2007-2008
WHICH WAY NOW?
How to choose options in Year 9 > your subjects > your choices > your future + help, advice and support
Name: Choices
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Which way now? 2007-2008 This booklet is designed to help you with your option choices during Year 9. The options you choose for Years 10 and 11 will affect how you spend your time at school for the next two years. The choices you make may also influence what course or job you decide to do after Year 11.
Some people think that making these choices is a bit scary, but it is actually your opportunity to take control of your education and shape the way you want your future to be. It is also your chance to start laying foundations for what you do after leaving school. You are not alone in making these decisions; everyone in Year 9 is going through the same process. Reading Which way now? will introduce you to the questions you need to start thinking about, and you will also find lots of people around you ready to help you in making your choices. You can speak to your parents/ carers, careers co-ordinator, Connexions personal adviser, subject teachers, tutor, family and friends. You can also do your own research by visiting your school’s Connexions Resource Centre or through using the interactive version of Which way now? at: Wwww.connexions-direct.com/whichwaynow
There is a guide called Parents and Carers, which is available to help them to understand the choices ahead and how they can best help you. If your parents or carers have not received a copy, ask your school or order a copy from: DCSF Publications, PO Box 5050, Sherwood, Nottingham NG15 0DJ. A0845 602 2260. Or check out the interactive version online at: Wwww.connexions-direct.com/parentcarer Acknowledgements: We would like to thank Bishop David Brown School for permission to take photographs. We would also like to thank all the young people who agreed to be case studies for Which way now? For reasons of confidentiality some names may have been changed. The Department for Children, Schools and Families (DCSF) is not responsible for the content or reliability of the websites listed in the publication and does not necessarily endorse the views expressed within them. Listings shall not be taken as an endorsement of any kind. We cannot guarantee that these sites will work all of the time and we have no control over availability or content of the sites listed.
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Contents 2
Getting to know yourself quiz
4
Making your decisions starts here
6
What’s next?
7
Options and qualifications
9
Subject file
Learn more about you, and what you enjoy in and out of school.
Mapping out the decision-making process.
Work out where you are with the decision-making process, and how to proceed.
Information on the options and qualifications that may be available to you.
A guide to the subjects that may be available to you.
14
Coursework and examinations
16
The world of work
18
Finding a balance
20
Researching your options
24
Help and support
26
Choosing your options
28
Looking ahead
29
Which way now? – Action plan
Useful tips for coping with the different types of assessment.
Discover the different options available to you in the world of work.
Advice for selecting a good balance of subjects.
How and where to find out more of the information that you may need.
Who you can turn to for help and support.
Finalising your choices.
Looking ahead at the decisions you need to make at the end of Year 11.
Your personal option choices plan.
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Getting to know yourself quiz Your option choices may be one of the first big decisions that you have to make, so it is important to spend some time thinking about how you see yourself and what you want to do in the future. Once you have gained a better understanding of yourself, you will be in a stronger position to know what you want to do in Years 10 and 11, and beyond. Action point 1 This quiz will help you to get to know yourself better. For each question, you will need to select at least two responses.
The things I like best at school are:
When I am not at school, I enjoy:
Making and/or designing things
Exercising or playing sports
Doing experiments
Repairing, building or making things
Practising my sporting skills
Listening to music, painting or taking photographs
Working with my hands
Travelling and using language skills
Taking part in school performances
Playing computer games or surfing the internet
Working in teams
Designing and making things
Using computers
Reading or writing
Writing assignments and projects
Going out with friends
Working with numbers Learning new languages
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Quiz Results: Look at the icons relating to your answers and then read the statements below to find out more about the areas that interest you. Computers
Science or mathematics
• You like using computers to help you in your studies.
• You like experimenting and knowing why things are the way they are.
• You enjoy understanding how hardware and software work. Possible subjects: ICT, mathematics, physics, Diploma in Information Technology.
Creative • You like designing, creating and making things. • You enjoy finding different ways of expressing yourself. Possible subjects: art and design, drama, music, photography, textiles, Diploma in Creative and Media.
Languages • You enjoy reading, writing, speaking and/or listening in other languages.
• You enjoy coming up with ideas and then testing them. Possible subjects: biology, chemistry, economics, law, mathematics, physics, psychology, sociology, Diploma in Engineering.
Sociable • You like working with people, and enjoy doing things that involve teamwork and communication. • You enjoy subjects that encourage people to work together, for example health and social care, or skills for working life and life skills.
Possible subjects: modern foreign languages such as French, German and Spanish.
Possible subjects: citizenship, health and social care, psychology, religious studies, sociology, drama, Diploma in Society, Health and Development.
Practical
Sport and leisure
• You like doing things which are practical.
• You like doing sports and physical activities.
• You enjoy planning, designing, implementing, evaluating and using materials.
• You enjoy knowing the rules to games and activities, as well as how the body works when it is moving.
Possible subjects: art and design, engineering, food technology, graphics, resistant materials, systems and control, textiles, Diploma in Construction and the Built Environment, Diploma in Engineering.
Possible subjects: dance, human biology, leisure and tourism, physical education, sports studies.
Words • You enjoy using words and communicating, both verbally and in writing. • You enjoy reading, and looking at the way words can be used. Possible subjects: English language and literature, history, law (communication skills are important in all subjects).
Hot tip When you look at the subject file on page 9, use the icons to help you find subjects that might interest you. Check to see which ones are available at your school.
