

Learning, Development and Support

SUPPORT AND OPPORTUNITIES AT LJMU Get support on your doorstep in our campus Careers Zones

Connect with employers

Careers Website

Careers Zone 24/7: Online careers tools

CareerSmart: Explore, Experience and Engage

Professional and personal development opportunities abroad

How to make the most of your university time

Move up to Masters: The benefits of postgraduate study

Get great work experience with your Students’ Union

TACTICS AND CHOICES Planning your career

Thinking about postgraduate study

Finding graduate level jobs

Thinking of starting your own business?

The importance of relevant work experience

GETTING THE JOB How to write a winning CV and covering letter

How to write effective application forms

How to succeed at interviews

Psychometric tests and assessment centres

Introduction Whether you have a clear plan for your future career or are less certain as to what comes after your studies, it is highly recommended that you make use of this school Career Planning Guide and the Careers Team. You may wish to train as a teacher or to work in a nursery or children’s centre, work for a charity, health or social services, education administration and management or enter further postgraduate study. This guide will offer you essential tips and information to help you prepare for the world of work and best position yourself for securing your first graduate job. There is a high level of competition for further study courses and for graduate jobs; by taking up the opportunities this guide provides you will allow yourself greater opportunity to achieve your goals.

DR CHERYL BOLTON DIRECTOR, SCHOOL OF EDUCATION

PRODUCED BY: LJMU Careers Team || Tel: 0151 231 2048/3719 || Email: careers@ljmu.ac.uk || Website: www.ljmu.ac.uk/careers

Please contact us if you would like this document in an alternate format, eg large print.

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CAREER PLANNING GUIDE

CAREER OPTIONS WITH YOUR DEGREE

Introduction STUDENTS FROM THE SCHOOL OF EDUCATION HAVE A RANGE OF CAREER OPTIONS AVAILABLE TO THEM. CAREERS ADVISER LINDA GRAHAM LOOKS AT SOME OPTIONS TO GET YOU STARTED. The School of Education includes a range of undergraduate and postgraduate programmes that offer the potential to develop exciting and rewarding careers. As a student of the school you will benefit from training and educational opportunities that are designed specifically to ensure that employer expectations are met and that you as a potential employee are equipped to add value to an organisation/ school. This means that you can be confident that you will be gaining many of the prerequisite skills needed for a variety of careers. In recent years however, securing a graduate role has become increasingly competitive. Planning your career early, gaining relevant work and voluntary experience and engaging in extracurricular activities alongside your studies will be crucial to demonstrate to prospective employers that you have the motivation to succeed in your chosen area and have developed the required skills. The Careers Team is committed to helping you with this preparation and we are here to support you from the beginning of your studies to the end and beyond. Whether we see you during curriculum workshops, careers guidance appointments, at employer events, or via one of our webinars our

aim is to help you achieve your career aspirations. Achieving career success does require you to be proactive from an early stage. This may involve researching different career pathways and entry requirements, making the most of available resources, attending career events or employer talks and so on. To get you started we have provided you with a brief overview of careers in sectors related to your degree in the section below, alongside case studies of current and former students. The information below is only brief but you can find a much more detailed overview of careers related to your degree in our â&#x20AC;&#x2DC;Career Insightsâ&#x20AC;&#x2122; that are available on our website. The skills and qualities gained from your degree prepare you for a graduate job. Although there are very different degree routes, there are many similarities; communication, team working and problem solving, along with enthusiasm, dedication and tenacity. Many of the potential job roles require postgraduate study so work experience and key skills are essential and highly valued by employers.

Your Careers Adviser:

Linda Graham

I am the Careers Adviser linked specifically to the School of Education. I have gained a wealth of experience throughout my career spanning across both the Careers Service and Human Resources within a higher education setting. Before entering HE, I worked in recruitment working closely with employers to recruit into graduate and managerial level positions. I work closely with academic teams to deliver a range of employability and career modules, career talks and sessions to engage with students from your School and support you in achieving your career ambitions. I also offer career guidance meetings in the IM Marsh Library Careers Zone. To book an appointment, call into any of the Careers Zones around the university or call 0151 231 3719/2048. The information over the following pages will provide an introduction to the wide variety of career opportunities available to students.

CAREER PLANNING GUIDE

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CAREER OPTIONS WITH YOUR DEGREE

Teacher training Undergraduate teaching and postgraduate teacher training students from LJMU have secured positions in primary and secondary teaching or as lecturers in higher education and further education. Teaching provides a variety of pathways leading to specialist roles ranging from pastoral to subject leadership and on into school leadership positions. Having gained experience in teaching, a number of graduates move into associated professions such as educational psychology, consultancy, and employment in the education service sector outside of schools.

Graduate Case Study 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 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. Three things that you like about your chosen profession: 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! What have you found most challenging in your NQT year? The workload. Placement cannot adequately prepare you for the difficulties of running your own classroom. Can you briefly outline the application / selection process? 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 adviser! Teaching - 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. 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

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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. 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 child minding taught me a lot and it shows people that you do generally want to work with children. 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 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? 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. What careers support did you access? 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.

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CAREER OPTIONS WITH YOUR DEGREE

Graduate Case Study LJMU GRADUATE HAYLEY GEE TALKS ABOUT HER ROLE AS A SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR 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. 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 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. 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 up to 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.

Graduate Case Study AMANDA BLACK SECURED A ROLE AS PRACTITIONER OF SCIENCE AT KING’S LEADERSHIP ACADEMY WARRINGTON AFTER COMPLETING HER HUMAN BIOLOGY PGDE. 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 extra curricula science club to encourage the passion for science the pupils at King’s have. 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. ❚❚ Personalised weekly CPD sessions. By

CAREER PLANNING GUIDE

❚❚

doing this, King’s allows teachers to develop on an individual basis to meet their targets and goals. 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.

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.

What are your long term career plans?

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. 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 Team provide were very useful.

To progress to a member of the SLT within King’s Leadership Academy.

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CAREER OPTIONS WITH YOUR DEGREE

Graduate Case Study 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 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 majority 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. 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 countries public holidays and religious holidays are observed including Ramadan where our working day is 2 hours shorter. 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. What did you do before moving to Dubai? Before moving to The UAE to teach I taught in Liverpool for 8 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 do you enjoy most about working abroad? 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. 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. 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.

Placement Case Study JOHN MEADOWCROFT IS AN EDUCATION STUDIES AND PHYSICAL EDUCATION GRADUATE. HE TELLS US ABOUT HIS CURRICULUM ENHANCEMENT INTERNSHIP WHICH HE UNDERTOOK DURING HIS STUDIES Why did you want to do a placement? To gain valuable work experience and to enhance my employability in the future. Where did you find out about the placement? As a result of previous volunteering. 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. 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. 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 students’ from a variety of backgrounds during every shift.

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What advice would you give to other students to improve their employability? 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 out those opportunities and show them that you are capable work working in a variety of different environments. Would you do anything differently if you were a first-year 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. 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.

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CAREER OPTIONS WITH YOUR DEGREE

Graduate Case Study LAURA ALLISON IS AN EDUCATION STUDIES AND PHYSICAL EDUCATION GRADUATE WHO NOW WORKS AS A PRISON CUSTODIAL OFFICER AT HMP ALTCOURSE 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 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 much as you can.

Graduate Case Study WILLIAM EDWARDS IS AN EDUCATION STUDIES AND PHYSICAL EDUCATION GRADUATE WHO WORKS AS A POLICE CONSTABLE FOR CHESHIRE CONSTABULARY Three things that I like about my chosen profession: ❚❚ 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. ❚❚ I like to provide a vital service to the community, even though our efforts are not appreciated by everyone.

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 relevant work experience / skills / volunteering did you have? Voluntary work/school placement in both second and third year with Merchant Taylors’ PE department for four weeks.

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.

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. 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. I would also advise students to be mindful of how they appear

CAREER PLANNING GUIDE

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. 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. 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. Finally, make use of the facilities that LJMU has to offer, such as the libraries, Careers 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.

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CAREER OPTIONS WITH YOUR DEGREE

Early Childhood Studies and Education Studies Degrees in Early Childhood Studies and Education Studies give you a platform to move into specific careers within a social and educational setting. Understanding the range of opportunities will mean that you can make informed decisions about your own future career. Gaining relevant experience will add value and is essential to gain access to further specialist training or specific job roles. Education Studies/Early Childhood Studies programmes are distinct in their learning and academic study. The job opportunities for both programmes can be with local authorities, health, environment, voluntary and charitable organisations, the education sector, and the youth and community sector. There are many professional graduate level occupations that your degree is appropriate for. Many require further training: psychology, speech therapy, play therapy, social work, teaching and counselling. The majority of those entering employment after graduation from similar degree programmes work in family centres, education and community roles. The types of jobs include: support work, advisory roles and administration within local authorities, working in third sector organisations, housing associations and service providers for children and young people.

Job roles that past LJMU graduates from these programmes have been successful in securing include:

❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚

Primary and early years teacher training Secondary teacher training Early years practitioner Social work training Nursery management Resident care officer Senior support worker Learning support officer Police officer Youth worker

If you aspire to have a career in the competitive world of education and social care you need to take personal responsibility for gaining a wide range of additional skills and practical qualifications through extra-curricular volunteering and/or work experience. Extensive support is available to help you start to think about the route you would like to take and how to get there.

Early Childhood Studies degree: The first early childhood studies bachelor’s with honours degrees were created in 1992 with the aim of providing a research base in higher education for the study of early childhood and early childhood services. Before this, there had been no coherent way of understanding the development, care, education, health, well-being and upbringing

of babies and young children in a social, pedagogical and policy context. With this in mind, an Early Childhood Studies degree offers specialist roles in early years settings, children’s centres, social care, social work, education and creative opportunities working with children and their families in art galleries and museums, depending on the career path you intend to take. ECS degrees can also lead to specialist roles such as health adviser and outreach worker. As an ECS graduate you will have the knowledge and skills to discuss with future employers different ways to provide better lives for children, families and communities, and to challenge gender and other inequalities. ECS graduates are therefore effective advocates for babies and young children in whatever capacity they work as they facilitate the recognition of the rights of children to actively participate in their world. Graduates currently go on to a range of careers in the early childhood studies area, as well as completing postgraduate qualifications, in order to work in the health, legal, education and social work fields.

Education Studies degrees An Education Studies degree gives you a broad view of the education profession from the early years, up to higher education environments in the UK and worldwide. Depending on your specific programme and option choices you may choose to specialise your degree towards a career path within the early years sector, primary, secondary, further or higher education, academia, social work, charity work or support for children and/or adults with special educational needs. An Education Studies degree can also lead to specialist roles such as health visitor, speech and language therapist, outreach worker or counselling.

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CAREER OPTIONS WITH YOUR DEGREE

Volunteering Case Study 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 Why did you want to do voluntary work? 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 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. 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.

Where did you find out about the voluntary work? 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. 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.

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 accredited training to complete the qualification. 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.

Describe the roles you are undertaken and your main duties: 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 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. 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 in-between that include attending legislation launches in the Houses of Parliament, speaking to education and autism professionals and producing podcasts and blogs for the website.

What advice would you give to other students to improve their employability? 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.

Internship Case Study

CATHERINE MCNEILL HAS COMPLETED A MASTERS IN EDUCATION, GLOBALISATION AND SOCIAL CHANGE AND UNDERTOOK AN LJMU INTERNSHIP DURING HER STUDIES

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. Describe the role you are undertaking and your main duties: ❙❙ Responsible for developing a pedagogical toolkit for early year’s settings to use in order to implement Education for Sustainability ❙❙ Liaising with key stakeholders, media outlets, local authorities ❙❙ Roll out of sustainability cafes following successful trials ❙❙ Bid and ethics submissions ❙❙ Now part of the REF case study 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

CAREER PLANNING GUIDE

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, 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, become involved in Spark, the student journal.

www.ljmu.ac.uk/careers

CAREER OPTIONS WITH YOUR DEGREE

Postgraduate Case Study 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 Tell us about your postgraduate course:

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, 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.

Careers 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.

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.

Postgraduate Case Study EDUCATION STUDIES AND EARLY YEARS GRADUATE NICOLA BAXTER WORKS FOR THE NATIONAL PROBATION SERVICE WHILE STUDYING FOR A MASTERS IN COUNSELLING AND PSYCHOTHERAPY PRACTICE 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 at Year 3, 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.

Graduate Case Study

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

What does your job involve? ❙❙ 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 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. Three things you like about your job: ❙❙ Being part of an innovative approach to mental health

www.ljmu.ac.uk/careers

❙❙ Being part of service development for a new service ❙❙ Working with service users in terms of service development and research 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, it might lead some where. 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, teaching - particularly in relation to social work values and lived experience. CAREER PLANNING GUIDE

CAREER OPTIONS WITH YOUR DEGREE

Postgraduate Case Study SHARLETTE SUKU GRADUATED WITH A DEGREE IN EDUCATION STUDIES AND EARLY YEARS IN 2017 AND COMPLETED A MASTERS IN CRIMINAL JUSTICE IN 2018 Why did you decide to apply for your postgraduate course? 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. What did the application process involve for the programme? 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 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 Careers Team for any queries I had about job opportunities, also 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 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, 1 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. I would ask questions all the time, even those â&#x20AC;&#x153;stupidâ&#x20AC;? 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? I currently work for a provider called Positive Futures, who work on engaging young people in positive activities, in their communities, this, 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 expectation, but it is down to myself to actually get the work done and get what I need to get where I want to be.

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 ABOUT TO UNDERTAKE A PHD AT LJMU Why did you decide to apply for your postgraduate course? 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. What did the application process involve for the programme? The process was a straightforward online form, which required a personal statement. What help and support did you access from the Careers Team? The Careers 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. How have you benefited from previous work experience? The month long work experience in my second year of my

CAREER PLANNING GUIDE

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. Would you do anything differently in terms of career planning if you were a first-year undergraduate student again? I think its 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. What are you your plans after finishing your postgraduate programme / what are you doing since finishing? I have just completed an application to study for a PhD at LJMU.

www.ljmu.ac.uk/careers

CAREER OPTIONS WITH YOUR DEGREE

Learning, Development and Support The Learning, Development and Support degree is designed for people with experience in the education sector from a variety of support roles including nursery staff, teaching assistants, mentors and support tutors. It gives you a broad view of the prominent issues relating to the education profession from the early years, up to higher education environments. As students on the programme enter their studies from

a wide range of support services backgrounds, their progression routes often reflect their areas of expertise and interest. We have many students who progress to postgraduate studies in teacher training, academia, social work, charity work or support for children and/or adults with special educational needs and many students who find that their degree is a pathway into management.

Graduate Case Study LEARNING, DEVELOPMENT AND SUPPORT GRADUATE MARIA DALTON IS COMPLETING TEACHER TRAINING VIA THE SCHOOL DIRECT ROUTE Briefly describe the job you have secured: I am now in full time training to become a primary school teacher. Three things that you like about your chosen profession 1. It is a privilege to work with children and help them to achieve their potential. 2. I feel the full value of the knowledge gained from my degree as it has developed my professionalism. 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. 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? 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. What relevant work experience /volunteering did you have? 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, 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

www.ljmu.ac.uk/careers

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? The Careers 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 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. 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, 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. 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. 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.

CAREER PLANNING GUIDE

CAREER OPTIONS WITH YOUR DEGREE

A conversation with Liz Parsons, Picton Children’s Centre 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.

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.

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.

Any advice to students wanting a career in this area?

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.

A Conversation with Laura Hannah, Brook Young People LAURA HANNAH IS AN APPLIED COMMUNITY STUDIES GRADUATE WHO WORKS AS AN EDUCATION AND WELLBEING REGIONAL LEAD AT BROOK YOUNG PEOPLE 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

CAREER PLANNING GUIDE

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. 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.

www.ljmu.ac.uk/careers

Be the one who inspires CAREER OPTIONS WITH YOUR DEGREE

#GetintoTeaching

A SALARIED ROUTE INTO TEACHING MADE IT POSSIBLE FOR ME TO PURSUE A CAREER DOING SOMETHING I LOVE n Bursaries of up to £32,000* and salaried programmes available (subject dependent)

n Starting salary of £22,000-£27,000 a year (upon qualification)

n University-led and School Direct routes

n We are one of a small number of universities offering the PGDE route into teaching, enabling you to top up your qualification with further study and gain a Masters degree in your first year of teaching

n PGDE courses in Early Years, Primary Teaching and a wide variety of Secondary subjects n Excellent career progression opportunities

For a fulfilling career helping young people to achieve their dreams *subject and qualification dependent. For the latest bursary information, visit getintoteaching.education.gov.uk

START YOUR TEACHING JOURNEY TODAY www.ljmu.ac.uk/careers

CALL: 0151 231 5340 VISIT: www.ljmu.ac.uk/education

CAREER PLANNING GUIDE

SUPPORT AND OPPORTUNITIES AT LJMU

Get support on your doorstep in our campus

Careers Zones

WHETHER YOU WANT TO EXPLORE YOUR CAREER OPTIONS, GET YOUR CV AND APPLICATION FORM CHECKED, FIND A WORK PLACEMENT,

IMPRESS AT INTERVIEW OR MEET AND NETWORK WITH EMPLOYERS, WE CAN HELP IN A VARIETY OF WAYS VIA OUR CAMPUS CAREERS ZONES.

LJMU’s Careers Team provides tailored careers support to all LJMU students during their studies through delivery of careers education, information, advice and guidance from our three campus-based Careers Zones. The Careers Zones are located in Aldham Robarts Library, Byrom Street and IM Marsh Library. Call in to find out how we can help you. Alternatively phone us on 0151 231 2048/3719 if you can’t make it into a Careers Zone.

What support can I get in the Careers Zones?