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Making your decisions starts here Compulsory exam subjects – English, mathematics and science
Choosing subjects and options
Compulsory study subjects: ICT, careers education, citizenship, physical education, religious studies, sex and relationships education, and work-related learning. Optional subjects, eg: art and design, design and technology, dance, drama, engineering, food technology, geography, history, leisure and tourism, media studies, modern foreign languages, music, social science, 14–19 Diplomas.
Thinking about who can help and support
Thinking about careers
Do you already have a career in mind, and if so which subjects will you need?
Other questions or considerations
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Wherever you are now, don’t worry. This booklet will help you to work through the decisions ahead.
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Which subjects am I good at?
Which subjects do I enjoy and why?
Who can help me to make the choices that are right for me?
Yes? What is it?
Linked subjects:
No? What combination of subjects gives you the most choice for your career?
I need to think about:
I want to know/ask:
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What’s next? Dengin Dengin is currently in Year 11 and is soon to be taking his GCSE exams. He is not yet totally sure what he wants to do for a career, but he has enjoyed business studies. When choosing his GCSEs and now, with his post-16 options, Dengin sought advice from a range of people so that he knew exactly what was open to him. ‘I’ve spoken with teachers and got advice from them about what subjects I’m good at, I’ve spoken to my family and I’ve seen my Connexions personal adviser in school, who gave me a college brochure and other resources to read through.’ Dengin has decided that he would like a change from school after Year 11, and is planning to go to a local further education college to do either a BTEC National Diploma in Business or a BTEC First Diploma, depending on his GCSE results. This will allow him to focus on a subject he enjoys, as well as preparing him for working in a range of areas within business. It is a practical course assessed by coursework rather than exams, which Dengin thinks will suit him. ‘It’s definitely a good idea to choose subjects that you enjoy; there’s no point in doing something just because your friends are. If you don’t like it, you won’t do well at it either.’
Action point 2 What do I know so far? • You are beginning to get an idea of the subjects that are available. • You know the broad areas that interest you. • You know that you don’t have to have a career in mind at this stage – you just need to choose subjects that give you plenty of choice later on. • You know that you have to do English, mathematics and science. These subjects are compulsory because they are important in so many careers. You have to study ICT for the same reason, although this is not a compulsory examination subject.
What shall I do next? Thinking about the following questions should help you to decide what to do next: Are there any areas of study you would like to try for the first time?
Are there any areas of study you would like to give up?
Are there any jobs or employment sectors that interest you?
To help you with your choices, use the following checklist and tick the relevant box: Have you:
To do
Done
Read your school’s options booklet? Talked to your parents/carers? Talked to your careers co-ordinator? Spoken to your subject teachers? Been to an options evening? Spoken to your Connexions personal adviser? Visited your school’s Connexions Resource Centre?
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Checked out the jobs4u database at Wwww.connexions-direct.com/jobs4u?
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Options and qualifications This section explains the different types of courses and qualifications that you may be able to study. It’s important to check which of these are available, because not all schools offer the same choices. Also, many schools work with other schools and colleges, and other work-based providers, to broaden the choices open to you. Entry Level qualifications • Entry Level qualifications can be taken before or in addition to GCSEs. • They are available in National Curriculum subjects, vocational subjects, skills for working life, life skills and basic skills. • They can help you to progress to a GCSE or Level 1 qualification such as an NVQ. • They are assessed through a portfolio of evidence of your achievements, tests and coursework. • Check the subject file on page 9 for more information on what Entry Level qualifications are available. General Certificate of Secondary Education (GCSE) • GCSEs are offered by all schools in a range of subjects. • The subjects on offer may vary from school to school. • GCSEs mainly involve theoretical study, but with some investigative work. In some subjects they involve elements of practical work.
Short GCSE courses • Short GCSE courses are often referred to as half GCSEs. They are offered by some schools in some subjects (for example, ICT, physical education and religious studies are often available as short GCSE courses). • Short GCSEs are set at the same level as a full GCSE, but you just cover half of the material. • They give you more options because you can study short GCSEs in addition to your full GCSEs, adding to the breadth of knowledge you can offer to colleges and employers.
w
14–19 Diplomas Ne • Do you want a real alternative to traditional qualifications? The 14–19 Diploma can help you develop workrelevant skills, knowledge and understanding in an exciting, creative and enjoyable way. You will experience different styles of learning in different settings, often in a more adult environment. • From September 2008, you may be able to do a Diploma in Creative & Media; Construction & the Built Environment; Engineering; Information Technology or Society, Health & Development. Find out whether any of these Diplomas will be on offer in your area.
• GCSEs are usually assessed through a mixture of coursework and examinations.
Hot tip Achieving qualifications at Level 2 is the essential platform for employability. People who do not have qualifications at this level are much less likely to find employment.
• By 2013, you will be able to take one of 14 different Diplomas at Levels 1, 2 and 3 covering all the sectors of the economy. They will sit alongside, and sometimes incorporate, A levels and GCSEs. • Diplomas will give you the essential knowledge and personal skills that you will need for college, university or work and help you make choices about what career you want to follow. • Diplomas will offer you a mix of theoretical and practical learning, including functional skills in English, mathematics and ICT, and personal learning and thinking skills, such as independent enquiry, creative thinking or team working. • Through the additional/specialist learning part of your Diploma you will get the opportunity to study a particular topic in more depth or broaden your studies through complementary learning. This could include GCSEs or A levels. • You will also take on an extended project as part of your Diploma, which will allow you to plan and organise your own learning. Your Diploma, at whatever level, will also include at least 10 days of work experience. Find out whether 14–19 Diplomas are available at your school or college. From September 2007 you will be able to look at an online Local 14–19 Prospectus. This lists all the courses available in your area.
Action point 3 Find out how to access your Local 14–19 Prospectus at Wwww.dcsf.gov.uk/14-19 For more information speak to your Connexions personal adviser or careers co-ordinator. My Local 14–19 Prospectus is available online at the following web address:
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Options and qualifications continued National Vocational Qualifications (NVQs) • There are more than 900 NVQs, designed for people interested in gaining practical skills and knowledge in a specific industry, for example beauty therapy, travel services, veterinary nursing or plumbing. • They are work-related qualifications that reflect the knowledge and skills required to do a job effectively. • There are no formal entry requirements, although you need to have experience of specific areas of work for the higher levels. • There are five levels of NVQ. Usually, young people in Years 10 and 11 work towards Levels 1 and 2. • Each level is divided into units of competence that cover different aspects of work. • NVQs are assessed through observation of practical tasks linked to the work role, and continual assessment through the creation of a portfolio of evidence. Vocationally Related Qualifications (VRQs) • A wide range of other vocationally related qualifications are available from different awarding bodies. • They are designed to provide you with the relevant skills and knowledge needed for your chosen vocational area, for example in subjects like food hygiene, hospitality and public services. • They are work-related qualifications which vary in length, from short programmes to a BTEC First Diploma, which is roughly the same size and at the same level as four GCSEs (A-C). • They have a practical approach to learning, and are made up of units and modules which are assessed through assignments. You will build a portfolio of evidence of your knowledge, skills and understanding of your chosen work area.
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Young Apprenticeships • Young Apprenticeships give you a taste of real work while you learn. • You study the normal school curriculum, including English, mathematics, science and ICT. • You usually use one of your option choices to give you the time to work towards a vocational qualification, such as an NVQ. • You also get 50 days of work experience with an employer, training provider or at college. These are spread over Years 10 and 11. • You could progress on to a full Apprenticeship in the same area or you could move on to a college course.
• problem solving • business and customer awareness. Key skills are: • Recognised qualifications, which you take alongside other qualifications. • Assessed through a portfolio of evidence and a test in communication, application of number and ICT, and a portfolio of evidence only for working with others, improving your own learning and problem solving. • Linked to your chosen area of study. • Offered in colleges and for those taking work-related learning programmes. For more information, visit Wwww.keyskills4u.com
• Young Apprenticeships are not available at all schools. Check with your careers co-ordinator or Connexions personal adviser. Functional skills New Good language, mathematics and ICT skills are essential for adult life and important to employers. So, in the future, these skills will be part of all qualifications – including GCSEs, Diplomas and Apprenticeships – and will be available as stand-alone qualifications. Functional skills are being tested out in some schools and colleges from September 2007. They will be taught as part of Diploma programmes when they start in 2008 and as part of other qualifications from 2010. Key skills These are the essential skills that will help you to be successful at work, in training, during study and in life. Key skills cover: • communication • working with others • application of number • improving your own learning • Information and Communication Technology (ICT)
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Subject file Before you start thinking about individual subjects, it makes sense to think about how the qualifications you are going to take relate to each other. After all, with so many on offer, it can sometimes be hard to understand what they all mean and how they fit together. This is where the National Qualifications Framework (NQF) can help. It puts all the different qualifications into nine different levels. Qualifications of the same level require the same degree of skill, knowledge and understanding, even though the subjects that are studied may be different. The higher the level, the more advanced the qualification. Qualification level
Achievement level
Examples of qualifications at this level
Entry Level
Building a basic level of knowledge, understanding and skills.
Entry Level certificates at Levels 1, 2 or 3, in a range of areas including National Curriculum subjects, life skills, functional skills, and skills for working life.
Level 1
Basic knowledge, understanding and skills, and the ability to apply learning to everyday situations.
All GCSE grades D-G; 14–19 Diploma Level 1; Award Scheme Development and Accreditation Network (ASDAN) Level 1 certificates; functional and key skills Level 1; Vocationally Related Qualification (VRQ) Level 1, for example: BTEC Introductory or City & Guilds Level 1; National Vocational Qualification (NVQ) Level 1.
Level 2
Building knowledge and/or skills in relation to subject or sector areas; gaining the ability to apply learning to a varied range of tasks. This is seen as the minimum level required by employers and is critical to going on to further study and higher skill levels.
All GCSE grades A*-C; 14–19 Diploma Level 2; functional and key skills Level 2; VRQ Level 2, for example: City & Guilds Level 2 or BTEC First Certificates and Diplomas; NVQ Level 2.
Level 3
Learning at this level involves in-depth knowledge, understanding and skills, and a higher level of application. Appropriate for people who want to go into higher education, further training or employment.
All GCE AS and A levels; Advanced Extension Awards; 14–19 Diploma Level 3; functional and key skills Level 3; VRQ Level 3, for example: Foundation Diploma in Art and Design or BTEC National Certificates and Diplomas; NVQ Level 3; International Baccalaureate.
Levels 4–8
Specialist learning that involves a high level of knowledge in a specific occupational role or study. Appropriate for people working in, or wishing to progress to, specialised technical and professional roles, which can involve managing and developing others.