Support from your Careers Adviser

Support from Employability Advisers

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Bookable appointments with Careers and Employability Advisers to provide you with individual, tailored support

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Drop ins (no appointment required) to speak to an adviser and access help with quick careers and employabilityrelated questions

In the School of Education, you have your own dedicated Careers Adviser, Linda Graham. You are likely to meet Linda at some point during your programme of study. She is available for:

Our Employability Advisers Anja Heid, Jenny Hammond, Nicola Davenport, Gwyneth Tyrer, Sally Beyer and Karen Forman work across the university Careers Zones providing professional, personalised advice on:

Signposting to useful resources and information

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Signposting to careers events, workshops and fairs

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Access to a range of employers who regularly visit the Zones

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Help to access our online careers tools via ‘Careers Zone 24/7’

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Help to access our job search websites including GoinGlobal

Expert job sector advice and information tailored to your needs

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Careers guidance interviews to discuss career options with your degree, including finding jobs/ postgraduate options and gaining relevant work experience

❚❚ ❚❚ ❚❚ ❚❚

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Looking for jobs and the application process Tailoring your CV & covering letters Writing applications and personal statements for work experience, jobs, postgraduate study and PhDs Preparing for interviews

INTERVIEW PRACTICE SESSIONS We offer individual interview practice sessions to help build your confidence by experiencing a one-to-one ‘mock’ interview with a trained assessor who will give you detailed feedback and advice. Whether you want to practise your interview technique or are preparing for a real life interview, you can book in to use this service.

A student says ...

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I booked an appointment at the Careers Zone to speak to an Employability Adviser. She recommended several improvements to my CV and new opportunities I should consider including going to local networking events. I met my future manager at the very first event I went to. The Employability Adviser has kept in touch for a long time after the appointment to help me with my LinkedIn account and my formal interview with the manager later. Overall, the recommendations from staff from the Careers Zones were close to real businesses’ expectations, which was extremely helpful.

CAREER PLANNING GUIDE

www.ljmu.ac.uk/careers

SUPPORT AND OPPORTUNITIES AT LJMU

Connect with

employers

THERE ARE NUMEROUS WAYS YOU CAN CONNECT WITH

EMPLOYERS WHILE YOU STUDY, ALLOWING YOU TO NETWORK, DISCUSS OPPORTUNITIES, GET THEIR ADVICE AND FIND OUT MORE ABOUT THEIR CAREER JOURNEY.

01.

EMPLOYER VISITS TO CAREERS ZONES

02.

RECRUITMENT FAIRS & FESTIVALS

03.

SPECIALIST WORKSHOPS

Employers regularly visit the three Careers Zones at LJMU to discuss their opportunities and to meet and network with students. See below for more information about who has visited the Zones.

LJMU run a range of large-scale careers fairs, where you can meet and talk with employers about career options, and recruitment fairs, which feature graduate employers and recruitment agencies with jobs to recruit. Go to careers.ljmu.ac.uk to see what is coming up. Other large-scale fairs run around the country so check local listings at https://www.prospects.ac.uk/events

Each year we run a series of specialist workshops for students that fall outside of the regular yearround careers and employability workshops. In the last academic year for instance we ran workshops about graduate schemes, gaining work experience, and applying to graduate courses in dentistry and medicine.

04.

GUEST SPEAKERS

05.

EMPLOYER PRESENTATIONS

Guest speakers are usually featured as part of the curriculum but we also arrange for speakers to come into LJMU to talk about their job role and industry. Sometimes this will be part of an industry event, such as the ‘A Career in Clinical Psychology’ event we arranged last year.

Employers visit the university to highlight job and placement opportunities for students and graduates. Often these will be bigger employers who are advertising graduate schemes or industrial placements. Last year Aldi, the British Council and Teach First all spoke at LJMU.

Employers in the Careers Zones ... Employers visit the Careers Zones each week offering real jobs, internships and other career opportunities. Check with staff in the Careers Zone to find out who’s coming in and don’t miss these great opportunities to meet and network with employers from a range of sectors. Organisations who have visited the Zones include:

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Liverpool Universities Officer Training Corps Civil Service Fast Stream Careers in Teaching Hire STEM Women CRISIS Smaller Earth Brook Barclays Digital Eagles Enterprise Rent-a-Car NCS Challenge

www.ljmu.ac.uk/careers

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All Wales Public Service Graduate Programme Camp Counsellors USA Merseyside Fire & Rescue Service Liverpool FC Foundation The Right Legal Group VMM International Catch 22 Chatteris Education Foundation Shropshire Wildlife Trust Hays Construction

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Everton in the Community Decathlon Reed Digital Service Cover Hays Recruitment Anthony Nolan/Marrow QVC Reed Scientific Camp America HMRC

CAREER PLANNING GUIDE

SUPPORT AND OPPORTUNITIES AT LJMU

Careers website THE CAREERS WEBSITE IS THE FIRST PORT OF CALL TO FIND OUT ABOUT CAREERS SERVICES, TO ACCESS ONLINE CAREERS TOOLS AND TO DOWNLOAD ANY OF OUR GUIDES AND RESOURCES

01.

CAREER PLANNING GUIDES

02.

CAREER INSIGHTS

Each year, working alongside academic colleagues, the Careers Team produces school-specific Career Planning Guides, which give information about career options related to your degree as well as a range of articles about careers topics including CVs, applications forms, interviews, finding graduate level jobs and more.

These handy guides provide a more in-depth overview of career options with your degree and signpost you to useful links to get your research into future careers and employers under way.

03.

MINI GUIDES

04.

CAREERS ZONE 24/7

05.

BOOK A WEBINAR

06.

SEARCH FOR JOB OPPORTUNITIES

The Careers Team have distilled their wisdom on career planning, CVs, applications and interviews into a series of short guides. Also use our mini guides for further information on postgraduate study, including teacher training, and subject-specific advice, e.g. for Science, Arts and Nursing students.

We have a range of digital careers tools available to enable you to work on vitally important employability skills at your own pace, in your own time, either on or off campus. The 24/7 tools suite includes CV Builder, Interview Simulator, Careers Newsroom, CV and Interview Learning Zone, Job Search websites, GoinGlobal and more.

A webinar is an online class which you can attend from anywhere on any device with an internet or WiFi connection. Sessions include Finding Hidden Jobs, Effective Applications, Introduction to LinkedIn - the ‘Facebook’ for Professionals, Winning CVs, Interview Success and more. To book go to: https://careers.ljmu.ac.uk

Search for part-time jobs, volunteering opportunities, work placements, internships or graduate roles. Our job search websites are free to all students and graduates and list opportunities with both regional, national and international employers. Go to Careers Zone 24/7 on the Careers website to access the sites.

To visit the Careers website go to:

www.ljmu.ac.uk/careers CAREER PLANNING GUIDE

www.ljmu.ac.uk/careers

SUPPORT AND OPPORTUNITIES AT LJMU

Careers Zone 24/7

online careers tools

WE HAVE A RANGE OF DIGITAL CAREERS TOOLS AVAILABLE VIA THE CAREERS TEAM WEBSITE TO ENABLE YOU TO WORK ON VITALLY IMPORTANT EMPLOYABILITY AND TRANSITION SKILLS AT YOUR OWN PACE, IN YOUR OWN TIME, BOTH ON OR OFF CAMPUS

01.

CV AND COVER LETTER BUILDER

02.

INTERVIEW SIMULATOR

CV builder and cover letter builder allow you to create an expert CV and covering letter within minutes and download into multiple templates. Watch videos of employers discussing what they need to see in each section of your CV and covering letter. This tool is ideal for students looking to write their first CV or cover letter. The interview simulator allows you to take a mock interview and test yourself with interactive questions and best practice answers from experienced professionals to build up your confidence and competence.

03.

CAREERS NEWSROOM

04.

CAREER ASSESSMENTS

05.

PRACTICE PSYCHOMETRIC TESTS

Features thousands of articles on careers and employability from leading global publications, updated every week with a newsletter function built in.

Each assessment provides a report for each student with tailored recommendations. Assessments include: personality insights, temperament, strengths, learning styles, sound decision-making, assertiveness, customer focus, emotional control, management skills, stress management and more.

Practice aptitude tests including numerical, verbal, inductive, diagrammatic, logical, situational judgement, critical thinking, error checking and e-tray exercises and a wealth of other assessment tools used by graduate employers via Careers Zone 24/7. See p.42 for further details.

www.ljmu.ac.uk/careers

06.

GOINGLOBAL DATABASE

07.

INDEED JOB SEARCH

The database allows you to search for jobs and internships around the world. It contains country career guides, information on visas and local culture, employer directories and much more. Access GoinGlobal via Careers Zone 24/7 or visit: http://online.goinglobal.com/default.aspx

Allows you to search millions of jobs, in over 50 countries, from thousands of job sites, newspapers, recruiters and company career sites.

CAREER PLANNING GUIDE

SUPPORT AND OPPORTUNITIES AT LJMU

CareerSmart:

Explore, Experience and Engage FIND OUT MORE ABOUT LJMU’S CAREER DEVELOPMENT AND EMPLOYABILITY PROGRAMME AND HOW IT CAN HELP YOU WHILST STUDYING AT LJMU

All students in their first year of study will have an opportunity to engage with the first stage of the ‘CareerSmart’ programme as an integral part of a core module of study. The ‘CareerSmart: Explore’ e-learning tool will introduce you to the steps involved in making informed choices about your career. It enables you to consider your strengths and development areas, career motivators, the options available to you and the necessary steps to take to achieve your career goals. You will then have the opportunity to complete the next stage of the programme, ‘CareerSmart: Experience’. Here, you will learn about the value of work-related learning by finding out about the range of opportunities available, eg Work-Based Learning, part-time work, internships, volunteering, work shadowing and international opportunities. You will also learn about the benefits of these experiences including skill development, networking and sector insight. This stage also includes resources on how to find work experience and making the most of the opportunity. The third stage of the programme, ‘CareerSmart: Engage’ is employer-informed and you will find out what graduate recruiters are looking for in successful candidates. The resource will support you through each stage of the graduate recruitment process, including the job search, application process, and selection methods – interviews, psychometric tests, assessment centres. The CareerSmart programme complements the wide range of career-related provision and services available to LJMU students to support your development throughout your studies, including the one-to-one careers information, advice and guidance delivered in the campus Careers Zones.

CareerSmart: Explore e-learning assessment For students starting a programme of study in 2018, the CareerSmart: Explore e-learning resource will be completed as an assessment of one of your first-year modules. The resource will take you through steps to help you to set some goals for your first year, which can help you on your career development journey. The steps include an exploration of the following areas:

❚❚ ❚❚ ❚❚

Where am I now? Reflecting on your current skills, interests and experience Where do I want to be? Discovering your career options with your degree How do I get there? Understanding the steps to take to achieve your career plans

A Careers Adviser says ...

“

Competition for professional jobs is tough but LJMU are confident that our enhanced career development and employability programme will enable you to compete against the best candidates and win.

There are many options open to you after you finish university. However, whilst it is great to know that there are so many options open to you, at the same time it can feel confusing and overwhelming to have so many choices. The first thing to remember is that uncertainty about your future career plan is normal and that many students feel this way! Although it may appear as if everyone around you has ‘a plan’ and that your fellow students all know what job they want to do in the future, this may not necessarily be the case. It is important not to panic if you are undecided about which career path you want to take. Nevertheless, it is vital to address this uncertainty and to develop a plan of the steps which you need to take to move yourself forward. Remember that the process of career planning can take time as you need to do some reflection about your own suitability in relation to career choice, and you also need time to thoroughly research your options. Therefore try and start the process of thinking about future careers as early as you can, ideally from your first year of university.

Student feedback about CareerSmart: ❙❙ ❙❙ ❙❙

❙❙ ❙❙ ❙❙

CAREER PLANNING GUIDE

“Gave me a great starting block for planning my future career.” “It helped me feel more confident about my future and what I need to do to get there.” “It got me actively thinking about my future in advance. I think it is very important to think ahead before you graduate to give yourself time to be certain of what career you want to pursue, so you can start applying for placements and internships to enhance your chances of being successful. And I think that the assignment really helped me with that.” “It helped me realise how many roles are available and how much our university can help.” “I found it really helpful and it gave me some ideas of how to make the most of my university experience.” “I feel I am now able to start doing the right things, like getting involved more, to help me become more prepared for a job at the end of my course.”

www.ljmu.ac.uk/careers

SUPPORT AND OPPORTUNITIES AT LJMU

Professional and personal development

opportunities abroad

EMPLOYERS ARE ALWAYS LOOKING FOR SOMETHING EXTRA ON YOUR CV. CONSIDER ADDING SOME INTERNATIONAL EXPERIENCE TO YOURS BY COMPLETING A TRIP ABROAD Pursuing a degree at university can be a daunting experience, especially if you choose to live away from home. However, once you have taken that initial leap, you may find that the path to further experiences becomes a lot clearer as your confidence grows. Whether you wish to study, intern or volunteer abroad, you may be surprised at the range of opportunities available to you via multiple funding routes. The best news is, you don’t have to limit yourself to just one either.

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01.

GET IN TOUCH

Study Abroad

LJMU have a number of Erasmus+ partners in Europe and partner universities in the USA where you can study abroad for one semester during your second year of study or for a whole year, in between your second and third year at LJMU. LJMU students are entitled to Erasmus+ grants or the LJMU travel bursary if studying in the US, helping you to afford your placement. Talk to the International Mobility Coordinator in your School about potential placements to suit your course needs and follow @LJMUGlobalOpps on Twitter and Instagram for more information when applications are open.

03.

Go Global

LJMU offer students the chance to bid for up to £1,500 (£750 for postgraduate students)* to help fund the adventure of a lifetime. You can find an experience anywhere in the world that will help you develop both personally and professionally, and LJMU will help you to achieve it. This could involve working with animal conservation teams in Africa, building houses in developing communities, being a camp counsellor, taking part in sports development programmes or anything else you set your mind to. For further information, visit www.ljmu.ac.uk/ students/go-abroad/ where you can find out more details on the many opportunities available, including the organisations LJMU work with to offer these opportunities to students, such as Smaller Earth ljmu.smallerearth.com. *Funding limit is subject to change

05.

{

For more information about international opportunities: Email: goabroadteam@ljmu.ac.uk Follow: @LJMUGlobalOpps Visit: ljmu.ac.uk/students/go-abroad

Erasmus+ Traineeship (work placement)

02.

Putting your knowledge to good use in a work environment is great for your CV, but working abroad will certainly make your CV stand out from the crowd. With Erasmus+ traineeships, you can work in Europe for two to 12 months and get funding with the Erasmus+ grant to help you with your expenses. You can complete your traineeship at almost any organisation in Europe, whether that be one of the organisations LJMU has an existing relationship with, or whether it be a traineeship you have sourced yourself. Talk to your tutor to find out what options they can recommend to you.

CRCC Asia Internship

04.

LJMU have partnered up with CRCC Asia to offer Liverpool John Moores students the opportunity to complete a two-month summer internship in Asia in sectors including business, IT, law, media, tourism, marketing, not-for-profit and green technology. Students have previously worked in Shanghai, Tokyo and Ho Chi Minh City, with more international opportunities available each year. The programme is funded, including flights, accommodation, visas and insurance, and students have the chance to immerse themselves in a new culture, learn a new language and expand their global network. Look out for more information by following @LJMUGlobalOpps on Twitter and Instagram.

International Summer Schools

Each summer, LJMU students have the opportunity to attend one of several LJMU International Summer Schools. In 2018, students visited Shanghai, Changshu and Jiaxing in China, Lima, Sharjah and Zaragoza, where they completed one-to-two week programmes at our partner universities, as well as exploring new cultures, learning new languages and making new friends. These opportunities are funded by LJMU, including flights, accommodation, visas and insurance, and the university plans to expand the opportunities even further across the globe.

www.ljmu.ac.uk/careers

CAREER PLANNING GUIDE

SUPPORT AND OPPORTUNITIES AT LJMU

How to make the most of your

university time

THE MAJORITY OF STUDENTS GO TO UNIVERSITY TO ULTIMATELY SECURE A JOB WITH GREAT PROSPECTS. EMPLOYABILITY ADVISER NICOLA DAVENPORT LOOKS AT SOME IDEAS TO IMPROVE YOUR EMPLOYABILITY IN EACH YEAR OF STUDY.

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So you’ve got your place at university, you’re fulfilling all of your course commitments and enjoying yourself, but are you really making the most of your time? In addition to your academic qualifications, employers look for people who can show motivation, enthusiasm, proactivity and commitment. You can demonstrate all of these things through your extracurricular activities and employment. Work experience is key and you can find this in many forms: placements, part-time work, work shadowing, volunteering and internships. Before you look for experience, evaluate your existing skill set and analyse the labour market to find out what you may need in the future - can you find a role that will help you develop these skills now? There are a number of ways the Careers Team can help you improve your employability, so come along and see us.

DID YOU KNOW? Nearly a fifth of LJMU graduates of the class of 2017 did some voluntary work whilst at university, and over 70% of graduates had a paid, parttime job alongside their studies. In addition to looking great on your CV, research suggests that getting involved in voluntary work can also boost your self-esteem and improve your mental health.

School of Education

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What can I do? In addition to gaining relevant work experience, there are many other ways that you can show motivation and enthusiasm whilst also developing skills. You could: ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚ ❚❚

Chair or set up a society, or become a course representative Writing, presenting or other work with a student newspaper or radio station Put on an event – music, charity… Volunteer or fundraise with a charity Complete a sponsored activity/ challenge, such as a run, climbing a mountain Learn a language Do you have a business idea? Get in touch with the Centre for Entrepreneurship! Learn a new skill – cooking, music, sport Enter competitions – writing, business, finance, student, enterprise…. Take up mentoring opportunities

As well as being a great way to get to know people and enjoy yourself, all of these things can help your employability and look great on your CV.

❙❙

MA Digital Literacies and Learning

❙❙

MA Education, Globalisation and Social Change

❙❙

MA Education Practice

❙❙

MA Inclusion, Special Educational Needs and Disability

Lindsay, MA International Approaches to Early Childhood

❙❙

MA International Approaches to Early Childhood Education

THE SCHOOL OF EDUCATION OFFERS AN EXCITING RANGE OF INNOVATIVE

❙❙

MA Leadership in Education

AND SECTOR-FOCUSED POSTGRADUATE COURSES TO HELP YOU PROGRESS

❙❙

Special Educational Needs Coordinator PGCert, National SENCO Award

❙❙

Research opportunities

What’s your postgrad route? “I’ve enjoyed the challenge and it’s allowed me to take myself far beyond where I thought I could.”

IN YOUR CHOSEN SPECIALIST CAREER. ENJOY UNIQUE LEARNING OPPORTUNITIES AND THE CHANCE TO STUDY WITH ACADEMICS CARRYING OUT INNOVATIVE RESEARCH AND ENGAGEMENT INITIATIVES.