Certificates and Diplomas of Higher Education; Bachelor’s degrees; postgraduate qualifications; professional qualifications; Foundation degrees; Higher National Certificates and Diplomas; key skills Level 4; NVQ Levels 4 and 5.
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Subject file continued The subjects Within these pages you will find information on some of the most common subjects offered within schools for study in Years 10 and 11. Speak to your careers co-ordinator or your Connexions personal adviser for specific information about what subjects are available in your school. There is now a range of routes and pathways open to you in the new 14–19 curriculum. You will be able to mix and match different types of courses, for example GCSEs, 14–19 Diplomas and Young Apprenticeships, so that you end up with a Year 10 and 11 programme that suits you. This means it is impossible to detail all of the subjects available, but the most common GCSEs and the new 14–19 Diplomas are listed below. Compulsory subjects As you have read, some subjects are compulsory, which means that you have to study them. This is because they are very important to you as an individual, and because they are core to most areas of work. Look at your results from Action point 1 on page 2 to see which subjects match the icons you chose. Computers Creative Languages Practical Science or mathematics Sociable
The method of assessment will vary across different subjects. You will be assessed by a combination of: • some external assessment • some controlled assessment.
English
SORY
L COMPU
What’s involved? Reading a range of different texts; writing for different purposes and audiences, both formally and creatively; speaking and listening, for example in discussions and presentations; expressing your views; and presenting arguments. What qualifications can I get? Entry Level English or GCSE English, English literature. Career suggestions: Information scientist, journalist, librarian, market research executive, public relations officer, publishing editor, school teacher, solicitor, technical author.
Science
SORY
L COMPU
What’s involved? Looking at how the world and the universe are constructed. Science includes biology (human and plant processes, energy and nutrients), chemistry (atomic structures and compounds), and physics (forces, electricity, weather, the solar system and the universe) – these can be studied separately or in combination. What qualifications can I get? Additional science, additional applied science, environmental and land-based science, biology, chemistry, physics, applied science (double award). Career suggestions: Architect, beauty therapist, biochemist, building control surveyor, chemist, conservation officer/ restorer, dietitian, forensic scientist, healthcare assistant, marine biologist, meteorologist, pharmacist, research scientist, school teacher, veterinary nurse.
Mathematics SORY L U P M CO What’s involved? Numbers, algebra, measurement, shapes and space. You will also learn about handling money, statistics, how to use numerical information and how to solve real-life problems. What qualifications can I get? Entry Level mathematics or GCSE mathematics. Career suggestions: Bank/building society customer adviser, civil engineer, financial adviser/planner, private practice accountant.
Sport and leisure Words
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Information and Communication Technology (ICT) LSORY U P M O C All students have to study ICT, but it is not a compulsory examination subject. What’s involved? How information and communication systems work, store information and help people to solve problems. You also learn about new advancements in technology and the various ways in which you can use ICT. The IT Diploma integrates the themes of business, people and technology, and brings up-to-date learning on technology in a business context. It offers the opportunity to gain professional level IT skills. What qualifications can I get? Entry Level ICT, GCSE ICT, applied double GCSE ICT or Diploma in Information Technology. Career suggestions: Computer operator, computer programmer, network manager, systems analyst, technical support person, web designer/developer.
Other compulsory areas of the curriculum: Everyone also has to study the following subjects, although you may not have to take exams in all of these: • careers education • citizenship • physical education (PE) • religious studies • sex and relationships education • ICT • work-related learning. Some schools have other compulsory subjects. Check what they are in your school. Options These are the subjects you can choose from. Check which ones are available at your school. A full programme of GCSEs is normally seven or eight subjects, or an equivalent combination of qualifications such as GCSEs, NVQs and Diplomas.
Art and design What’s involved? Using a range of materials to develop skills in art, craft and design, and ways to work with different mediums and materials. What qualifications can I get? Entry Level or GCSE general art and design, drawing and painting (fine art), graphic design, photography, textiles, 3D design, applied double GCSE art and design, critical and contextual studies, or Diploma in Creative and Media.
Business studies What’s involved? Learning about the ways companies are organised and run, national and international competition, and e-commerce. What qualifications can I get? Entry Level business studies, GCSE business studies, applied double GCSE business studies or Diploma in Information Technology. Career suggestions: Administrative assistant/administrator, business adviser, human resources officer/manager, management consultant, marketing manager, personal assistant (PA), sales manager.
Citizenship studies What’s involved? Learn about your role as a citizen in the different communities in which we live and work, locally, nationally and internationally. What qualifications can I get? Entry Level citizenship studies or short GCSE citizenship studies. Career suggestions: Civil Service executive officer, journalist, occupational psychologist, police officer, prison officer, social worker, solicitor, trade union official.
Career suggestions: Animator, costume designer, fashion/clothing designer, fine artist, florist, jeweller, stage/set designer.
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Subject file continued Design and technology
Engineering
Health and social care
What’s involved? Creative and practical skills, planning, designing, creating, evaluating, as well as using tools and a range of materials.
What’s involved? Understanding how products are made, design briefs, engineering systems and services. What qualifications can I get? Applied double GCSE engineering or Diploma in Engineering. Career suggestions: Engineering maintenance technician, materials technician, mechanical engineer, motor vehicle technician, production engineer.
What’s involved? Learning about health, early years (childcare) and social care. Researching what each area involves and looking into the available jobs. What qualifications can I get? Applied double GCSE health and social care or Diploma in Society, Health and Development. Career suggestions: Dental hygienist, health promotion/education specialist, healthcare assistant, mental health nurse, midwife, nurse, nursery worker, playworker, social worker.
What qualifications can I get? Entry Level, short GCSE or GCSE in eg electronic products, food technology, graphic products, industrial technology, product design, resistant materials, systems and control and textiles or Diploma in Construction and the Built Environment. Career suggestions: Blacksmith, carpenter/joiner, ceramic/pottery maker, landscape architect, model maker, product designer, shopfitter, special effects technician, textile designer.
Drama What’s involved? Everything to do with staging performances, including backstage, lighting, costume and set design, make-up and developing an understanding of production techniques. What qualifications can I get? Entry Level drama, GCSE drama or Diploma in Creative and Media.
Geography What’s involved? Geography is broken into physical, human and environmental geography. Physical geography includes natural features such as rivers and coastal landscapes. Human geography includes population, agriculture and industry. Environmental geography looks at how the natural environment shapes our lives and examines how human action impacts on the environment. What qualifications can I get? Entry Level geography or GCSE geography. Career suggestions: Ecologist, geologist, rural surveyor, solicitor, town planner, zoologist.
History What’s involved? Develops a knowledge and understanding of the past, at a local, national and international level. Uses a range of sources including books, newspapers, artefacts and historical sites to investigate the past. What qualifications can I get? Entry Level history or GCSE history. Career suggestions: Archaeologist, archivist, information scientist, legal executive, museum assistant/technician, solicitor.
Career suggestions: Actor, arts administrator, choreographer, dancer, lighting technician, stage manager, stagehand, theatre director, TV/film producer.
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Leisure and tourism
Music
Religious studies
What’s involved? Learning about different areas of the leisure, tourism and travel industries. You will find out about customer service, marketing and solving real workplace problems.
What’s involved? Playing and listening to music, musical practice and theory. The course involves performing, composing and appreciation. You also develop skills as a singer or musician.
What’s involved? Developing your knowledge and understanding of one or more of the major world religions, and looking at moral, philosophical and spiritual issues.
What qualifications can I get? Applied double GCSE leisure and tourism. Career suggestions: Air cabin crew, customer services assistant/manager, holiday representative, hotel receptionist, marketing manager, passenger check-in operator.
What qualifications can I get? Entry Level music, GCSE music or Diploma in Creative and Media.
What qualifications can I get? Entry Level religious studies or GCSE religious studies.
Career suggestions: DJ, music composer, music teacher, music therapist, popular musician, recording industry producer.
Career suggestions: Barrister, community support worker, counsellor, prison officer, religious leader, social worker, teacher, youth and community worker.
Manufacturing
Physical education
What’s involved? Learning about how products are designed and made, and the importance of materials.
What’s involved? Developing skills in four different sporting areas, learning about rules and how the body moves, and assessing your own performance and that of others.
What qualifications can I get? Applied double GCSE manufacturing. Career suggestions: Electronics assembler, engineering operative, manufacturing production manager, materials technician, product designer, quality control inspector.
Modern foreign languages
What qualifications can I get? Entry Level physical education or GCSE physical education. Career suggestions: Health and fitness instructor, leisure centre assistant, physiotherapist, police officer, pool/beach lifeguard, Royal Navy/Marines officer, sports coach.
Social sciences What’s involved? Social sciences such as economics, law, psychology and sociology can be studied individually. What qualifications can I get? GCSE economics, law, psychology and sociology. Career suggestions: Barrister, economist, legal executive, occupational psychologist, police officer, political researcher, prison officer, social worker, trade union official.
What’s involved? Reading, writing, speaking and listening in a foreign language, and developing an understanding of grammar and vocabulary. Languages usually offered in schools are French, German and Spanish, although there are some variations. What qualifications can I get? Entry Level or GCSE French, German and Spanish (others may be available). Career suggestions: Air traffic controller, EU official, hotel receptionist, importer/exporter, tourist guide, translator, travel agent.
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Coursework and examinations
When you take GCSEs, Diplomas or Young Apprenticeships, you complete work that is normally assessed in one of two ways: Coursework
Examinations
Coursework is set work that forms part of your final grade. It is usually completed over a specified period of time.
Examinations are tests set at a fixed time in order to assess how much you know about a subject.
Here are some tips to help you to manage your coursework more easily:
These tips aim to help you before, during and after your exams:
• Choose areas that interest you. If you have a choice it can help with your motivation.
• Don’t panic!
• Plan your time carefully. • Make a note of the deadline or hand-in date. • Make sure you have a clear understanding of what you are being asked to do. If you are not sure – ask! • Set aside a period of time each week to study. • Research your information carefully, and keep it well organised for ease of access. • Make sure your work is your own. Don’t copy straight from the internet or books – the examiners want to know what you know! • Make sure your work is well presented, carefully thought-out and written neatly or typed on a computer. • Check the grammar and spelling before handing your work in for marking. • Make sure you hand your work in by the hand-in date.
• Allow plenty of time for revision. • Have a revision plan, and make sure you study for a set period of time each week. • Develop memory-aids that work for you. Some people use graphics, flow charts, highlighters, summary notes, cartoons, tape recordings and key point cards or test each other. • Attend revision classes. • Balance your revision with activities that you find relaxing and enjoyable. • Before the exam, make sure that you check the date and time of the exam. Sleep and eat well, and prepare all the equipment that you will need. • Try to stay calm during the exam. If you feel worried, take some deep breaths. • After the exam, try to put it out of your mind and look ahead to the next one. If there were things that you felt you could have done better, work out how and use this next time.