For more information about postgraduate programmes, visit:

ljmu.ac.uk/study/courses CAREER PLANNING GUIDE

www.ljmu.ac.uk/careers

YOUR CAREER JOURNEY SUPPORT AND OPPORTUNITIES AT LJMU

FIRST YEAR: EXPLORE Meet

Join

your Careers Team at a Careers Zone or visit the Careers website www2.ljmu.ac.uk/careers

clubs or societies or become a course representative via the Students’ Union

Explore

LJMU and all its opportunities and support and research voluntary opportunities

Plan

start to think about your career ideas and begin planning

START UNIVERSITY

Go global

take a look at the opportunities abroad via LJMU or an external provider

SECOND YEAR: EXPERIENCE Research

your chosen career path/ options

Experience

Get involved

get relevant paid work, volunteer or work shadow

Get advice

seek out opportunities to enhance your university experience

from your Careers Team (advice and guidance, CVs, interview help)

Find

get relevant experience via a placement or internship

FINAL YEAR: ENGAGE Utilise

your Careers Team and their expert knowledge to look for and get your dream job

Reflect

on your experiences and how you can evidence these to employers

Engage

with your career sector and/ or organisation

Apply

for graduate schemes and graduate level jobs or consider further study

Graduate Outcomes is a national survey which gathers information about the activities and viewpoints of graduates 15 months after they’ve finished their studies. For graduating students GRADUATION your response to this survey is very important as it will provide future students with insight into their potential career destinations, enable LJMU’s Careers Team to offer tailored careers advice which you can continue to access for life as a LJMU graduate, provide higher education institutions, policy makers, researchers and others with data to understand current trends within the graduate jobs market and contribute to the University’s positioning in league tables. Anyone who graduates after 1 August 2017 will be asked to complete the Graduate Outcomes survey. The Graduate Outcomes survey is a statutory process for all higher education providers and is coordinated by the Higher Education Statistics Agency (HESA). The operations and data collection element of the Graduate Outcomes survey will be undertaken by a third-party survey contractor who will work in collaboration with HESA, Funding Bodies and UK Higher Education Providers. To help LJMU, all you need to do before you leave University is ensure you keep your contact details up to date via LJMU Connect (https://ljmuconnect.com) and complete the survey when you are contacted approximately 15 months after completing your course. www.ljmu.ac.uk/careers CAREER PLANNING GUIDE

SUPPORT AND OPPORTUNITIES AT LJMU

Move up to Masters

The benefits of postgraduate study As you plan your next step after graduation, don’t forget that a Masters could give you the opportunity to assess your aspirations, enhance your career prospects, enjoy further study in your chosen subject or allow you to change direction. Postgraduate study at LJMU is an increasingly popular choice and one that can make you stand out from the crowd in the jobs market.

Fit your studies around your life

Many of our taught masters programmes are only a year long and, if you want to work whilst you study, some are available on a parttime basis. We even offer distance learning and evening taught programmes. In essence, there’s something for everyone in our choice of over 140 courses.

deliver the knowledge, skills and experience you need to achieve your professional ambitions.

What a Masters says about you

Can I afford it?

Our programmes are delivered by academics actively involved in innovative research or consultancy. It is this combination of academic expertise and ‘real world’ experience that ensures our offerings are up-to-date, accredited by key professional bodies and

On top of the recently introduced postgraduate loans, there are Professional Career Development loans, employer sponsorships and bursaries available for higher-level study. And what’s best of all, as a continuing LJMU student, you may be eligible for a massive 20% off your postgraduate tuition fees or a scholarship for international students (see terms and conditions at ljmu.ac.uk).

What next?

“

Postgraduate study itself demonstrates your ability to learn independently, to apply yourself to real research and to venture into unchartered waters. It also opens new doors, giving you the opportunity to study in areas you may not have considered and explore different career paths.

To find out more about postgraduate options at LJMU, take a look at our web pages: ljmu.ac.uk/postgraduate

My postgraduate experience ... HAVING STUDIED FOR HER DEGREE IN PRIMARY EDUCATION OVER 20 YEARS AGO, MICHAELA RETURNED TO JOHN MOORES TO DO A MASTERS IN INTERNATIONAL APPROACHES TO EARLY CHILDHOOD EDUCATION. “Having taught across the primary spectrum for 23 years, this Masters course gave me the opportunity to explore education in Finland and Sweden. It enabled me to develop a real specialism. “One of the highlights of the course was spending a week in Finland seeing their education system in practice. The programme’s focus on critical reflection was also a real benefit as it gave me an insight into my own practice methods. “I knew Masters study would be challenging but I didn’t expect it to be as rewarding as it turned out to be. I also surprised myself with how I managed to juggle my studies with full-time teaching and family commitments as a mum of two. “All of the tutors on the course were fantastic. They are there to help you night and day, weekdays and weekends. They want you to do well so they are always there to give you that incentive. “John Moores offers the whole package – support and challenge. It is a wonderful university in a cosmopolitan, buzzing city. Masters study for me has been challenging, rewarding and enriching.”

CAREER PLANNING GUIDE

www.ljmu.ac.uk/careers

SUPPORT AND OPPORTUNITIES AT LJMU

work experience with your Students’ Union

Get great

DID YOU KNOW THAT BY GETTING INVOLVED WITH JMSU YOU COULD HUGELY INCREASE YOUR SKILLS AND EMPLOYABILITY, ENHANCE YOUR CV AND IMPROVE YOUR CHANCES OF FINDING A JOB ONCE YOU LEAVE UNIVERSITY? Iya! We’re JMSU. Like the name says - we are here for LJMU students. Every single one of you. We represent you, we support you, and we make sure you have an absolutely boss time at Uni. We offer loads of opportunities for you to gain valuable (and fun) work experience whilst you’re studying at LJMU.

❙❙ We offer full-time, year round, paid jobs … in our four Student Officer positions. ❙❙ You can volunteer with us ... As the Captain, President or Committee Member of a sports club or society, or as a Course or Faculty Rep.

❙❙ Or join our student staff team in flexible, paid positions ... We have a variety of roles, from promoting our events and campaigns across campus, to working in our Creative Content team, to working with our Reception Team.

Hear from students who have worked and volunteered with us: Karl Kinson, UG Computer Science ... volunteers as a Course Rep.

I have been a key person that connects students in class to the staff that run the course. I do this by collecting feedback from students and then presenting this to the appropriate people in either the Faculty or the SU. It’s the best feeling ever knowing that you aren’t just attending university but you are helping improve the experience here, no matter how small that change is. This role gives you so much confidence and I cannot wait to continue next year.

Daisy Clack, MA Human Resource Management ... has worked as student staff, currently works as a Student Staff Supervisor and has completed work experience with the HR department. I have worked as a member of student staff for over 3 years, which has majorly developed my confidence and communication skills. Becoming a Supervisor of the student staff team has given me an amazing skillset which I can reference in job applications when planning for my future career. I have been able to do this role while studying full time. I have also completed work experience with the HR manager, which has given me so much valuable knowledge in my specific area of interest, meaning I can now transfer theory from my Master’s Degree in to the workplace.

WE’D LOVE TO HEAR FROM YOU You can find us across campus, so it doesn’t matter where you study, we’re always close by. Our main base is at the John Foster Building on Mount Pleasant, where our reception, Advice Centre and offices are, but we’re also in the social spaces at Byrom Street, Tithebarn Street, Redmonds Building and IM Marsh.

www.ljmu.ac.uk/careers

Jess Beresford, Sport Coaching student ... Worked as a Welcome Rep, Outreach staff, volunteered as a Course Rep, President of Women’s Rugby Union and founder and President of Sport Coaching Society. After being a member of Women’s Rugby Union for two years I was voted President in my final year, which has given me experience in management, organisation and funding; all of which are important in the sporting industry. I decided to challenge myself more and set up my own society (Sports Coaching society). This valuable experience allowed me to network with a range of people and be recognised for my achievements. It put me in a perfect position for post-graduation. The community-based roles at the Students’ Union increased my confidence by engaging with people from a range of backgrounds. This helped to enhance my employability and interpersonal skills whilst working in an enjoyable environment.

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CONNECT WITH US You can email us at: studentsunion@ljmu.ac.uk Phone: 0151 231 4900

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CAREER PLANNING GUIDE

TACTICS AND CHOICES

Planning your career

NOT SURE WHERE TO START WHEN IT COMES TO YOUR NEXT MOVE? DON’T WORRY, MOST PEOPLE FEEL THAT WAY, BUT WE ARE HERE TO HELP YOU TO NAVIGATE YOUR WAY THROUGH YOUR OPTIONS.

Questions to ask yourself when exploring your career options

1. Do you have any ideas at all about careers which interest you, however vague these are? If so, make a note of these ideas and explore them further. 2. Do you wish to use the knowledge you have gained or will gain from your degree in your future career? If so, are there certain modules of your degree which you have enjoyed more than others? Try to explore job areas which could relate to these subjects. 3. Have you completed any work experience at all (even if this is unrelated to your degree subject)? Think about what you liked about this work experience and about skills which you enjoyed using. 4. Are there any jobs you have done which you didn’t enjoy? If so, why was this?

6. Think about the feedback you have received from others (for example from tutors or from friends or family) about skills you excel in. Are there particular skills which you are naturally strong in? 7. Do you have any interests outside of university which are unrelated to your studies? For example, do you have any creative interests or do you do any voluntary work? It may be worth exploring career options which relate to these interests. 8. Are you willing to undertake further study if this is required by the type of career you want to go into? 9. What kind of environment would you like to work in? For example, do you see yourself working in an office, in a laboratory or outdoors? 10. Are there any other special circumstances which may affect the type of job you can go into? For example, are you only able to work certain hours or in a certain location?

Help and support available to you..

01. 02. 03.

BOOK AN APPOINTMENT WITH A CAREERS ADVISER If you are unsure about your career options, you are advised to book an appointment with a Careers Adviser to give your search a focus. An employer can easily spot applications from students just looking for any job, as your heart won’t be in it. To book an appointment, call into a Careers Zone or alternatively phone us on 0151 231 3719/2048.

CAREERS INSIGHTS AND MINI GUIDES Check out our Careers Mini Guides available via the Careers website. Titles include Career Planning for Mature Students, Planning your Career and Graduate Schemes to help you decide which direction to take. The Career Insight for your programme highlights options available to you with your degree.

MEET EMPLOYERS & ATTEND A CAREERS EVENT/FAIR We arrange careers fairs, employer presentations, guest speakers, specialist workshops and regular employer visits to the Careers Zones where you can also meet and network with employers and find out about career opportunities and discuss career routes.

CAREER PLANNING GUIDE

“

{ { DID YOU KNOW?

Data from our Career Readiness Survey for 2017/18 showed that only 30% of final-year students had a specific career in mind at the beginning of the academic year. Starting to plan your career right from the start of your degree ensures that you can make applications for graduate jobs or postgraduate courses in your final year and get your career under way.

5. Were there any career ideas you had when you were at school or college? If so, is it worth revisiting or reviewing these ideas?

A Careers Adviser says ...

There are many options open to you after you finish your degree but at the same time it can feel confusing and overwhelming to have so many choices. Any uncertainty about your future career plan is normal and many students feel this way! However, it is important to address this uncertainty and to at least develop a plan of the steps you need to take to move yourself forward.

www.ljmu.ac.uk/careers

TACTICS AND CHOICES

Thinking about

postgraduate study? ARE YOU CONSIDERING

POSTGRADUATE STUDY AS A NEXT STEP? CAREERS ADVISER STEVE BURBAGE LOOKS AT THE REASONS FOR AND AGAINST FURTHER STUDY.

A postgraduate qualification may ‘help you to stand out from the crowd’ but make sure you do your research first as, although it may enhance your career prospects in some cases, in other cases relevant work experience will be more valuable. Many students also opt to undertake postgraduate study to further develop subject knowledge or to convert to a new career area such as law, medicine, education or IT. If you are unsure about what to do next and feel that studying a postgraduate course will give you more time to help you decide, think about whether this is the best strategy. Postgraduate study is time-consuming and can be very costly so you should be reasonably clear about your career goals/aims before starting a course. You can always meet with a Careers Adviser to discuss postgraduate options in more detail by calling into your nearest Careers Zone to make an appointment.

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DISCUSS POSTGRADUATE OPTIONS WITH A CAREERS ADVISER

New postgraduate loans are available for students on Masters courses at universities across the UK. Students under 60 who ordinarily live in England can apply for a loan of up to £10,609; visit https://www.gov.uk/fundingfor-postgraduate-study for more details. Wales, Scotland and Northern Ireland are running their own schemes. For further information on eligibility and available funding, check https:// www.findamasters.com/funding/ guides/masters-loans.aspx. A separate loan system for PhD study will also be available from 2018/19. Additional postgraduate funding options include Professional Career Development Loans, employer sponsorship, bursaries/ scholarships or charitable trusts and foundations. Check https://www. prospects.ac.uk/postgraduate-study/ funding-postgraduate-study for further details.

It’s easy to get bewildered by the wide range of postgraduate courses on offer. Discussing your career objectives and postgraduate study ideas with a Careers Adviser can help to focus your search for the course that’s right for you. Call into a Careers Zone or phone us on 0151 231 2048/3719 to book an appointment.

How and when to apply

DID YOU KNOW? The UK has one of the largest and most diversified postgraduate sectors in the world with almost 21,000 postgraduate course/research options on offer, which can make choosing the right course quite challenging. Therefore it is important that you research each course you are interested in and consider if it would help you achieve your career ambitions.

Help and support available to you..

01. 02. 03.

Funding

{

GET HELP WITH YOUR POSTGRADUATE APPLICATION FORM Our Employability Advisers provide tailored feedback and advice on personal statements for postgraduate applications to help you effectively demonstrate your motivation and suitability for your chosen course to admissions tutors. To book an appointment, drop into a Careers Zone or call 0151 231 2048/3719.

DOWNLOAD OUR CAREER MINI GUIDE For further information about different course and funding options, head to our Careers website https:// www.ljmu.ac.uk/careers/ and download our handy guides on postgraduate study, applications and PhDs.

20% DISCOUNT OFF POSTGRADUATE STUDY

www.ljmu.ac.uk/careers

LJMU graduates undertaking postgraduate study at LJMU are entitled to a 20% discount - see terms and conditions at ljmu.ac.uk

The majority of applications are made directly to the institutions concerned; however, some vocational courses such as teaching, law and social work require applications to be made via a central admissions service, which will restrict the amount of courses you can apply to and will usually stipulate a particular closing date. Not all courses have a closing date; however, it is still highly recommended that you do your research well in advance as some courses fill up very quickly and may have particular entry requirements i.e. relevant work experience. Applications (or enquiries) regarding PhDs/ Masters by research should ideally be made around Christmas time; the earlier your application, the more likely it is to attract funding.

CAREER PLANNING GUIDE

TACTICS AND CHOICES

Finding

graduate level jobs YOUR DEGREE WILL OPEN UP A HUGE RANGE OF JOB OPPORTUNITIES FOR YOU. KNOWING YOUR OPTIONS IN THE GRADUATE LABOUR MARKET IS THE FIRST STEP TO YOUR DREAM JOB.

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Graduate opportunities exist across all sectors and with employers of all sizes, but there are significant differences in the recruitment process and focus of the roles. Much depends on the size of the company. For example, most large private sector companies and multinationals recruit and train a number of graduates via a graduate scheme every year, whereas many public sector employers and small and medium-sized enterprises (SMEs) advertise graduate roles on a more ad-hoc basis. Most graduate schemes involve training in different business areas or working on a range of projects, and around half of all the schemes with large companies are open to graduates from any degree subject. The application process for these programmes can be lengthy, with closing dates as early as Christmas in your final year, followed by online tests, telephone/video interviews and assessment centres. Many companies of all sizes also use recruitment agencies to fill temporary vacancies. These can be a great way to enhance your CV and may lead to additional opportunities within the same company.

DID YOU KNOW? We advertise thousands of vacancies each year via the job search facility on our Careers Zone 24/7 platform; this includes graduate jobs, placements/internships, voluntary roles as well as part-time work. You can also search for overseas jobs and internships on our GoinGlobal database, which is also available via the platform. Go to the Careers website and follow the links for Careers Zone 24/7 - www.ljmu.ac.uk/careers

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Help and support available to you..

01. 02. 03.

ONE TO ONE SUPPORT IN THE CAREERS ZONE If you are unsure of your options after you graduate, you can speak to a Careers Adviser to discuss which sectors and opportunities may best suit you, and our Employability Advisers can help you ace your applications for a range of graduate positions. To book an appointment, call into a Careers Zone or phone us on 0151 231 2048/3719.

WORKSHOPS/WEBINARS

Throughout the academic year, we run a number of events to help you understand your job options in the graduate labour market, from our workshops and webinars on graduate schemes and the hidden job market to a range of employer talks and fairs. Keep an eye on our events website https://careers.ljmu.ac.uk/ and get networking!

CAREER MINI GUIDE Head to our Careers website www.ljmu.ac.uk/careers/ and download our guides on graduate schemes and the hidden job market for further information.

CAREER PLANNING GUIDE

The hidden job market Organisations are under no legal obligation to advertise their jobs externally, so you will only be able to search a fraction of the job market online. What you don’t see are hundreds of roles offered and accepted through other means and never advertised to the general public. This is often referred to as the ‘hidden job market’. Networking is the key to opening the door to the hidden job market, and it is easier than you think:

Get out there!

Each year the Careers Team invites employers of all sizes and sectors onto campus for a range of events, talks, fairs and careers presentations. This gives you the chance to network with employers to talk about potential opportunities and learn more about the sectors that interest you.

Get online

Use social media to follow organisations and interact with individuals who may be able to offer you advice, support and even job opportunities in the future. You may also learn about sector-specific networking events you could attend to meet future employers.

Get LinkedIn

LinkedIn is the leading professional network and your profile acts as a CV. You can connect with individuals and organisations to increase your network, gain insight into your industry and also search for jobs - https://university. linkedin.com/linkedin-for-students

You have to speculate to accumulate

You can also contact prospective employers through a speculative application, i.e. sending a CV and covering letter to organisations of interest to you when they do not currently advertise suitable vacancies. If your application impresses them, they may contact you to discuss possible upcoming positions.

www.ljmu.ac.uk/careers

TACTICS AND CHOICES

Thinking of starting

your own business?

LJMU’S CENTRE FOR ENTREPRENEURSHIP CAN HELP STUDENTS WHO WANT TO DEVELOP A NEW BUSINESS IDEA, WORK AS A FREELANCER, LAUNCH A PRODUCT OR SERVICE OR GROW AN EXISTING BUSINESS. The Centre for Entrepreneurship will help you to build your business concept alongside your studies, connect with the local business community and develop your enterprise skills. We offer:

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Try It Out Awards – a £250 quick response fund to test your idea

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Idealab – a summer school to develop technology-driven business ideas

Start-up fund – up to £2000 to start your new venture

Year Out - £3000 to support a venture started as part of a sandwich year placement

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Case Study FINAL YEAR MARKETING STUDENT AMY COLLINS TELLS US HOW SHE TURNED AN INSTAGRAM TREND INTO A VIABLE BUSINESS WITH SUPPORT FROM THE CENTRE OF ENTREPRENEURSHIP How did you go about starting your own business? I noticed that lots of artists I admired on Instagram were releasing enamel pins. I felt like I hadn’t put my own creative skills to the test for years so decided to use pins as a way to challenge myself and have a creative outlet. I just started with one pin design to keep the financial risk down and used the money from that to finance the second one. I haven’t put any money into the business apart from that initial couple of hundred pounds. Now, I not only sell my own designs on Etsy but also design and supply pins for other businesses and individuals. What does your job involve? It’s just me doing virtually everything so I wear many hats. I design, market, bookkeep, order stock from various suppliers, liaise with potential clients, send all the parcels out etc. Three things you like about your job: ❙❙ In the last few months I’ve started selling at local makers markets which I love doing. It’s brilliant to see the reaction on people’s faces when they appreciate your designs.

❙❙ I love being part of the Independent Liverpool scene, I kind of straddle the hospitality community and also the local indie artists and artisans. Liverpool is thriving in these areas, I feel very proud to be part of it.

❙❙ The sense of accomplishment when working

for yourself is very fulfilling. I have always had an excellent work ethic but when something works out and you’ve seen it through from concept to end result there’s no better feeling.

www.ljmu.ac.uk/careers

What were the key challenges that you faced and how did you overcome them? Working for myself is tough as I’m not naturally organised and certainly lack discipline so I have to constantly review working practices and also just be very realistic about what one person can achieve. Another challenge was feeling like a bit of a fraud and not worthy or professional enough sometimes. Because I’ve just learned as I have gone along including graphic design skills, marketing skills and business management skills, it’s easy to convince yourself that you’re out of your depth sometimes. The more I spoke with other entrepreneurs the better I started to feel. I realised that everyone is winging it, everyone is taking risks, learning by doing, failing, then trying something a little different until it sticks. So now instead of comparing myself with everyone else, I just feel incredibly proud to have the confidence to keep trying and keep seeking new opportunities. What help or support did you access from LJMU and how was this useful? I have had some great tips and pointers from the Centre for Entrepreneurship, the most important one being; try to keep it simple, as it’s easy to get carried away with lots of ideas but being great at one thing is so much better. I also have been incorporating some digital marketing skills into my business that I’ve learned on my course too. Now that things are really taking off I have one of my classmates working with me. I can focus more on leads and design and she is organising newsletters and improving my SEO etc. What relevant work experience/skills have proved most useful in running a business? I am a mature student so I have worked many jobs

including 9 years in HMV where I was a manager. I think that every single job I’ve had has contributed in some way to my capabilities as a sole trader and entrepreneur. Because I have worked a lot and know how employable I am it means that I don’t have a fear of failure. If I have to give up Pin Head tomorrow it would be sad but I would be able to move onto another project or job. This doesn’t mean I don’t care, it means I can take risks and live with the outcome no matter what. What advice would you give other students to improve their employability or looking to start their own business? Viktor Frankl sums up precisely my thoughts on running your own business - “Don't aim at success. The more you aim at it and make it a target, the more you are going to miss it. For success, like happiness, cannot be pursued; it must ensue, and it only does so as the unintended side effect of one's personal dedication to a cause greater than oneself or as the by-product of one's surrender to a person other than oneself.” In other words be brilliant at what you do, help others, be true to yourself and success will come but don’t chase numbers or notoriety as you will only be disappointed. What’s next for your business? I have some ideas up my sleeve to do with working more with charities and some local projects too, but as I’m entering the final year of my Marketing degree I need to be patient and not overload myself with work. I’m determined to do well with my degree so scaling up Pin Head (www.pinheaduk.com) can wait a little longer.

CAREER PLANNING GUIDE

TACTICS AND CHOICES

The importance of relevant

work experience

WORK EXPERIENCE CAN OFTEN BE THE DECISIVE FACTOR IN SECURING THE JOB YOU WANT; HERE WE LOOK AT WHY IT IS SO IMPORTANT AND

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THE DIFFERENT WAYS YOU CAN GET EXPERIENCE UNDER YOUR BELT.

DID YOU KNOW? According to a 2018 survey of large employers (carried out by High Fliers Research), more than a third of the employers taking part in the research warned that graduates who have had no previous work experience are unlikely to be successful during the selection process for the top employers’ graduate programmes. This means that by having no experience you are immediately restricting the opportunities available to you.

Types of work experience

Work experience has become a general term which incorporates a wide range of opportunities and experience. The best way for employers to recruit a future graduate can be to see them in the workplace and how they perform on a daily basis. The following types of work experience can therefore be a way of securing a future graduate position at an organisation.

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Year-long placements – This type of placement is also known as an industrial or sandwich placement. They can be a compulsory part of a university course but students on other courses may also have the option to take a year out from their studies and undertake a placement. This usually takes place between the second and third year of your course. Summer placements – Increasingly the term internship is being used to describe placements that take place over the summer holidays usually for between eight and 12 weeks. They can be well-paid and, depending on the organisation, may only be available to students who have completed at least two years of their degree course. Work shadowing – These opportunities are usually short term and unpaid as you will not be undertaking a specific role in an organisation. The main activities include observing staff and getting an insight into a particular job role and organisation. They can be extremely useful in building up contacts. Part-time work – These types of positions tend to be ongoing and you may be working for one or two days per week even during term time. They may not necessarily be linked to your future career but they are still a great way to gain skills, develop your organisational awareness and build up your CV. Internships - This term is increasingly used but is just another name for a placement and can range from two weeks to a year in duration. Find out more about paid undergraduate LJMU internships on the opposite page.

A Careers Adviser says ...

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Put yourself in an employer’s position. Even if you do well at interview, if you have no work experience, and no employment references and another candidate does, they are more likely to appoint the person who has ‘proof’ of their abilities in the workplace. It is important to get hands-on experience in possible future job roles. This helps to build up your CV and provides examples to use in applications and interviews. It is also a great way to make contacts, build confidence and develop a range of skills that, even if not entirely related to your future graduate role, show that you are a motivated person who wants to develop.

CAREER PLANNING GUIDE

The voluntary sector Many people may not consider volunteering as it is unpaid, but it isn’t important to future employers whether your work experience is paid or unpaid. In fact, volunteering looks fantastic on your CV, as it says something about you as a person that you are prepared to work on an unpaid basis to support a community, for example, and develop personally. As with other work experience opportunities, it is a great way to improve your organisational and cultural awareness and build up contacts. There are many ways to find volunteering opportunities. You can search websites such as https://do-it.org/ for a wide variety of roles or go directly to the charity or organisation you want to support to ask about volunteering opportunities. LJMU also runs volunteering projects in schools and colleges for students to get involved with. For other opportunities outside of a school/college environment, there is a service for students called Volunteering Liverpool. LJMU is a part of the partnership running this service along with John Moores Students’ Union, Liverpool Guild of Students, Liverpool Hope University, The City of Liverpool College, and Volunteer Centre Liverpool. The Volunteering Liverpool website offers volunteering opportunities for all students in Liverpool across a variety of areas. Visit www.liverpoolguild.org/main-menu/ volunteer to search for opportunities in areas such as arts, health, environment, sport and many more.

www.ljmu.ac.uk/careers

TACTICS AND CHOICES

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MAKING THE MOST OF YOUR VACATIONS A number of working holiday providers such as Camp America, Camp Leaders, Ski Canada, CCUSA and JET visit LJMU each year to promote their summer and year-long placement programmes. These programmes are a great way to travel, meet new people, experience different cultures and gain skills and experiences that will look great on your CV. Keep an eye on our events website (https:// careers.ljmu.ac.uk/) for details of talks, which usually take place during the autumn term each year.

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Help and support available to you..

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LJMU VOLUNTEERING If you would like to arrange some volunteering or get more information you can email volunteer@ljmu.ac.uk, follow @volunteer_LJMU on Twitter or call the volunteering manager Chris Prescott on 0151 904 6356.

WORKSHOPS/WEBINARS AND EMPLOYER EVENTS

The Careers Team runs a number of workshops/webinars and events throughout the academic year, including employer presentations and visits to the Careers Zones, where you can find out about work experience and volunteering opportunities. Check our events website https://careers.ljmu.ac.uk/ regularly, and also look out for placement fairs organised by your faculty.

DOWNLOAD OUR CAREER MINI GUIDES For further advice, download our mini guides on part-time jobs and work experience from the Careers website at www.ljmu.ac.uk/careers/

LJMU CareerSmart Internship Programme

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A fixed number of 20 day funded internships are available every summer to level 5 and 6 students. In a range of disciplines, the internships will be with a local employer, usually starting in early June. For more information, visit:

www.ljmu.ac.uk/careers/ plan-your-future/ljmu-internships

www.ljmu.ac.uk/careers

CAREER PLANNING GUIDE

GETTING THE JOB

How to write a winning

CV and covering letter

DID YOU KNOW THAT EMPLOYERS TYPICALLY SPEND UNDER TEN SECONDS INITIALLY REVIEWING A CV? EMPLOYABILITY ADVISER JENNY HAMMOND OFFERS SOME ADVICE TO MAKE SURE YOURS MAKES THE CUT.

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Top CV tips

Different styles of CV CHRONOLOGICAL CV

Always tailor the CV for each job and organisation you apply to! If you have a person specification, make sure you address the points in this using examples and evidence. Use key words from the job advert and the employer’s website to customise your CV to show the employer that you speak ‘their language’ and would fit in well at the company. Structure the CV to make the most of your relevant skills and experience. If you have previously carried out a similar role or worked on a project using applicable skills, list these on the front page. Highlight and quantify both professional and personal achievements where you can. Make sure the CV is no longer than two sides of A4 and use a clear, concise writing style. Put your name at the top of the document (never use the title ‘CV’ as this is selfevident!). Add a link to your LinkedIn page, blog, online portfolio and perhaps your Twitter handle if you tweet about your industry. Consider using bold font, sub-headings and bullet points to break up information. Always check through your CV for spelling and grammatical mistakes or get someone to check through it for you – employers often discard applications containing spelling and grammatical errors.

Help and support available to you..

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ONE TO ONE SUPPORT IN THE CAREERS ZONE

If you are unsure about the content and structure of your CV or would like some advice on tailoring your CV to a particular role or sector, our Employability Advisers can give you professional feedback. Call into a Careers Zone or phone us on 0151 231 2048/3719 to book an appointment.

WORKSHOPS/WEBINARS

Find out how to write a winning CV by attending one of our workshops or webinars. For dates of upcoming sessions, check our event website https://careers.ljmu.ac.uk/

CV BUILDER & COVERING LETTER BUILDER

These tools allow you to create a CV and covering from scratch and includes tips and advice from employers on each section of your CV and covering letter. This tool is ideal for students looking to write their first CV/ covering letter.

DOWNLOAD OUR CAREER MINI GUIDE

Our handy mini guide on CVs and covering letters provides lots more advice on what to include in each section of your CV and how to write effective covering letters. Visit our Careers website www.ljmu.ac.uk/careers/ to download your copy.

CAREER PLANNING GUIDE

If you have plenty of relevant work experience you should use the chronological or traditional CV format, as this style draws attention to your relevant experience, which you list on the first page. Within this section you should provide an overview of key responsibilities but more importantly you should highlight any achievements. For example, did you take on extra responsibilities or gain a promotion? Did you meet or exceed targets? Did you find an effective solution to a problem? Can you demonstrate how you offered excellent customer service and gained good feedback? Highlight the skills developed in these roles as well, especially those required for the post you’re applying for.

SKILLS CV

If your experience is lacking or you are changing career path, you may want to use a skills-based CV. Within the ‘skills profile’ on the first page, you should outline relevant skills required for the role. By drawing on examples from work, university and extra-curricular activities you can demonstrate that you have what the employer is looking for. You still include employment information, but can list this more briefly, perhaps on the second page.

HYBRID CV

If you have some experience but this is fairly limited, a combination of the two styles may work best to enable you to highlight experience and skills in separate sections.

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If you are a mature applicant, a career changer, or if you have fragmented work experience, employers will be interested in reading a brief overview of your background but make the most of your experience by using positive language, highlighting what you have gained from previous experience such as commercial awareness and responsibility and skills such as teamwork and communication.

www.ljmu.ac.uk/careers

GETTING THE JOB

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dĞĂĐŚŝŶŐ ǆƉĞƌŝĞŶĐĞ

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Include contact details for two references, ideally an academic and a mentor from one of your teaching placements.

❚❚ Achievements: Employers like to see achievements and whether you have held positions of responsibility so include this kind of information too. Did you lead the university football team to victory this year? Have you been awarded a scholarship? Have you successfully raised money for a charity and participated in a sponsored event? Have you started a new society?

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❚❚ Positions of responsibility: Have you chaired a committee? Acted as treasurer of a society? Been a course rep? Taken on the captain position of a sports team? Positions like these help you to demonstrate that you can make decisions and take on responsibility.

❚❚ Interests: To demonstrate further skills, to get your personality across a bit, or to just add something else to make your CV stand out, include some information about your interests. If you have interests relating to the job, definitely mention these but avoid clichés about activities such as socialising and reading.

www.ljmu.ac.uk/careers

List entries in this section in reverse chronological order, i.e. starting with your most relevant qualification.

You can highlight relevant content from your degree, e.g. module titles, final-year dissertation, practical work etc.

Provide a brief summary of your GCSEs rather than listing all subjects.

Separate your work experience into relevant (i.e. teachingrelated) and other experience. Give an overview of key responsibilities, age ranges/key stages you worked with, relevant experience gained and achievements.

Also include any voluntary teaching-related/classroom experience gained alongside your undergraduate studies.

You can highlight any additional qualifications you have achieved in areas like coaching, safeguarding, first aid, equality and diversity. List these in reverse chronological order.

Keep entries in this section fairly short by providing a brief summary of your role.

Focus primarily on any interests that relate to the role and provide some brief details for these.

DĞƌƐĞǇƐŝĚĞ ^ƉŽƌƚƐ ŽůůĞŐĞ – sŽůƵŶƚĂƌǇ W dĞĂĐŚŝŶŐ ƐƐŝƐƚĂŶƚ EŽǀĞŵďĞƌ ϮϬϭϰͲ:ƵůǇ ϮϬϭϱ  >ĞĂĚŝŶŐ ǁĂƌŵ ƵƉƐ ĚƵƌŝŶŐ W ůĞƐƐŽŶƐ  ^ƵƉĞƌǀŝƐŝŶŐ ƚŚĞ ĐŚĂŶŐŝŶŐ ƌŽŽŵƐ  tŽƌŬŝŶŐ ŽŶ Ă ŽŶĞͲƚŽ ŽŶĞ ďĂƐŝƐ ǁŝƚŚ ƉƵƉŝůƐ St Mary’s WƌŝŵĂƌǇ ^ĐŚŽŽů͕ >ŝǀĞƌƉŽŽů – sŽůƵŶƚĂƌǇ ůĂƐƐƌŽŽŵ ƐƐŝƐƚĂŶƚ DĂƌĐŚ ϮϬϭϯͲ:ƵůǇ ϮϬϭϯ  ^ƵƉƉŽƌƚĞĚ ŶƵŵĞƌĂĐǇ ĂŶĚ ůŝƚĞƌĂĐǇ ůĞƐƐŽŶƐ  WůĂŶŶĞĚ ĂŶĚ ĚĞůŝǀĞƌĞĚ W ůĞƐƐŽŶƐ ƚŽ <^Ϯ ĐůĂƐƐ  ^ƵƉĞƌǀŝƐĞĚ Ă ŐƌŽƵƉ ŽĨ ƉƵƉŝůƐ ŽŶ ƐĐŚŽŽů ƚƌŝƉƐ  tŽƌŬĞĚ ǁŝƚŚ ŐƌŽƵƉƐ ĚĞǀĞůŽƉŝŶŐ ƚŚĞŝƌ ƌĞĂĚŝŶŐ ĂŶĚ ǁƌŝƚŝŶŐ  ^ƵƉƉŽƌƚĞĚ ĂŶĚ ŐƵŝĚĞĚ ƉƵƉŝůƐ ŝŶ <^Ϯ ĨŽůůŽǁŝŶŐ EĂƚŝŽŶĂů ƵƌƌŝĐƵůƵŵ ƐƚƌƵĐƚƵƌĞ

ĚĚŝƚŝŽŶĂů YƵĂůŝĨŝĐĂƚŝŽŶƐ

Additional information to include In addition to your personal details, education details, employment details, and skills you may want to include other information to make your CV stand out.