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Action point 4 A good way to manage coursework and exams is to get organised. Think about five ways you can get organised to help manage your coursework/ portfolios of evidence more effectively:
1 2 3 4 5 Think about five things you could do to be better prepared for managing your exams:
1 2 3 4 5 Finally, think about five ways you could help yourself to remember key information for your exams:
1 2 3 4 5
Case Amy study 1 Amy is currently studying work/ NCFE Level 1 Uniformed Services and GCSEs in English, mathematics, science and religious studies. She finds exams difficult and chose to do a more coursework-based subject alongside her academic studies. She chose Uniformed Services because she is very interested in a career in the Fire Service. She said the course is largely practical and portfolio assessed which suits her style of learning: ‘I find exams and revision really hard and much prefer projects and coursework. The course has also given me the chance to be assessed for my practical skills as well as my written work.’ Amy has really enjoyed the college course and said it has prepared her well for post-16 study: ‘One of the great things about the course is the opportunity I’ve had to mix with different people. I’ve learnt loads of new skills and become much more confident.’ Amy plans to continue at college after Year 11 to study a BTEC First Diploma in Public Services. She needs to achieve two A-C grades in her GCSEs in order to do this, as well as pass the Uniformed Services course: ‘Having less pressure from the Uniformed Services course has given me more time to concentrate on my other subjects and revise for the exams.’
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The world of work Devina Devina has always been interested in working with numbers to solve problems and is considering a career in a financial field. She jumped at the opportunity to do her Year 10 work experience at the Bank of England, located in the City of London. Devina undertook a variety of administrative tasks while on placement that included inputting data onto spreadsheets, filing important documents and also undertaking visits with colleagues to a local printing press. Devina really enjoyed her work experience placement as she was treated as an adult by staff and she was able to find out what qualifications would be useful to enter this field of work. She also gained an awareness and understanding of the key skills and personal qualities that she would need to be successful. This included being able to use her own initiative, take on responsibility and work effectively as part of a team.
From Year 10 onwards you can gain work experience in a range of ways: • Work experience. • Part-time work. • Voluntary work. Although different jobs require different skills and experience, certain skills and behaviour will help you in any job. Employers expect staff to: • have a positive attitude • have team working skills • have problem solving skills • be able to apply IT and numeracy • be able to communicate well • have business and customer awareness • be able to self-manage.
Work experience: In Year 10 or 11 most schools organise a period of work experience in local businesses for one or two weeks for all pupils. Your school, probably with outside expert help, will make sure that your placement is safe, and will probably help to find a suitable business for you.
Work experience is a great opportunity for you to: • Experience the world of work, first hand. • Begin to understand the differences between school and work. • Try out things that you may find interesting and enjoyable, even if they are not necessarily linked to a specific career aim. • Work alongside people who have chosen to work in a specific area. • Gain a good work-related report that will be good for putting in your portfolio of evidence, and may even lead to an offer of part-time/holiday work. Most students really enjoy their work experience, so remember to make the most of all the opportunities it gives you.
Hot tip You may find it useful to start creating a portfolio of evidence – a folder of evidence that you can use later to show to employers/tutors at interviews. This could include certificates, references/ testimonials (written reports about you), examples of work and letters written to congratulate or thank you.
Afterwards, in Year 11, Devina met with her Connexions personal adviser in school to talk through her plans for the future. She subsequently chose to move to a local further education college as she felt a new environment would benefit her personal development. Devina is now studying an AS/A2 programme in subjects that include mathematics, further mathematics, physics and economics. She intends to study mathematics at university and plans to enter a career relating to either banking or accountancy.
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Part-time work and voluntary work: Once you are 13 you may want to think about gaining part-time or voluntary work, although you need to have a work permit to work under the age of 16. Your careers co-ordinator or Connexions personal adviser should be able to provide you with a form to obtain a work permit. Individual Local Authorities may have different restrictions on the hours or type of work that you may do. The key points about when you can legally work are listed below:
Age
Holidays*
Schooldays*
Saturdays*
Sundays*
13–14
5 hours per day to a maximum of 25 hours per week (excluding Sundays).
Maximum of 2 hours per day out of school hours. Maximum of 12 hours per week.
5 hours per day.
Up to 2 hours.
15–16
8 hours per day to a maximum of 35 hours per week (excluding Sundays).
Maximum of 2 hours per day out of school hours. Maximum of 12 hours per week.
8 hours per day.
Up to 2 hours.
*No work before 7am or after 7pm. • You are entitled to a one-hour break after working four hours, and a break of two consecutive weeks during school holidays. Voluntary work is where you give your time without being paid. It is a useful way of gaining valuable work experience, confidence and possibly a reference or testimonial for the future. Some voluntary work can even be accredited. You will also be able to give a great deal to your community.
Case study 1
Action point 5 Thinking about work and work experience: The types of work that appeal to me are:
I have the following contacts which may be useful to me:
because…
because…
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Finding a balance You have looked at the different types of courses and found out which options are available to you. The next step is to put it all together and get a balance of options that is best for you. Remember, there are some subjects that you have to take. You have to study English, ICT, mathematics and science, because they are important for almost every area of work. These also link quite closely to key skills (see page 8).