         

ŽĂĐŚŝŶŐ ĂƐŬĞƚďĂůů ĨŽƌ ƉůĂǇĞƌƐ ĂŐĞĚ ϭϮͲϭϲ ;EŽǀĞŵďĞƌ ϮϬϭϲͿ Developing Practical ABC’s Tutor Course (October 201ϲͿ ĂŝƐǇ h< – sŝƐƵĂů ĂŶĚ ĚŝƐĂďŝůŝƚǇ ĂǁĂƌĞŶĞƐƐ ƚŚƌŽƵŐŚ ƐƉŽƌƚ ;DĂƌĐŚ ϮϬϭϲͿ KW ƚƌĂŝŶŝŶŐ ;EŽǀĞŵďĞƌ ϮϬϭϱͿ dƌĂŵƉŽůŝŶŝŶŐ >ĞǀĞů ϭΘϮ ; Ɖƌŝů ϮϬϭϱͿ ^ĂĨĞŐƵĂƌĚŝŶŐ ĐŚŝůĚƌĞŶ ǁŽƌŬƐŚŽƉ ;DĂƌĐŚ ϮϬϭϱͿ h< ƚŚůĞƚŝĐƐͲ ^ĞĐŽŶĚĂƌǇ ƚŚůĞƚŝĐƐ ŽƵƌƐĞ ;DĂƌĐŚ ϮϬϭϱͿ ĂĚŵŝŶƚŽŶ >ĞǀĞů ϭ ;DĂƌĐŚ ϮϬϭϱͿ ƋƵŝƚǇ ŝŶ ǇŽƵƌ ĐŽĂĐŚŝŶŐ ǁŽƌŬƐŚŽƉ ;&ĞďƌƵĂƌǇ ϮϬϭϱͿ ŽĂĐŚŝŶŐ ĚŝƐĂďůĞĚ ƉĞƌĨŽƌŵĞƌƐ ǁŽƌŬƐŚŽƉ ;&ĞďƌƵĂƌǇ ϮϬϭϱͿ

ĚĚŝƚŝŽŶĂů ŵƉůŽǇŵĞŶƚ

dĞƐĐŽ͕ ŽůĚ ^ƚƌĞĞƚ͕ >ŝǀĞƌƉŽŽů – ZĞƚĂŝů ƐƐŝƐƚĂŶƚ EŽǀĞŵďĞƌ ϮϬϭϯͲ ĞĐĞŵďĞƌ ϮϬϭϲ 'ƌĞĞƚŝŶŐ ĂŶĚ ĂƐƐŝƐƚŝŶŐ ĐƵƐƚŽŵĞƌƐ ƚŽ ĨŝŶĚ ƉƌŽĚƵĐƚƐ͖ ƌĞƐƉŽŶƐŝďůĞ ĨŽƌ ƉƌŽĐĞƐƐŝŶŐ ƉĂǇŵĞŶƚƐ͖ ƐƚŽĐŬŝŶŐ ƐŚĞůǀĞƐ ǁŝƚŚ ŵĞƌĐŚĂŶĚŝƐĞ͖ ĂŶƐǁĞƌŝŶŐ ƋƵĞƌŝĞƐ ĨƌŽŵ ĐƵƐƚŽŵĞƌƐ͘

ĚĚŝƚŝŽŶĂů ŝŶĨŽƌŵĂƚŝŽŶ

 ,ŽůĚ Ă ĨƵůů ĐůĞĂŶ ĚƌŝǀŝŶŐ ůŝĐĞŶĐĞ  ĐŚŝĞǀĞĚ ƵŬĞ ŽĨ ĚŝŶďƵƌŐŚ 'ŽůĚ ĂǁĂƌĚ  ŽŵƉůĞƚĞĚ >ŝǀĞƌƉŽŽů ,ĂůĨ DĂƌĂƚŚŽŶ ŝŶ ϮϬϭϲ͕ ƌĂŝƐŝŶŐ ŽǀĞƌ άϱϬϬ ĨŽƌ ^ƉŽƌƚ ZĞůŝĞĨ

/ŶƚĞƌĞƐƚƐ

/ ĐŽĂĐŚ ĂŶĚ ƉůĂǇ ďĂƐŬĞƚďĂůů ĂŶĚ / Ăŵ Ă ŵĞŵďĞƌ ŽĨ Ă ůŽĐĂů ƌƵŶŶŝŶŐ ĐůƵď͘ dŽ ŬĞĞƉ ƵƉͲƚŽͲĚĂƚĞ ǁŝƚŚ ĚĞǀĞůŽƉŵĞŶƚƐ ŝŶ ďŽƚŚ ƚŚĞ ƐƉŽƌƚƐ ĂŶĚ ĞĚƵĐĂƚŝŽŶ ƐĞĐƚŽƌ͕ / ƐƵďƐĐƌŝďĞ ƚŽ ďŽƚŚ ƚŚĞ d ^ ĂŶĚ ^ƉŽƌƚƐ DĂŶĂŐĞŵĞŶƚ ŶĞǁƐůĞƚƚĞƌƐ͘ / ĂůƐŽ ĞŶũŽǇ ƚƌĂǀĞůůŝŶŐ ĂŶĚ / Ăŵ ĐƵƌƌĞŶƚůǇ ůĞĂƌŶŝŶŐ ^ƉĂŶŝƐŚ͘

ZĞĨĞƌĞŶĐĞƐ

 

DƌƐ ^ŵŝƚŚ͕ ^ĞŶŝŽƌ >ĞĐƚƵƌĞƌ Ăƚ >ŝǀĞƌƉŽŽů :ŽŚŶ DŽŽƌĞƐ hŶŝǀĞƌƐŝƚǇ͕ Ϭϭϱϭ Ϯϯϭ ϭϮϯϰ͕ Đ͘ƐŵŝƚŚΛůũŵƵ͘ĂĐ͘ƵŬ Dƌ :ŽŶĞƐ͕ ^ƵďũĞĐƚ DĞŶƚŽƌ͕ >ŝǀĞƌƉŽŽů ,ŝŐŚ ^ĐŚŽŽů͕ Ϭϳϵϴϱ ϲϯϮϱϭϰ͕ Đ͘ũŽŶĞƐΛŚŽƚŵĂŝů͘ĐŽ͘ƵŬ

CAREER PLANNING GUIDE

GETTING THE JOB

Covering letter example A covering letter should always accompany your CV. For teaching posts, this should be around two pages of A4 in length; for applications for other roles, one page of A4 is sufficient. As with the CV, the covering letter should be tailored to the role. Find out the name of the appropriate contact for the vacancy and address your letter to them to personalise your application. Your letter should draw the reader’s attention to the relevant key skills and experience highlighted within your CV to illustrate your suitability and enthusiasm for the role. Ideally, you should also demonstrate that you have researched the school/organisation and explain why you want to work there.

DƌƐ : :ŽŚŶƐƚŽŶ >ŝǀĞƌƉŽŽů WƌŝŵĂƌǇ ^ĐŚŽŽů ϭϮϯ ŝƌĐŚ ǀĞŶƵĞ >ŝǀĞƌƉŽŽů >ϭϴ ϯdW

Ϯ ůůĞƌƚŽŶ ZŽĂĚ >ŝǀĞƌƉŽŽů >ϭϵ ϰ&t ϭϬƚŚ :ĂŶƵĂƌǇ ϮϬϭϵ

ĞĂƌ DƌƐ :ŽŚŶƐƚŽŶ͕ / Ăŵ ǁƌŝƚŝŶŐ ƚŽ ǇŽƵ ĂŶĚ ƚŚĞ 'ŽǀĞƌŶŽƌƐ ŽĨ >ŝǀĞƌƉŽŽů WƌŝŵĂƌǇ ^ĐŚŽŽů ƚŽ ĞǆƉƌĞƐƐ ŵǇ ŝŶƚĞƌĞƐƚ ŝŶ ƚŚĞ ĐƵƌƌĞŶƚ ǀĂĐĂŶĐǇ ĨŽƌ Ă <^Ϯ ƚĞĂĐŚĞƌ͘ / Ăŵ ůŽŽŬŝŶŐ ĨŽƌ Ă ƉŽƐƚ ǁŚĞƌĞ / ĐĂŶ ƵƐĞ ĂŶĚ ĂĚǀĂŶĐĞ ŵǇ ƐŬŝůůƐ ĂƐ Ă ŐƌĂĚĞ ϭͬŽƵƚƐƚĂŶĚŝŶŐ ŶĞǁůǇͲƋƵĂůŝĨŝĞĚ ƚĞĂĐŚĞƌ͕ ďƵƚ ŵŽƌĞ ŝŵƉŽƌƚĂŶƚůǇ͕ ƚŽ ŚĂǀĞ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚǇ ƚŽ ǁŽƌŬ ĂůŽŶŐƐŝĚĞ ĐŚŝůĚƌĞŶ͕ ƐŽ ĂƐ ƚŽ ĚĞǀĞůŽƉ ĐŽŶĨŝĚĞŶƚ ĂŶĚ ŝŶĚĞƉĞŶĚĞŶƚ ŝŶĚŝǀŝĚƵĂůƐ ǁŝƚŚ Ă ůŽǀĞ ŽĨ ůĞĂƌŶŝŶŐ͘ /Ŷ ƐƵƉƉŽƌƚ ŽĨ ŵǇ ĂƉƉůŝĐĂƚŝŽŶ͕ / ŽĨĨĞƌ ƚŚŝƐ ůĞƚƚĞƌ ǁŚŝĐŚ / ŚŽƉĞ ǁŝůů ĚĞŵŽŶƐƚƌĂƚĞ ŵǇ ĞŶƚŚƵƐŝĂƐŵ ĂŶĚ ƐƵŝƚĂďŝůŝƚǇ ĨŽƌ ƚŚĞ ǀĂĐĂŶĐǇ ŝŶ ǇŽƵƌ ƐĐŚŽŽů͘ DǇ ƉĂƐƐŝŽŶ ƚŽ ƚĞĂĐŚ ƉƌŝŵĂƌǇ ƐĐŚŽŽů ĐŚŝůĚƌĞŶ ŝƐ ƌĞĨůĞĐƚĞĚ ďǇ ŵǇ ĂƚƚĞŶĚĂŶĐĞ ŽĨ ĂŶ ƵŶĚĞƌŐƌĂĚƵĂƚĞ ĚĞŐƌĞĞ ĐŽƵƌƐĞ ŝŶ WƌŝŵĂƌǇ ĚƵĐĂƚŝŽŶ ǁŝƚŚ ĂƌůǇ zĞĂƌƐ͕ ĂŶĚ / Ăŵ ĐƵƌƌĞŶƚůǇ ŝŶ ŵǇ ĨŝŶĂů ǇĞĂƌ͘ dŚƌŽƵŐŚŽƵƚ ƚŚŝƐ ƚŝŵĞ͕ / ŚĂǀĞ ĐŽŵƉůĞƚĞĚ ƚŚƌĞĞ ƐĐŚŽŽůͲďĂƐĞĚ ƉůĂĐĞŵĞŶƚƐ͕ ǁŚĞƌĞ / ŚĂǀĞ ĂĐŚŝĞǀĞĚ ĐŽŶƐŝƐƚĞŶƚůǇ ŚŝŐŚ ƐƚĂŶĚĂƌĚƐ ĚƵĞ ƚŽ ŵǇ ĚĞĚŝĐĂƚŝŽŶ ƚŽ ƚŚĞ ƉƵƉŝůƐ ĂŶĚ ŵǇ ĐŽŶƐĐŝĞŶƚŝŽƵƐ ĂƚƚŝƚƵĚĞ ƚŽ ůĞƐƐŽŶ ƉůĂŶŶŝŶŐ ĂŶĚ ĚĞůŝǀĞƌǇ͘ KǀĞƌ ƚŚŝƐ ƉĞƌŝŽĚ͕ / ŚĂǀĞ ďĞĞŶ ůƵĐŬǇ ĞŶŽƵŐŚ ƚŽ ǁŽƌŬ ǁŝƚŚ ĐŚŝůĚƌĞŶ ĨƌŽŵ ZĞĐĞƉƚŝŽŶ ƚŚƌŽƵŐŚ ƚŽ zĞĂƌ ϲ͕ ĂŶĚ ŚĂǀĞ ƚŚŽƌŽƵŐŚůǇ ĞŶũŽǇĞĚ ŽďƐĞƌǀŝŶŐ ĂŶĚ ŶƵƌƚƵƌŝŶŐ ƚŚĞ ĚĞǀĞůŽƉŵĞŶƚ ŽĨ ĐŚŝůĚƌĞŶ ƚŚƌŽƵŐŚŽƵƚ ƚŚĞ ƉƌŝŵĂƌǇ ƉŚĂƐĞ͘ DǇ ďƌŽĂĚ ĞǆƉĞƌŝĞŶĐĞƐ ĂĐƌŽƐƐ ƚŚĞ ǇĞĂƌ ŐƌŽƵƉƐ ŚĂǀĞ ĞŶĂďůĞĚ ŵĞ ƚŽ ďĞƚƚĞƌ understand children’s developmental patterns. Consequently, ƚŚŝƐ ŚĂƐ ƚĂƵŐŚƚ ŵĞ ƚŽ ĂƉƉƌĞĐŝĂƚĞ ƚŚĞŝƌ ŝŶĚŝǀŝĚƵĂů ĚŝĨĨĞƌĞŶĐĞƐ ĂŶĚ ƚŽ ŬŶŽǁ ŚŽǁ ďĞƐƚ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ŶĞĞĚƐ͘ WƌŝŽƌ ƚŽ ďĞŐŝŶŶŝŶŐ ŵǇ ĚĞŐƌĞĞ͕ / ƐŽƵŐŚƚ ǁŽƌŬ ĞǆƉĞƌŝĞŶĐĞ ŝŶ ůŽĐĂů ƉƌŝŵĂƌǇ ƐĐŚŽŽůƐ͘ / ƐƉĞŶƚ Ă ǁĞĞŬ ŝŶ Ă ǇĞĂƌ Ϯ ĐůĂƐƐ͕ ĨŽůůŽǁĞĚ ďǇ ƌĞŐƵůĂƌ ǀŝƐŝƚƐ ƚŽ Ă ŵŝǆĞĚ ǇĞĂƌ ϱͬϲ ĐůĂƐƐƌŽŽŵ͘ dŚĞƐĞ ĞĂƌůǇ ĞŶĐŽƵŶƚĞƌƐ ĐŽŶĨŝƌŵĞĚ ŵǇ ůŽǀĞ ŽĨ ĂŶĚ ĐŽŵŵŝƚŵĞŶƚ ƚŽ ǁŽƌŬŝŶŐ ǁŝƚŚ ĐŚŝůĚƌĞŶ ŽĨ Ăůů ĂŐĞƐ͘ ůů ŽĨ ŵǇ ƚĞĂĐŚŝŶŐ ƉƌĂĐƚŝĐĞƐ ŚĂǀĞ ďĞĞŶ ĨĂŶƚĂƐƚŝĐ͕ ĞŶƌŝĐŚŝŶŐ ĞǆƉĞƌŝĞŶĐĞƐ͘ DǇ ŵŽƐƚ ƌĞĐĞŶƚ ƉůĂĐĞŵĞŶƚ ǁĂƐ ŝŶ ŽŶĞ ŽĨ ƚŚĞ ŵŽƐƚ ĚĞƉƌŝǀĞĚ ƐĐŚŽŽůƐ ŝŶ ŶŐůĂŶĚ͘ / ůŽǀĞĚ ǁŽƌŬŝŶŐ ŝŶ ƚŚŝƐ ĐŚĂůůĞŶŐŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚ ǁŝƚŚ ĐŚŝůĚƌĞŶ ǁŚŽ ŚĂĚ ƐƵĐŚ ĚŝǀĞƌƐĞ ŶĞĞĚƐ͘ ,ĞƌĞ͕ / ǁĂƐ ĂďůĞ ƚŽ ĚƌĂǁ ƵƉŽŶ ƚŚĞ ŬŶŽǁůĞĚŐĞ ŽĨ ůĞĂƌŶŝŶŐ ŵĞŶƚŽƌƐ͘ / ďĞůŝĞǀĞ ƚŚŝƐ ŐĂǀĞ ŵĞ Ă ƌĞĂů ŝŶƐŝŐŚƚ ŝŶƚŽ ŚŽǁ children’s home lives can impact upon their education. Furthermore, their advice has enabled me to feel confident ĂďŽƵƚ ƐƵƉƉŽƌƚŝŶŐ ĐŚŝůĚƌĞŶ ǁŝƚŚ ƐŽĐŝĂů ĂŶĚ ĞŵŽƚŝŽŶĂů ŝƐƐƵĞƐ ĂŶĚ ůŽŽŬĞĚͲĂĨƚĞƌ ĐŚŝůĚƌĞŶ ŝŶ Ă ƐĐŚŽŽů ǁŚŝĐŚ ĚŽĞƐ ŶŽƚ ŚĂǀĞ ƚŚĞ ƐƵƉƉŽƌƚ ŽĨ Ă >D͘ ŽŶǀĞƌƐĞůǇ͕ ŵǇ ƐĞĐŽŶĚ ƚĞĂĐŚŝŶŐ ƉůĂĐĞŵĞŶƚ ǁĂƐ ŝŶ ĂŶ ĂĨĨůƵĞŶƚ ƐƵďƵƌď ŽĨ >ŝǀĞƌƉŽŽů͘ ,ĞƌĞ / ǁŽƌŬĞĚ ŝŶ ĂŶ ĂƌůǇ zĞĂƌƐ ƐĞƚƚŝŶŐ ǁŝƚŚ Ă ƚĞĂŵ ŽĨ Ɛŝǆ ŽƚŚĞƌ ĂĚƵůƚƐ͘ / ƚŚƌŝǀĞĚ ŝŶ ƚŚŝƐ ƚĞĂŵ ĞŶǀŝƌŽŶŵĞŶƚ ĂŶĚ ǁĂƐ ŐŝǀĞŶ ƚŚĞ ŽƉƉŽƌƚƵŶŝƚǇ ƚŽ ďŽƚŚ ůĞĂĚ ĂŶĚ ǁŽƌŬ ĂƐ Ă ƚĞĂŵ ŵĞŵďĞƌ ŝŶ ĂĐƚŝǀŝƚŝĞƐ ŝŶǀŽůǀŝŶŐ ƚŚĞ ǁŚŽůĞ &ŽƵŶĚĂƚŝŽŶ ƐƚĂŐĞ͘ dĞĂŵ ƉůĂŶŶŝŶŐ ĂŶĚ ĂƐƐĞƐƐŵĞŶƚ ŵĞĞƚŝŶŐƐ ǁĞƌĞ ĂůƐŽ ĂŶ ŝŵƉŽƌƚĂŶƚ ƉĂƌƚ ŽĨ ŵǇ ĞĚƵĐĂƚŝŽŶ͘ dŚĞ ĂĚǀŝĐĞ ĂŶĚ ƐƵƉƉŽƌƚ ŽĨ ŽƚŚĞƌ ƉƌŽĨĞƐƐŝŽŶĂůƐ ƉƌŽǀŝĚĞĚ ŶƵŵĞƌŽƵƐ ŽƉƉŽƌƚƵŶŝƚŝĞƐ ĨŽƌ ƚŚĞ ĂĚǀĂŶĐĞŵĞŶƚ ŽĨ ŵǇ ƉůĂŶŶŝŶŐ ƐƚǇůĞ ĂŶĚ ƉƌŽĐĞĚƵƌĞƐ͘ /Ŷ ƚŚĞ ĂĨŽƌĞŵĞŶƚŝŽŶĞĚ ƉůĂĐĞŵĞŶƚƐ / ǁĂƐ ŐŝǀĞŶ ǀĂƌŝĞĚ ĞǆƉĞƌŝĞŶĐĞƐ ƚŽ ĐŽŵŵƵŶŝĐĂƚĞ ƌĞŐƵůĂƌůǇ ǁŝƚŚ ƉĂƌĞŶƚƐ͘ /Ŷ ĂĚĚŝƚŝŽŶ ƚŽ ŵĞĞƚŝŶŐ ĂŶĚ ŐƌĞĞƚŝŶŐ ŝŶ ƚŚĞ ŵŽƌŶŝŶŐƐ͕ ĂŶĚ ĐŽŶǀĞƌƐŝŶŐ ǁŝƚŚ ƉĂƌĞŶƚƐ Ăƚ ŚŽŵĞ ƚŝŵĞƐ ;ďŽƚŚ ŽĨ ǁŚŝĐŚ / ĨŽƵŶĚ ƚŽ ďĞ ĞǆƚƌĞŵĞůǇ ďĞŶĞĨŝĐŝĂůͿ͕ / ŚĂǀĞ ďĞĞŶ ƐƵƉƉŽƌƚĞĚ ŝŶ ƌĞƉŽƌƚŝŶŐ ƚŽ ƉĂƌĞŶƚƐ ĚƵƌŝŶŐ ĨŽƌŵĂů ƉĂƌĞŶƚƐ’ ĞǀĞŶŝŶŐƐ͘ dŚĞƐĞ ĚŝĂůŽŐƵĞƐ have proved productive and informative. During a parents’ eveŶŝŶŐ ŽŶ ŵǇ ƉůĂĐĞŵĞŶƚ ŝŶ ĂƌůǇ zĞĂƌƐ͕ Ă ĨƌŝĞŶĚůǇ conversation with a parent about her child’s handwriting allowed me to discover the root cause of her little boy’s ƌĞůƵĐƚĂŶĐĞ ƚŽ ǁƌŝƚĞ ŝŶ ůŽǁĞƌ ĐĂƐĞ͘ ,Ğ ƉƌĂĐƚŝƐĞĚ ǁƌŝƚŝŶŐ ǁŝƚŚ ŚŝƐ ŐƌĂŶĚĨĂƚŚĞƌ͕ ǁŚŽ ĐĂƉŝƚĂůŝƐĞĚ Ăůů ŽĨ ŚŝƐ ůĞƚƚĞƌƐ͘ dŚƌŽƵŐŚ ĞǆƉůĂŝŶŝŶŐ ƚŚĞ ďĞŶĞĨŝƚƐ ŽĨ ƉƌĞͲcursive handwriting to the child’s mother, and supplying her with writing resources designed by myself and the school, I observed an improvement in the child’s handwriting during phonics sessions ĂŶĚ ĐŽŶƚŝŶƵŽƵƐ ƉƌŽǀŝƐŝŽŶ͘ >ĂƚĞƌ ĐŽŶǀĞƌƐĂƚŝŽŶƐ ǁŝƚŚ ƚŚĞ ŵŽƚŚĞƌ ƌĞǀĞĂůĞĚ ƚŚĂƚ ƐŚĞ ŚĂĚ ƉĂƐƐĞĚ ƚŚĞ ŝŶĨŽƌŵĂƚŝŽŶ ŽŶ ƚŽ ƚŚĞ child’s grandfather who had since been practiƐŝŶŐ ƚŚĞ ĚĞƐŝƌĞĚ ŚĂŶĚǁƌŝƚŝŶŐ ǁŝƚŚ ƚŚĞ ƉƵƉŝů͘ ŵŽƌĞ ŝŶŶŽǀĂƚŝǀĞ ĨŽƌŵ ŽĨ ƉĂƌĞŶƚĂů ĐŽŵŵƵŶŝĐĂƚŝŽŶ / ŚĂǀĞ ƌĞĐĞŶƚůǇ ƉĂƌƚĂŬĞŶ ŝŶ ŝƐ ďůŽŐŐŝŶŐ͘ dŚŝƐ ĂůůŽǁƐ ŝŶĨŽƌŵĂů ĂŶĚ ƌĞŐƵůĂƌ ŵĞƚŚŽĚƐ ŽĨ

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GETTING THE JOB

ĐŽŵŵƵŶŝĐĂƚŝŽŶ ďĞƚǁĞĞŶ ƉƵƉŝůƐ͕ ƉĂƌĞŶƚƐ ĂŶĚ ƐƚĂĨĨ͘ /ƚ ǁĂƐ ĂůƐŽ Ă ĨĂŶƚĂƐƚŝĐ ŵĞĂŶƐ ŽĨ ƐŚŽǁŝŶŐ ƉĂƌĞŶƚƐ ĂŶĚ ĐĂƌĞƌƐ ǁŚĂƚ ƚŚĞŝƌ ĐŚŝůĚƌĞŶ ŚĂĚ ďĞĞŶ ůĞĂƌŶŝŶŐ ĂďŽƵƚ ƚŚƌŽƵŐŚ ĂƚƚĂĐŚŝŶŐ ƉŝĐƚƵƌĞƐ ĂŶĚ ǀŝĚĞŽƐ ŽĨ ƚŚĞ ĐŚŝůĚƌĞŶ ǁŽƌŬŝŶŐ͕ ǁŚŝĐŚ ƉĂƌĞŶƚƐ and children could then comment on. As internet communication is currently high on Ofsted’s agenda, I feel this would ďĞ Ă ǀĂůƵĂďůĞ ƐŬŝůů ƚŽ ďƌŝŶŐ ƚŽ ǇŽƵƌ ƐĐŚŽŽů͕ ĂƐ / ŚĂǀĞ ŶŽƚŝĐĞĚ ŽŶ ǇŽƵƌ ǁĞďƐŝƚĞ ƚŚĂƚ ƚŚŝƐ ŝƐ ĂŶ ĂƌĞĂ ǇŽƵ ĂƌĞ ůŽŽŬŝŶŐ ƚŽ ĚĞǀĞůŽƉ ĨƵƌƚŚĞƌ ǁŝƚŚŝŶ ǇŽƵƌ ƐĐŚŽŽů͘ /Ŷ ǇŽƵƌ ĂĚǀĞƌƚŝƐĞŵĞŶƚ ĨŽƌ ƚŚĞ ƉŽƐƚ ŽĨ Ă <^Ϯ ƚĞĂĐŚĞƌ͕ / ǁĂƐ ƉĂƌƚŝĐƵůĂƌůǇ ĚƌĂǁŶ ƚŽ ǇŽƵƌ ƉƵƉŝůƐ’ ƌĞƋƵŝƌĞŵĞŶƚƐ͘ / ĞŶũŽǇĞĚ ƌĞĂĚŝŶŐ the children’s ƚŚŽƵŐŚƚƐ ŽŶ ǁŚĂƚ ŵĂŬĞƐ Ă ŐŽŽĚ ƚĞĂĐŚĞƌ͕ ĂŶĚ ƚŚĞƌĞĨŽƌĞ ǁŽƵůĚ ůŝŬĞ ƚŽ ƚĞůů ǇŽƵ ĂďŽƵƚ ŵǇ ĐůĂƐƐƌŽŽŵ ƉĞƌƐŽŶĂ ĂŶĚ ƚĞĂĐŚŝŶŐ ĞƚŚŽƐ͘ / Ăŵ ůŝǀĞůǇ ĂŶĚ ĞŶĞƌŐĞƚŝĐ͖ ƉĞƌŚĂƉƐ ƚŚŝƐ ĐŽƵůĚ ďĞ ĚĞŵŽŶƐƚƌĂƚĞĚ ƚŚƌŽƵŐŚ ŵǇ ƉĂƌƚŝĐŝƉĂƚŝŽŶ ŝŶ ĂŶ ĂƌůǇ zĞĂƌƐ ƐƚĂĨĨ ƉƌŽĚƵĐƚŝŽŶ ŽĨ dŚĞ tŝǌĂƌĚ ŽĨ Kǌ ŽŶ tŽƌůĚ ŽŽŬ ĂǇ ϮϬϭϳ͘ / ƉůĂǇĞĚ ƚŚĞ ƉĂƌƚ ŽĨ ƚŚĞ ƚŝŶ ŵĂŶ͕ ǁŚŝĐŚ ƚŚĞ ĐŚŝůĚƌĞŶ ĨŽƵŶĚ ǀĞƌǇ ĂŵƵƐŝŶŐ͘ KƵƌ ƉĞƌĨŽƌŵĂŶĐĞ ŝŶƐƉŝƌĞĚ ƐŽŵĞ ŽĨ ƚŚĞ ĐŚŝůĚƌĞŶ ƚŽ ƐŚŽǁ ŽĨĨ ƚŚĞŝƌ ŽǁŶ ĚĂŶĐĞ ŵŽǀĞƐ ŝŶ ƚŚĞŝƌ tŽƌůĚ ŽŽŬ ĂǇ ĐŽƐƚƵŵĞƐ͘ /ƚ ǁĂƐ ĐĞƌƚĂŝŶůǇ ĂŶ ĞŶƌŝĐŚŝŶŐ ĂŶĚ ĨƵŶ ǁĂǇ ƚŽ ŵŽƚŝǀĂƚĞ ĐŚŝůĚƌĞŶ ƚŽ ƌĞĂĚ ĨŝĐƚŝŽŶ͘ / ĨƵůůǇ ďĞůŝĞǀĞ ƚŚĂƚ ĨŽƌ Ă ĐŚŝůĚ ƚŽ ůĞĂƌŶ ƚŚĞǇ ŶĞĞĚ ƚŽ ďĞ ŚĂƉƉǇ ŝŶ ƚŚĞŝƌ ůĞĂƌŶŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚ͘ &ƵƌƚŚĞƌŵŽƌĞ͕ / ĐŽŶƐŝĚĞƌ ŚĂƉƉŝŶĞƐƐ ƚŽ ďĞ Ă ŬĞǇ ĐŽŵƉŽŶĞŶƚ ŝŶ ĂĐŚŝĞǀŝŶŐ ŽƵƚƐƚĂŶĚŝŶŐ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ͘ / ŚĂǀĞ ǀĞƌǇ ŚŝŐŚ ĞǆƉĞĐƚĂƚŝŽŶƐ ĨŽƌ ĐŚŝůĚƌĞŶ͕ ĂŶĚ ƚŚƌŽƵŐŚ ĐƌĞĂƚŝŶŐ ƉŽƐŝƚŝǀĞ ůĞĂƌŶŝŶŐ ĞŶǀŝƌŽŶŵĞŶƚƐ ĂŶĚ ĨŽƐƚĞƌŝŶŐ ĐŽŶƐĐŝĞŶƚŝŽƵƐ ǁŽƌŬŝŶŐ ĂƚƚŝƚƵĚĞƐ / ŚĂǀĞ ƐĞĞŶ ƚŚĞƐĞ ĞǆƉĞĐƚĂƚŝŽŶƐ ŵĞƚ͘ / ĂůǁĂǇƐ ƚƌǇ ƚŽ ŵĂŬĞ ůĞĂƌŶŝŶŐ ĨƵŶ͕ ĂŶĚ ůŝŶŬ ŝƚ ƚŽ ƌĞĂů ůŝĨĞ ĞǆƉĞƌŝĞŶĐĞƐ Žƌ ƉƌŽǀŝĚĞ ĐŚŝůĚƌĞŶ ǁŝƚŚ ĐŽŶĐƌĞƚĞ ĞǆƉĞƌŝĞŶĐĞƐ ƚŽ ůĞĂƌŶ ĨƌŽŵ͘ KŶ Ă ƌĞĐĞŶƚ ƚĞĂĐŚŝŶŐ ƉƌĂĐƚŝĐĞ͕ / ǁĂƐ ŐŝǀĞŶ ƚŚĞ ĐŚĂůůĞŶŐĞ ŽĨ ƚĞĂĐŚŝŶŐ ƚŚĞ ŐĞŶƌĞ ŽĨ ĚĞƚĞĐƚŝǀĞ ƐƚŽƌŝĞƐ ŝŶ ĨŽƵƌ ĚĂǇƐ͘ / ĚĞĐŝĚĞĚ ƚŽ ůĞĂǀĞ ďĂŐƐ ŽĨ ĞǀŝĚĞŶĐĞ ĂƌŽƵŶĚ ƚŚĞ ĐůĂƐƐƌŽŽŵ ĨŽƌ ƚŚĞ zĞĂƌ ϲ ĐŚŝůĚƌĞŶ ƚŽ ĨŝŶĚ ĂŶĚ ŝŶǀĞƐƚŝŐĂƚĞ͘ dŚŝƐ ŽƉƉŽƌƚƵŶŝƚǇ ĂůůŽǁĞĚ ƚŚĞŵ ƚĂŬĞ ŽŶ ƚŚĞ ƌŽůĞƐ ŽĨ Ă ƐƚŽƌǇ ŵĂŬĞƌ ĂŶĚ ĚĞƚĞĐƚŝǀĞ Ͳ ƚŚĞǇ ŚĂĚ ĨƵůů ŽǁŶĞƌƐŚŝƉ ŽǀĞƌ ƚŚĞŝƌ learning. I did not prompt them as to what had happened, but left a letter from the ‘chief inspector’ which gave them ƚŚĞ ďĂƐŝĐ ĚĞƚĂŝůƐ ŽĨ ƚŚĞ ĐƌŝŵĞ͘ dŚĞ ŽƵƚĐŽŵĞƐ ĨƌŽŵ ƚŚŝƐ ƐŚŽƌƚ ƵŶŝƚ ǁĞƌĞ ĨĂŶƚĂƐƚŝĐ͘ hƉŽŶ ůĞǀĞůůŝŶŐ ƚŚĞŝƌ ĚĞƚĞĐƚŝǀĞ ƐƚŽƌŝĞƐ͕ ƚŚĞ ŵĂũŽƌŝƚǇ ŽĨ ĐŚŝůĚƌĞŶ ŚĂĚ ŐĂŝŶĞĚ Ăƚ ůĞĂƐƚ Ă ƐƵď ůĞǀĞů ĂŐĂŝŶƐƚ ƚŚĞŝƌ ƉƌĞǀŝŽƵƐ ƉŝĞĐĞ ŽĨ ǁŽƌŬ͘ / ďĞůŝĞǀĞ ƚŚŝƐ ůĂƌŐĞůǇ ƚŽ ďĞ ĚƵĞ ƚŽ ƚŚĞ ĞŶŐĂŐŝŶŐ learning environment I had created for the class, combined with an ethos of ‘teacher as a partner’ ŝŶ ƚŚĞ ůĞĂƌŶŝŶŐ ƉƌŽĐĞƐƐ͘ / ŚĂǀĞ ĂůǁĂǇƐ ďĞĞŶ ĐŽŵŵĞŶĚĞĚ ĨŽƌ ďƵŝůĚŝŶŐ ƐƚƌŽŶŐ ƌĞůĂƚŝŽŶƐŚŝƉƐ ǁŝƚŚ ƉƵƉŝůƐ͕ ĂŶĚ ŚĂǀŝŶŐ ƚŚĞ ĂďŝůŝƚǇ ƚŽ ŵĂŝŶƚĂŝŶ ƚŚĞƐĞ ďŽŶĚƐ ǁŚŝůƐƚ ƚĞĂĐŚŝŶŐ͘ / ĨĞĞů ƚŚĂƚ ƚŚŝƐ ŚĂƐ ďĞĞŶ ĞǆƚƌĞŵĞůǇ ďĞŶĞĨŝĐŝĂů ƚŽǁĂƌĚƐ ŵǇ ĐĂƉĂďŝůŝƚŝĞƐ ŝŶ ďĞŚĂǀŝŽƵƌ ŵĂŶĂŐĞŵĞŶƚ͕ ĂŶĚ ĐƌĞĂƚŝŶŐ Ă ĐĂůŵ ĞŶǀŝƌŽŶŵĞŶƚ ƌŽŽƚĞĚ ŝŶ ŵƵƚƵĂů ƌĞƐƉĞĐƚ͘ /Ŷ ĂĚĚŝƚŝŽŶ ƚŽ ŚĂǀŝŶŐ ƐƚƌŽŶŐ ƌĞůĂƚŝŽŶƐŚŝƉƐ ǁŝƚŚ ƉƵƉŝůƐ͕ / ƉƌŝĚĞ ŵǇƐĞůĨ ŽŶ ŵǇ ŽƌŐĂŶŝƐĂƚŝŽŶĂů ƐŬŝůůƐ͘ DǇ ĚĞǀŽƚŝŽŶ ƚŽ ƚƌĂĐŬŝŶŐ ĂŶĚ ĂƐƐĞƐƐŵĞŶƚ ŚĂƐ ĞŶĂďůĞĚ ŵĞ ƚŽ ĞŶƐƵƌĞ ƚŚĞ ƉƌŽŐƌĞƐƐ ŽĨ Ăůů ƉƵƉŝůƐ͘ dŚŝƐ ĐŽŵďŝŶĞĚ ǁŝƚŚ Ă ĚĞĚŝĐĂƚŝŽŶ ƚŽǁĂƌĚƐ ƉĞƌƐŽŶĂůŝƐĞĚ ůĞĂƌŶŝŶŐ ĂŶĚ ƐƚƌŽŶŐ ǁŽƌŬŝŶŐ ƌĞůĂƚŝŽŶƐŚŝƉƐ ǁŝƚŚ ŽƚŚĞƌ ĂĚƵůƚƐ ŚĂƐ ĂůůŽǁĞĚ ŵĞ ƚŽ ďĞ ĨƵůůǇ ĂĐĐŽƵŶƚĂďůĞ ĨŽƌ ƚŚĞ ƉƌŽŐƌĞƐƐ ŽĨ ƚŚĞ ĐŚŝůĚƌĞŶ ŝŶ ŵǇ ĐĂƌĞ͘ / Ăŵ ĐŽŶĨŝĚĞŶƚ ŝŶ ŵǇ ĂďŝůŝƚŝĞƐ ŝŶ ĂƐƐĞƐƐŵĞŶƚ ĂĨƚĞƌ ďĞŝŶŐ ƚƵƚŽƌĞĚ ďǇ ƚŚĞ ĂƐƐĞƐƐŵĞŶƚ ĐŽͲŽƌĚŝŶĂƚŽƌ ŝŶ ŵǇ ůĂƐƚ ƐĐŚŽŽů ƉůĂĐĞŵĞŶƚ͘ / ǁĂƐ ƉƌŽĂĐƚŝǀĞ ŝŶ ƐĞĞŬŝŶŐ ƌĞŐƵůĂƌ ƐƵƉƉŽƌƚ ǁŝƚŚ ŽŶůŝŶĞ ĂƐƐĞƐƐŵĞŶƚ ƉƌŽŐƌĂŵŵĞƐ͕ ǁŚŽůĞ ƐĐŚŽŽů ĂƐƐĞƐƐŵĞŶƚ ƉƌĂĐƚŝĐĞƐ ĂŶĚ ĂƚƚĞŶĚŝŶŐ ŵŽĚĞƌĂƚŝŽŶ ŵĞĞƚŝŶŐƐ͘ / ŶŽǁ ĐŽŶƐŝĚĞƌ ƚŚĂƚ ŵǇ ůĞǀĞů ŽĨ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ĂŶĚ ĐĂƉĂďŝůŝƚŝĞƐ ŝŶ ĨŽƌŵĂƚŝǀĞ ĂŶĚ ƐƵŵŵĂƚŝǀĞ ĂƐƐĞƐƐŵĞŶƚ ĂƌĞ ĂďŽǀĞ ƚŚĂƚ ŽĨ ĂŶ ĂǀĞƌĂŐĞ EYd͘ DŽƌĞ ŝŵƉŽƌƚĂŶƚůǇ͕ / ĨĞĞů ƚŚĂƚ ŵǇ ŬŶŽǁůĞĚŐĞ ŝŶ ƚŚŝƐ ĂƌĞĂ ǁŝůů ďĞ ƵƐĞĨƵů ĨŽƌ ƐĞĐƵƌŝŶŐ ŚŝŐŚ ůĞǀĞůƐ ŽĨ ƉƌŽŐƌĞƐƐŝŽŶ ĂĐƌŽƐƐ <^Ϯ͕ ĞƐƉĞĐŝĂůůǇ ĞĂƌůŝĞƌ in the Key Stage, where I am aware progression can sometimes ‘slow down’. &ŝŶĂůůǇ͕ / ďĞůŝĞǀĞ ƚŚĂƚ ĂƉƉůǇŝŶŐ ƚŽ ǇŽƵƌ ƐĐŚŽŽů ĂƐ ĂŶ EYd ŝƐ ĂĚǀĂŶƚĂŐĞŽƵƐ ĂƐ / ŚĂǀĞ ĂŶ ĞǆĐĞůůĞŶƚ ůĞǀĞů ŽĨ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ƌĞĐĞŶƚ ĚĞǀĞůŽƉŵĞŶƚƐ ŝŶ ƚĞĂĐŚŝŶŐ ĂŶĚ ůĞĂƌŶŝŶŐ ǁŚŝĐŚ ĐĂŶ ďĞ ĂƉƉůŝĞĚ ƚŽ ŵǇ ĐůĂƐƐƌŽŽŵ ƉƌĂĐƚŝĐĞ ƚŽ ŚĞůƉ ĂĐŚŝĞǀĞ ĞǆĐĞƉƚŝŽŶĂů ŽƵƚĐŽŵĞƐ ĨŽƌ ǇŽƵƌ ƉƵƉŝůƐ͘ dŚĞ ƌĞǁĂƌĚ ŽĨ ƐĞĞŝŶŐ Ă ĐŚŝůĚ ĚĞǀĞůŽƉ ĂŶĚ ĂĐŚŝĞǀĞ ĂƐ Ă ĚŝƌĞĐƚ ĐŽŶƐĞƋƵĞŶĐĞ ŽĨ ŵǇ ĐĂƌĞ ĂŶĚ ƚĞĂĐŚŝŶŐ ŝƐ Ă ĐŽŶƐƚĂŶƚ ŵŽƚŝǀĂƚŝŽŶ ƚŽ ƐĞƚ ŵǇƐĞůĨ ŚŝŐŚĞƌ ƐƚĂŶĚĂƌĚƐ ŝŶ ŽƌĚĞƌ ƚŽ ďĞ Ă ďĞƚƚĞƌ ƚĞĂĐŚĞƌ͘ ǀĞƌǇ ǀŝƐŝƚ ƚŽ Ă ĐůĂƐƐƌŽŽŵ ĨƵƌƚŚĞƌ ĐŽŶĨŝƌŵƐ ŵǇ ůŽǀĞ ŽĨ ƚĞĂĐŚŝŶŐ ĂŶĚ ǁŽƌŬŝŶŐ ǁŝƚŚ ĐŚŝůĚƌĞŶ͕ ĂŶĚ / ƌĞĂůůǇ ŚŽƉĞ ƚŚĂƚ ƚŚŝƐ ƉĂƐƐŝŽŶ ŚĂƐ ďĞĐŽŵĞ ĂƉƉĂƌĞŶƚ ƚŽ ǇŽƵ͘ / ƐƚƌŽŶŐůǇ ďĞůŝĞǀĞ / ǁŽƵůĚ ďĞ ĂŶ ĂƐƐĞƚ ƚŽ ǇŽƵƌ ƚĞĂĐŚŝŶŐ ƚĞĂŵ͕ ĂŶĚ Ă ǁŽŶĚĞƌĨƵů ƚĞĂĐŚĞƌ ĨŽƌ ǇŽƵƌ ƉƵƉŝůƐ͘ / ŚŽƉĞ ǇŽƵ ŚĂǀĞ ĨŽƵŶĚ ŵǇ ĂƉƉůŝĐĂƚŝŽŶ ŝŶƚĞƌĞƐƚŝŶŐ͕ ĂŶĚ / ĞĂŐĞƌůǇ ůŽŽŬ ĨŽƌǁĂƌĚ ƚŽ ǇŽƵƌ ƌĞƐƉŽŶƐĞ͘ zŽƵƌƐ ƐŝŶĐĞƌĞůǇ͕