Choosing your options: Whether or not you have a career in mind at this stage, it is a good idea to take some time to: • Think about the subjects that you do and don’t enjoy, as well as why you enjoy them. • Talk to the people who can help you – for example your parents/carers, teachers or Connexions personal adviser. • Research thoroughly. Go to your school’s Connexions Resource Centre, visit Wwww.connexions-direct.com/jobs4u or speak to your Connexions personal adviser. The section Researching your options, on page 20, also has some information you may find useful. • If you have a firm career idea, choose subjects that you will need for when you go into further or higher education. • If you don’t have a firm career idea, choose subjects that will allow you to keep your options open.
Hot tip Subjects don’t have to be relevant to a specific job. It is fine to choose some simply because you enjoy or are good at them.
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Action point 6
Thanushan
Find out the following information: Is your school holding an options event? Yes
No
When? Is your school holding an options event for parents and carers? Yes
No
When? You will need to find out some information at this event: Who do you want to talk to?
What do you want to find out?
Does your school or local Connexions centre hold a careers event? Yes
No
When?
Do choose a subject because:
Don’t choose a subject because:
• you are good at it and enjoy it
• your friends have chosen it
• it links to a career idea
• you think it will be easy
• it will help you to develop skills you are interested in
• someone else thinks it will be a good idea
• it will go well with your other subjects
• you like the teacher you have now
• it will help you to keep your options open
• you couldn’t think of anything else to do
• it is a subject that you may like to study more in the future.
• you didn’t have time to research your options properly.
Thanushan is in Year 10 and is predicted to do well in his GCSEs. Thanushan enjoys mathematics and, although he is not sure yet, he thinks he may eventually train to become an accountant. It can be hard making decisions about where and what you are going to study, but researching your ideas does help. Thanushan’s sister is an accountant, so he has spoken to her about what her job involves, and sought advice from the rest of his family too. The Connexions personal adviser in school gave him some information and leaflets on accountancy as well, so he can investigate this idea further. When choosing his GCSEs, Thanushan found it useful to attend his school’s Year 9 options evening, which was held to promote all the subjects on offer and it provided a chance for him to discuss his decisions with teachers. ‘If you’re thinking about choosing a particular subject then it is also a good idea to talk to people who are already doing it and see what they like or don’t like about it.’ Thanushan has decided that after his GCSEs he will stay on in the school sixth form and further his qualifications. He will continue to gain more information and advice to help support his decisions.
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Researching your options Sarah Sarah is coming to the end of Year 11 and plans to stay on at her school sixth form to continue with her education and gain further qualifications. Sarah would eventually like to work in the travel industry and, in particular, has investigated the idea of becoming a flight attendant. To reflect her interests, Sarah has chosen to study A level geography, French, Spanish, and leisure and tourism. These choices take into consideration what airlines and travel companies may look for in potential recruits, and also keep Sarah’s options open to other careers within the travel industry.
You need to make an informed decision about which qualifications and subjects you want to take in Years 10 and 11. A great place to begin doing your research is your school’s Connexions Resource Centre. The Connexions Resource Centre uses icons to help people to find information more easily. General information is filed under eleven main sections. The colour coded icons will help you find information easily: Choices (option choices, post-16 choices) Education (further and higher education, qualifications, study skills, studying abroad) Free Time (volunteering, sport and leisure activities) Health (healthy eating, sexual health, addiction, dependency) Housing (housing advice, leaving home)
Sarah did her research before making any choices.
Law, Your Rights and Citizenship (you as a citizen and you as a customer)
‘I looked at leaflets and other resources, given to me by my Connexions personal adviser at school, containing information on working in travel and going on to further and higher education. She also helped me by giving me websites for various universities that specialise in languages and showing me where to find information on the entry requirements for different courses.’
Money (managing money, banks and building societies, tax, national insurance and wages)
If you have a particular career idea in mind then it is important that you do your research before making any decisions about what to study. Some jobs require you to be qualified in certain subjects so you need to find out before you choose your options.
Relationships (bereavement, bullying and abuse, family, personal relationships and being a parent) Travel and Transport (driving, travelling and timetables) Where to Get Help (local and national helplines and organisations, help for special groups) Work and Training (careers, training, work experience, part-time work and job hunting)
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All information about different jobs or occupations is filed in the
Work and Training section. It is divided into 23 job families:
Administration, Business and Office Work
Leisure, Sport and Tourism
Building and Construction
Manufacturing and Production
Catering and Hospitality
Marketing and Advertising
Computers and IT
Media, Print and Publishing
Design, Arts and Crafts
Performing Arts
Education and Training
Personal and Other Services, including Hair and Beauty
Engineering Retail Sales and Customer Services Environment, Animals and Plants Science, Mathematics and Statistics Financial Services Security and Armed Forces Healthcare Social Work and Counselling Services Languages, Information and Culture Transport and Logistics Legal and Political Services To find out which jobs are filed under which job family, look for guidance in your Connexions Resource Centre.
Case study 1
Action point 7 Connexions Resource Centre quiz: Where is the Connexions Resource Centre in your school?
What is the name of your Connexions personal adviser?
When is it open?
Which days is your Connexions personal adviser in school?
What types of information might you find useful?
You could also use your local Connexions centre to do some research during school holidays. Where is it?
Who is available to help you in the Connexions Resource Centre? The phone number is: What is the name of your careers co-ordinator?