Jessica Jones

www.ljmu.ac.uk/careers

CAREER PLANNING GUIDE

GETTING THE JOB

Skills-based CV Lisa Green 78 Canterbury Drive Formby L37 8HU

Home: 0151 1234567 Mobile: 07898 789987 Email: lisagreen@gmail.com

Personal Profile A motivated and hardworking second-year Education Studies and Inclusion undergraduate with excellent communication and organisational skills as well as an understanding of different teaching and learning styles developed from voluntary experience in school settings. Highly creative and committed to making a difference to the lives of young people. Keen to gain further work experience in a primary school environment. Education and Qualifications

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Liverpool John Moores University (LJMU) 2017-present BA (Hons) Education Studies and Inclusion (First year average: 2:1) Relevant modules in ‘Education and Society’ (79%), ‘What is Disability?’ (75%), ‘Special Educational Needs and Inclusion’ (65%), and ‘Schools and the Curriculum’ have developed my understanding of lesson planning and curriculum development, supporting children with disabilities and special needs in educational settings, use of ICT in the classroom, and current issues in the education sector. Formby High School & Sixth Form College A-Levels: ICT (B), English (B) Health and Social Care (C) 10 GCSEs (grades A – C) including Maths (A), English (C), and Child Development (C).

If you include a personal profile, ensure it is targeted at the role and organisation. Keep it concise and focused.

Include relevant content from your degree, e.g. individual modules you have studied.

Provide a brief summary of your GCSEs rather than listing all your subjects individually.

If you have gained any relevant paid or voluntary work experience, you can highlight this prominently on the first page of your CV in a separate section on your CV. Include further details where appropriate or just provide a brief summary of your role.

Look at the job advert and include clear evidence for how you have developed or demonstrated the required skills through your studies, work, volunteering or extracurricular activities. Use positive language and try to vary your examples to illustrate to prospective employers that you have built up your skills in a number of different settings.

Relevant Experience Camp Leaders – Camp Counsellor in Camp Michigan, USA June-August 2018  Assisted in the design and delivery of various summer camps for 7 – 11 year olds. Created an activity-based events programme and was responsible for the pastoral care of the children.  Worked effectively with other camp counsellors to organise evening activities and fairly share out joint responsibilities across the team. North    

2010-2017

Allerton School, Liverpool – Voluntary Classroom Assistant March-April 2018 Supported children with special needs adapting the curriculum to their requirements. Developed an interest in and expanded my knowledge of special needs. Worked with teaching staff and pupils to support the day-to-day classroom activities. Gained an insight into the relationships with other stakeholders, parents, and social work teams.

Skills Profile Communication and Interpersonal Skills  Excellent verbal communication skills developed throughout my voluntary and paid work experience. When dealing with clients and suppliers at Costa Coffee, I remain calm and professional and adapt my style of communication to deal with individuals from a wide range of backgrounds. Voluntary work in schools has given me the opportunity to develop my interpersonal and communication skills with children and young people, including patience, empathy and listening skills, and strengthened my ability to liaise with a variety of people, including teachers, educational support staff and parents, building up my confidence to communicate professionally at all levels.  Strong written communication skills demonstrated by completing a range of assignments at university. Feedback from academic staff highlighted my concise writing style and confident use of appropriate language. My high standard of English on written lesson plans and resources to support my class teaching has also received positive feedback from teachers.

You only need to include a brief summary of any additional work experience.

In this section, you can include information regarding extracurricular achievements, fundraising activities, membership of relevant clubs or societies, or positions of responsibility (e.g. course representative). You can also highlight relevant interests to emphasise your enthusiasm for the role/ for working in your chosen sector.

Planning and Organisation Skills  Demonstrated strong organisation and planning skills during my voluntary work experiences in schools and summer camp. I produced lesson plans for daily activities considering children’s different ability levels. Being able to plan and organise resources and staff support enhanced my time management and forward-thinking skills.  Strong ability to multitask by prioritising my academic workload by importance and reacting to pressure points. Using an academic planner and weekly to-do lists enabled me to monitor my progress and respond to changing circumstances. Working in a hospitality environment, I have developed my ability to work effectively under pressure and manage my workload to ensure routine tasks like stock checks are completed on each shift alongside my customer-facing duties. Teamwork and Leadership  Excellent teamwork skills demonstrated whilst working as a Camp Counsellor through Camp Leaders. Organised and planned a schedule of activities for children, working closely with other team members and sharing tasks out based on strengths of the group. By listening to others’ ideas and building a rapport with everyone in the team, all tasks ran to schedule and we created an enjoyable and educational environment for the children. IT Skills  I have observed teachers using a range of tools, including whiteboards and iPads to support teaching and learning.  Excellent Microsoft Office skills, particularly Excel, Word and PowerPoint, which I use when writing assignments and during workshops in university.

Include contact details for two references, ideally one academic and one work/volunteering reference.

Additional Work Experience Costa Coffee, Formby – Barista October 2017-present After successfully completing my barista training, I demonstrated my ability to work independently and have frequently led the team during shifts in the absence of the store manager. This role involves cash handling, dealing with difficult customers and conducting myself in a professional manner, communicating effectively at all times to maintain high standards of customer service. LiverpoolSU, Welcome Assistant September 2017-present In order to help fund my university studies, I have been working for the Student Union as a welcome assistant during Freshers’ Week and throughout semester one, organising a number of events, quizzes and themed bar nights. Juvio Ltd, Liverpool – Customer Care Team Member at the Grand National April 2017 Working as a member of the customer care team, I facilitated the entry of race goers into key areas of the racecourse, such as grandstand areas, corporate complexes and hospitality areas. This gave me excellent experience of working in a demanding and customer-focussed environment.

7 8

CAREER PLANNING GUIDE

Additional information  Interests: Enjoy keeping up-to-date with education-related news stories by reading TES on a regular basis. Speak conversational French, and play the piano to Grade 5 standard.  First Aid: Currently working towards achieving a first aid certificate.  Current DBS check.  Full clean driving licence. References  

Dr S Smith, Senior Lecturer at LJMU, Tel: 0151 231 1234, Email: s.smith@ljmu.ac.uk Mrs J Jones, Head Teacher, North Allerton School, Tel: 0151 722 0000, Email: NorthAllertonSchool@schools.liverpool.gov.uk

www.ljmu.ac.uk/careers

GETTING THE JOB

UCAS Teacher Training Personal Statement My motivation to teach is founded on my ambition to make a difference to children’s lives and encourage lifelong participation within sport and physical activity. This is based on my love of working with young people and my love for sport, as a player, coach and a spectator. Moreover, during my voluntary classroom experiences, I found it intensely rewarding to see children and young people develop their competence in a range of sports in a supportive and enjoyable environment. I have developed outstanding subject knowledge of PE from my undergraduate studies in Sport Development and PE and have always strived to impart that knowledge to aid the development of others. I believe that becoming a teacher of PE would give me the platform to achieve this, and I know I have the drive and determination to work towards becoming an outstanding practitioner and inspire children and young people to lead more active and healthier lives. I have recently completed two terms of school experience at St Mary’s High School and Sixth Form in South Liverpool, which was extended at the request of the Head of PE. I planned and delivered a range of activities and received great feedback as pupils gained understanding and made progress across key stages 3 to 5. For example, when working with a group of pupils with physical and learning difficulties, they made outstanding progress, understanding the lesson objectives and being able to apply them throughout each lesson. Many pupils at the school have social barriers to learning and this brought about many other challenges for me. I believe I have gained invaluable experience of the national curriculum and its ever changing demands during this experience. The diversity of students I have worked with enabled me to be resilient and adapt teaching and learning styles, ensuring I planned and delivered differentiated lessons which catered for all learners’ needs. I also completed a placement for two terms at Range High, where my attraction for PE increased further from the observation of the impact of PE on challenging pupils. For example, innovative and creative lesson resources such as task cards proved to motivate and inspire pupils to perform to the best of their ability or simply to work hard. During this placement I was involved in assessments and extracurricular activities and I found that working with young people can be difficult and challenging; however, I developed skills in assertiveness which enabled me to have firm control over the class and also strengthened my understanding of a range of different behaviour management techniques I observed. I have actively expanded my knowledge in Dodgeball and Rugby by gaining qualifications, proving I am keen to develop professionally. I am punctual and systematic in managing my time, organising myself between university, two jobs, coaching and playing hockey. Working as a waitress has involved planning, distributing tasks evenly and displaying good interpersonal skills by communicating effectively; all key components of a teacher’s role. At university I have taken on a number of responsibilities including a leading role within ICT to support group work. This subject is key within the school setting and is always evolving, so this is a further area I would like to contribute to pupils’ learning within, for example by analysing performance through Dartfish. My enthusiasm for sport led me to represent my school at the highest level in netball, hockey and badminton and I continue playing hockey at a regional and county standard whilst undertaking vice-captain responsibilities for the Ladies first team. I am a well-motivated and energetic individual who is conscientious, ambitious and enthusiastic. In addition, I am a good listener and keen to learn to support pupils’ development. I cannot wait to gain my PGDE degree and start on my journey of becoming a successful teacher of PE passing on my knowledge, experiences and enthusiasm to pupils, helping to inspire many future generations in a career that I believe is my vocation and one I know is greatly rewarding.

Tips for writing your personal statement: ❚❚

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Content: Your statement needs to demonstrate that you have a real enthusiasm for a career in teaching, understand the challenges and rewards this profession brings and that you have been proactive about gaining relevant work experience. Show that you have reflected on any classroom-based experience, e.g. how has this developed your understanding of the national curriculum for your chosen subject/age range? What have you learnt about pupils’ different learning styles or ability levels and the need for differentiation? What relevant skills have you developed from working with pupils and educational support staff? Also highlight relevant subject knowledge developed from your degree studies as well as additional qualifications or skills that might be relevant, e.g. coaching badges, language skills, creativity etc. Length: You are limited to 47 lines for your personal statement in the UCAS application, which equates roughly

www.ljmu.ac.uk/careers

❚❚

to just over 600 words. When drafting your statement in Word, use Verdana font size 11, as this is the closest match to the font used on the application form. There’s a lot to cover, so it is important that your statement is clear and concise. Spelling and grammar: Double-check the spelling and grammar on your statement. A high standard of written English and professional language will be essential for a successful application, regardless of the subject area or age group you are applying for. Ask a friend or family member to proofread your statement for you, as they might pick up on mistakes you have overlooked. Further information: For further tips and advice, download our information sheet on ‘Applying for postgraduate teacher training courses’ from the resources section on our website www.ljmu.ac.uk/careers

CAREER PLANNING GUIDE

GETTING THE JOB

How to write effective

Application forms

INSTEAD OF A CV, MANY EMPLOYERS USE APPLICATION FORMS AS THE FIRST STAGE OF THE RECRUITMENT PROCESS. EMPLOYABILITY ADVISER ANJA HEID OFFERS SOME TIPS TO IMPRESS EMPLOYERS.

3. 4. 5.

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Top tips for completing application forms Good preparation is essential! Where possible, read through the whole form before you start filling it in, so you can collect any relevant information you need to complete the form and decide on your most suitable evidence for each section. Research the organisation thoroughly and analyse the person specification so you are familiar with the job requirements and can show employers that you have done your homework. Avoid spelling mistakes, grammatical errors and text-speak. Some graduate recruiters reject more than half of all applications because of the poor standard of English on the application forms. For online applications, draft your answers in Word, and spellcheck them before copying and pasting onto the form. Ask a friend or family member to proofread your work. Answer the questions! It can be tempting to use answers from previous application forms, but these might not cover all aspects required for a similar question. Read each question carefully and check that your response provides all the necessary details. Keep within any given word limits. Sell yourself! The application form might only be the first stage of the recruitment process, but if you are too modest or too unspecific in your answers, you are unlikely to make it to the next stage. Ensure your evidence is recent, relevant and tailored to reflect the skills and knowledge required for the role. And finally, keep a copy of the completed application form. As you are likely to apply for a number of positions at the same time, it will be useful to have a record of each application to prepare for a potential interview or assessment centre.

An Employability Adviser says ...

“

Some application forms use a list of specific, usually competency-based, questions to assess your suitability for the role, as well as some questions to explore your motivation and interest in working for the organisation. These could include questions like:

The supporting information/personal statement section is hugely important and should be tailored to the individual role, because this is where you need to convince the employer that you are the right candidate for the job and discuss why you would like to work for their organisation. Address the job requirements outlined on the person specification one by one and in the same order, providing convincing evidence for your suitability and including key words from the job advert.

CAREER PLANNING GUIDE

An employer says ...

❚❚ ❚❚ ❚❚ ❚❚

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Describe a time when you have worked under pressure. Give an example for when you failed to complete a project on time. What do you consider your greatest achievement? Please discuss a time when you have contributed positively to a team project. Describe a situation when you have successfully communicated complex information. At BP we live by the following values: Safety, Respect, Excellence, One Team, and Courage. Please give a specific example of a time when you have demonstrated one of these values in your extra-curricular activities. Please explain why you have chosen to apply to Caterpillar and what has attracted you to your chosen discipline.

The best approach to answer these questions and to provide evidence for how you meet the selection criteria is the STAR technique.

“

Competency based questions

A structured application form which addresses the person specification and the job description makes it easy for the shortlisting panel to identify and score your evidence for each criterion. Due to the volume of applications employers receive for graduate and entrylevel roles, candidates whose personal statements do not clearly and systematically address all the essential criteria from the person specification are very unlikely to make it to the interview stage.

www.ljmu.ac.uk/careers

GETTING THE JOB

STAR technique example STAR is a simple strategy that will help you provide concise, focused answers on application forms and at interview. In the example below, a student has been asked to ‘describe a time when you have demonstrated excellent organisation skills’. SITUATION (briefly describe the context for your example. When was this? Where was this?):

When the club needed new equipment for the games room last year, I volunteered to take the leading role in raising £1,000 to buy a new pool table and games console in time for the summer holidays, which gave me six weeks to raise the required funds.

then recorded in my project plan. For example, I tasked one experienced volunteer to raise £200 from a bag packing event at a local supermarket for week five, while I put another in charge of organising the cake sale for our main fundraising event/open day in week six. I chaired a weekly team meeting to monitor progress and identify team members that needed help. For example, when one team member was struggling to secure raffle prizes, I set aside time within my schedule for the remaining weeks to contact local companies. Thanks to my excellent interpersonal and negotiation skills, I was able to persuade several businesses to donate vouchers or cash prizes.

ACTION (describe what you did to achieve the task, how you did it and what skills you used):

RESULT (briefly describe the outcome. What did you learn? Would you do anything differently in hindsight?):

TASK (describe what you had to do. What were you hoping to achieve?):

First of all, I drafted a basic project plan to record my fundraising target and key tasks for each week. For example, my tasks for the first two weeks included recruiting volunteers to help me organise the fundraising and researching local events over the next couple of weeks to identify a suitable date for our open day. Once I had recruited a sufficient number of volunteers, I was able to allocate tasks and fundraising targets to each team member, which I

Our open day was a great success and we raised a total of £1,250 from this and the bag packing events in a local supermarket. I found it really beneficial to have taken on a leadership role for this project and have since volunteered to lead on academic projects as well. The experience of organising the various aspects of this project has also strengthened my planning skills, and I have applied this to organising my academic work more effectively this year.

Help and support available to you..

01. 02. 03.

ONE TO ONE SUPPORT IN THE CAREERS ZONE Our Employability Advisers can give you tailored feedback and advice on draft application forms to help you sell yourself effectively to potential employers. Call into a Careers Zone or phone us on 0151 231 2048/3719 to arrange an appointment.

WORKSHOPS/WEBINARS Our ‘Effective Applications’ workshop and webinar will help you understand what employers are looking for in application forms, so you give yourself the best possible chance of getting to that all-important interview. For dates of upcoming sessions, check our events website https://careers.ljmu.ac.uk/

DOWNLOAD OUR CAREER MINI GUIDE Our mini guide on application forms provides lots more advice on how to tackle application forms and also includes a sample personal statement. Visit our Careers website www.ljmu.ac.uk/careers/ to download your copy.

www.ljmu.ac.uk/careers

A student says ...

“

As a regular volunteer for my local youth club, I have been involved in organising a number of fundraising events.

The advice I have had from the Employability Advisers on my application forms has been really useful. They are friendly and professional, and the information I was given was hugely relevant. I got specific and tailored feedback on which areas I needed to work on further, and this really helped me to improve my application.

CAREER PLANNING GUIDE

GETTING THE JOB

How to succeed at

interviews

PREPARATION IS THE KEY TO A SUCCESSFUL INTERVIEW. CAREERS ADVISER HAYLEY FALLON EXPLAINS WHAT YOU CAN DO TO MAKE A GOOD IMPRESSION AND BOOST YOUR CHANCES OF SUCCESS.

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DID YOU KNOW? First impressions are crucial. Studies have shown that someone forms judgements about you within the first four minutes of meeting you. Give a good impression to your interviewer from the very first moment. Be on time, shake hands confidently, smile and introduce yourself. Walk tall, maintain eye contact, sit upright, talk clearly and be enthusiastic and positive.

{

Help and support available to you..

01. 02. 03. 04. 05.

ONE TO ONE SUPPORT IN THE CAREERS ZONE The prospect of attending an interview can be scary, but don’t panic! Our Careers and Employability Advisers are on hand to provide tips on common interview questions to ensure you shine in the interview. To arrange an appointment, call into a Careers Zone or phone us on 0151 231 2048/3719.

WORKSHOPS/WEBINARS Learn how to prepare effectively for interviews in our ‘Interview Success’ workshop and webinar. We cover typical questions, effective answers and how to impress prospective employers at interview. For dates of upcoming sessions, check our events website https://careers.ljmu.ac.uk/

INTERVIEW SIMULATOR As part of our Careers Zone 24/7 online careers tools, you can test yourself with interactive questions on the interview simulator. Build up your confidence by taking a mock interview or learn about what makes an effective answer from experienced recruiters. You can access Careers Zone 24/7 via our Careers website www.ljmu.ac.uk/careers/

CAREER MINI GUIDE Our handy mini guide on ‘Preparing for Interviews’ summarises some key advice for before, during and after the interview, and introduces you to common interview questions. Visit our Careers website www. ljmu.ac.uk/careers/ to download your copy.

INTERVIEW PRACTICE SESSIONS Never had an interview before and don’t know what to expect? Beat your interview nerves by booking a practice interview with one of our advisers by calling into a Careers Zone or phoning us on 0151 231 2048/3719.

CAREER PLANNING GUIDE

Different types of interview ❚❚ Telephone - Initial employer call that eliminates candidates based on essential criteria. Successful applicants are usually invited to the one-to-one stage. ❚❚ Video - Whether through Skype, FaceTime or YouTube, this type of interview is increasingly popular for graduate roles in sales, media and marketing. They’re usually held during the initial screening process. ❚❚ One-to-one - Face-to-face encounter with one interviewer, after the organisation decides that you’ve got what it’s looking for. They’re usually formal, but can also take place over lunch. You could also be interviewed by different people at different times. ❚❚ Panel - Similar to one-to-one interviews, except two or more people - often from different parts of the organisation - will be assessing you at the same time. ❚❚ Group - Multiple candidates are interviewed together. They’re asked questions in turn, or discuss certain topics. ❚❚ Assessment centres - These involve tasks including presentations, written tests, and group, role-play and in-tray exercises. They’re used to assess a candidate’s performance in a range of situations, and last between one and three days. You’ll appear alongside several other candidates. Find out more about assessment centres on p.42.

www.ljmu.ac.uk/careers

GETTING THE JOB

Before the interview Thorough preparation is the key to a successful interview. One of the main ways to prepare is to research: Research the organisation: This demonstrates how interested and enthusiastic you are about working for the organisation and will help you prepare some questions to ask them at the end. All employers will expect you to display some understanding of what they do and the sector in which they operate! Research the job: Read the job advert and/or person specification. Look at the organisation’s website or recruitment brochure to see which skills or attributes are mentioned. Use any opportunity to meet the recruiter and employees at careers fairs, on placement and other events, such as open days. Research yourself: Think about your strengths and demonstrate self-awareness. What makes you the best candidate for the post?

Look at the job description and/or person specification and make sure you can give at least one positive example (preferably more) for each of the skills and attributes the employer is seeking. Anticipate the questions: It is often possible to predict the kind of questions you may get by looking at the job description and/or person specification or the organisation’s key competencies and corporate values. These provide the selection criteria for the job and they will ask you questions in order to determine whether or not you have what it takes to do the job effectively and fit into the organisation. Practical issues: Practical preparation can often be overlooked but don’t forget this when preparing for your interview. Plan your day so that you arrive as calm, collected and professional as you can be! Find out what the format of the interview is. Where will it be? Do you need to take anything? What are you going to wear? Do you need overnight accommodation?

During the interview With thorough preparation, you are in a good position to respond effectively to questions and display knowledge of yourself, the job and the organisation. When answering, avoid yes/no answers, seek clarification if needed, listen to the questions, be positive and use examples from different experiences. Competency-based questions are commonly used to help interviewers gain a better understanding of your skills set and suitability for the role. These could include: ❚❚ ❚❚ ❚❚

Give an example for when you have used your communication skills to deal with a difficult person. Please discuss a time when you have demonstrated your ability to prioritise conflicting tasks effectively. Describe a situation when you have successfully led a team.

To give structure to your answers and provide clear evidence of your skills, the STAR technique is useful to help you focus your answers and demonstrate your competencies to the recruiter.

Please see the previous section on application forms for further details about STAR and an example. Increasingly, graduate recruiters now use strength-based interviews, which allow them to explore what motivates you, whether you would fit into their organisation and whether you would enjoy the job. Questions are usually more open and give candidates more freedom in their answers than competency-based questions: ❚❚ ❚❚ ❚❚ ❚❚ ❚❚

What do you enjoy about working in a team? What motivates you? Would you be happy to compromise the quality of your work in order to deliver a project more quickly? What would people who know you well say you are good at? What modules did you enjoy the most during your degree studies?

Your responses should still reflect the required skills, personal attributes and organisational values, but ensure that your responses are natural and that your motivation shines through in all of your answers.

After the interview Learn from the experience. Note down some of the questions they asked. Were you satisfied with your answers or could you do better next time? This will help you prepare for the next stage of the process or get ready for interviews with other employers. If they don’t contact you when they said they would, or if it has been more than two weeks, phone the company and ask for an update. If you have been unsuccessful, ask for feedback on your interview. Most recruiters will be happy to provide this, and although it might not all be positive, it is important to reflect on unsuccessful interviews to help you improve your technique.

“

Interviews can be nerve wracking and stressful situations - but don’t panic. A few simple techniques, good preparation and some positive thinking can do wonders to reduce your stress levels and help you shine. If you want to discuss this further, call into your nearest Careers Zone and book an appointment with an adviser.

www.ljmu.ac.uk/careers

An employer says ...

“

A Careers Adviser says ...

What I look for in candidates during interviews are their personal attributes. Skills you can teach, but you can’t make an individual be motivated, enthusiastic or proactive. In the last candidate I recruited, those attributes came across strongly in the interview and in everything she was talking about. And that’s what made her stand out as a candidate.

CAREER PLANNING GUIDE

GETTING THE JOB

Psychometric tests and assessment centres USE SCREENING TESTS AS

PART OF THEIR RECRUITMENT PROCESS AS RESEARCH HAS SHOWN THAT THEY ARE THE BEST SINGLE PREDICTOR OF PERFORMANCE AND GIVE AN EMPLOYER AN

OBJECTIVE ASSESSMENT OF A CANDIDATE’S ABILITIES.

If your initial application is successful, psychometric tests are usually the next part of the screening process. If you successfully navigate them, you are then usually invited to an assessment centre or assessment day. The two main types of psychometric tests used are ability tests (sometimes called aptitude tests) and personality questionnaires. Ability tests are formal tests designed to indicate how well you are able to carry out various aspects of a job i.e. to show employers your potential to do a task well. The tests are typically completed online and are usually a series of multiple choice questions taken under strict time limits. The most common tests used by graduate recruiters are verbal tests, numerical tests, diagrammatic/abstract/logical/spatial reasoning tests, industry-specific tests and situational judgement tests. Personality questionnaires look at behavioural preferences. They are not concerned with your abilities, but how you see yourself in terms of your personality; for example, the way you relate to others, and how you deal with feelings and emotions. There are no rights or wrongs in behavioural style, so the best advice is to be honest in the way you answer the questions. The next stage in the graduate recruitment process is usually an invitation to attend an assessment centre or selection centre event. Assessment centres are costly both in terms of financial outlay and staff resources so tend to be used mainly by larger organisations offering structured graduate training programmes.

“

A student says ...

Prepare yourself for each activity. There is plenty of information online and the practice tests on Careers Zone 24/7 of the Careers website is really helpful. Preparation will give you the confidence you need to perform well in any situation. Always keep in mind the type of candidate the company is looking for and also the company’s strategy and values. This information will help you structure your answers well. You are always being assessed so try to talk with the other candidates, current graduates or the staff about relevant topics. Show interest in the company and the position. Be yourself and let the others be too.

CAREER PLANNING GUIDE

What happens at an assessment centre? The assessment centre is generally a one day event held in a training centre, hotel, conference centre or the employer’s own premises. Other applicants who have been successful in the first round of the selection process will also be present, typically placed in groups of between six and eight candidates. Assessment centres are usually designed to include exercises that measure you against key aspects of the job. By using a range of methods such as group exercises, further interviews, tests, presentations and intray exercises, the selectors will have a chance to examine your potential as an employee in their organisation more closely. For all of the exercises make sure you understand the instructions or the written brief. If you are unclear, ask for clarification. The activities will have been devised to highlight the attributes they require for the particular role you have applied for. It is an intensive day during which you will be under constant scrutiny and formal and informal assessment, even at meal times.

An employer says ...

“

MOST LARGE ORGANISATIONS

The toughest part of our selection process is the online tests, but there are some simple ways you can certainly improve your chances. Make sure you practise the online tests several times – once or twice just isn’t enough and make sure you practise the tests that are used by the employer you are applying to – that is essential - but it certainly won’t hurt to try others. The tests may take longer than you expect/or are told so ensure you allow plenty of time. And finally don’t sit the tests just before the deadline. If you encounter any problems you may not have enough time to contact the employer and get the issue fixed before the closing date.

www.ljmu.ac.uk/careers

GETTING THE JOB

Help and support available to you..

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ONE TO ONE SUPPORT IN THE CAREERS ZONE For individual advice on preparing for psychometric tests and assessment centres, speak to our advisers. To arrange an appointment, call into a Careers Zone or phone us on 0151 231 2048/3719.

WORKSHOPS We offer psychometric testing practice sessions to help you ace your online tests. For dates of upcoming sessions, check our events website https://careers.ljmu.ac.uk

ASSESSMENT CENTRE TOOL AND PSYCHOMETRIC TESTS Looking to practise aptitude tests and assessment centre exercises? Head to our Careers website www.ljmu.ac.uk/careers, follow the link to Careers Zone 24/7, log in and get practising!

DOWNLOAD OUR CAREER MINI GUIDES For further advice on psychometric tests and assessment centres, visit our Careers website and download a copy of our handy mini guides - www.ljmu.ac.uk/careers

Looking for out of hours careers support?

Access our online careers tools at any time, from anywhere

Careers Zone 24 7 CAREERS ZONE 24/7 INCLUDES: CV BUILDER, COVERING LETTER BUILDER, INTERVIEW SIMULATOR, CAREERS NEWSROOM, CAREER ASSESSMENTS, ASSESSMENT CENTRE TOOL, JOB SEARCH ENGINES, GOINGLOBAL DATABASE, APTITUDE TESTS, EMPLOYER ADVICE VIDEOS, CAREER COACHING VIDEOS AND MUCH MORE ...

Access Careers Zone 24/7 from the Careers website:

www.ljmu.ac.uk/careers www.ljmu.ac.uk/careers

CAREER PLANNING GUIDE

LJMU will be running a range of careers and recruitment fairs during the academic year. Students from any degree programme are welcome to attend any of these events Still undecided what career to pursue? Careers fairs are designed to help you meet and network with employers and find out about career options.

Careers and Recruitment Fairs 2018/19

Need a placement or job? Recruitment Fairs are designed to help you meet employers with job and placement vacancies to offer.

For more information about these events, including which employers are attending, and which students they are aimed at, visit:

careers.ljmu.ac.uk

SEMESTER 1

SEMESTER 2

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Staff and Student Volunteering Fair 3 October, 2pm-5pm, Byrom Street

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Staff and Student Volunteering Fair 27 February, 1pm-4pm, John Lennon Art and Design Building

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Faculty of Engineering and Technology Careers Fair 11 October, 9am-12pm, Adelphi Hotel

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Creative, Culture, Media and Arts Recruitment Fair 10 April, 1pm-3pm, John Lennon Art and Design Building

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Exploring Placements and Graduate Schemes 16 October, 10am-2pm, Redmonds Building

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Exploring Working with Children, Young People and with Vulnerable Adults 17 October, 2pm-4pm, Byrom Street

Science, Technology, Engineering and Mathematics Recruitment Fair 17 April, 10am-1pm, Byrom Street

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Business, Law, Humanities and Social Science Recruitment Fair 18 April, 10am-1pm, Redmonds Building

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Exploring Science-related Career Pathways 24 October, 2pm-4pm, Byrom Street

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Exploring Working in Creative Industries 14 November, 1pm-4pm, John Lennon Art and Design Building

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Exploring Careers in Sport 22 November, 1pm-4pm, Byrom Street

LJMU CAREERS TEAM

0151 231 2048/3719 || careers@ljmu.ac.uk