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Researching your options continued Connexions Direct Another good way to find the information you need is to use the internet. Connexions Direct is a telephone helpline and web-based service for people aged 13–19. The helpline is open seven days a week, from 8am to 2am. You can get advice on a wide range of issues. Call A080 800 13 2 19, text 07766 4 13 2 19 or talk to a Connexions Direct adviser online at Wwww.connexions-direct.com. The website has many interactive features. It includes the jobs4u database,
which has information on specific areas of work, interactive copies of this booklet, Connexions Resource Centre information and lots more. Computer career programs, books and publications Within your Connexions Resource Centre, you will find computer programs aimed at helping you to gain a greater understanding of yourself and to provide you with the information you need to be able to make your choices. There will also be a number of books and publications containing useful information.
Case study 1
Action point 8
Visit the Connexions Direct website at Wwww.connexions-direct.com/jobs4u and find the following information about a job that interests you: The name of the job I am interested in is:
It is listed on jobs4u as:
Two useful organisations to contact are:
Telephone: Website:
The entry requirements are:
Telephone: The training route is:
Website:
Action point 9 Find three different websites that you could use to research career options in your Connexions Resource Centre:
1 2 3
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Frequently asked questions:
Question: I want to study something relevant to work which will help me to explore what I want to do? Answer: Most schools offer a range of practical/vocational courses, and the new 14–19 Diplomas will add to this choice. Remember, though, that you still need to study English, mathematics, science and ICT.
Question: How do I know I have chosen the right options? Answer: If you have thought carefully and selected subjects that you enjoy and are good at then you should feel happy to study them in more depth. You should also have considered taking subjects that either link to a potential career path or give a broad choice of options at the end of Year 11.
Question: I have a definite idea about the career I wish to follow, and it is strongly linked to mathematics and science. Can I take more than one science? Answer: Yes. You can take science or applied science (double award). This means that you get to choose the sciences that are most relevant to your career route. Make sure you do your research carefully.
Question: I like sports/creative subjects best – can I do just these? Answer: No, in most schools you are given areas from which you have to choose. For example, you may have to choose one technology, one creative/sport and one language subject, as well as having one free choice.
Other ways of researching your options: If you have a career in mind, you could try to ask someone who is already doing the job some questions about their work, or you could contact relevant professional organisations. You may be able to arrange a few hours of work-shadowing (where you spend time alongside someone as they work). There are health and safety issues to consider, and you should discuss this option with your parents/carers and teachers before arranging anything.
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Help and support When you are making your decisions, it is important to get all the help and support you need. There are many people around you who will be very happy to support you through the options process. Remember though, the decisions are still yours, and they have to be right for you. You can access support and help through: Your parents/carers, family and friends, who probably know you better than anyone. They know your good and bad points, and the things that make you feel happy and contented. Discuss your ideas with them – they may have some useful suggestions. Connexions personal advisers are trained to give advice and guidance in the field of careers and on other issues. Your Connexions personal adviser visits your school on a regular basis. You can ask your form tutor or careers co-ordinator to organise a meeting for you. Alternatively, you may be able to just pop-in at break times for a chat, and to use the careers resources. Your Connexions personal adviser will be able to give you careers information and also refer you to other organisations if needed. Careers co-ordinators have special responsibilities for careers and careers-related matters within schools. They also have a very good knowledge of all the GCSEs, Diplomas and other courses available to you. Subject teachers are very useful people to talk to because they know their subjects very well. They also teach you regularly so they will have a very good idea about the ways in which you work, and how well you would cope with higher-level study.
Connexions Direct advisers are people who are trained in giving information and advice to young people. You can contact them through the Connexions Direct website or via e-mail, text or adviser online. They will be able to give you help and support on a range of issues, including careers. (See page 22 for full details.) Special educational needs co-ordinator (SENCO). If you have a learning difficulty or disability that affects your studies, you may get help from a SENCO. Most schools have one. Learning mentors and tutors. Ask your form tutor if your school has learning mentors (people who work with you to overcome difficulties with learning). If you access learning support, one of your learning support teachers may be able to give you advice or, if not, ask your tutor. Local business people invited by your school to talk to you.
Hot tip Visit the interactive version of Which way now? at Wwww.connexions-direct.com/whichwaynow
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Action point 10 Help and support plan What sort of help do you think you might need while you are choosing your options?
Who do you think you might ask to help you?
Are there any specific places that you think you will need to go to for information?
Joe Joe has a visual impairment (retinal dystrophy) which affects both his near and distance sight. He uses a magnifier and enlarged script in school to help him access the work. Joe is an able student and determined. He is very independent and never lets his difficulties stop him from doing anything. He is always ready to try something new. Joe is very ambitious and has already begun to plan his career. He would like to train as an accountant and chose his GCSE subjects accordingly. He hopes to achieve high grades:
‘I chose business studies because I thought it would help towards the career I’m interested in. I chose subjects that I’m good at and that I enjoy, because there’s no point choosing something you like if you’re no good at it.’ He has organised his work experience and will be spending two weeks at an accountancy company, which he is looking forward to. He plans to continue being in full-time education after Year 11 and is considering both sixth form and college. He then intends either to study accountancy at university or apply to train with a company: ‘I’m not sure yet which I would prefer. I’ll see how I get on in my work experience and how I feel after doing A levels. I would like to be successful in my career and am determined to do the best I can.’
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Choosing your options Matthew Matthew has been playing the guitar since he was in Year 7 and is very interested in music. He would like to work in the music industry in the future, as a performer or sound engineer, but knows that these are very competitive careers. He therefore chose to study a range of subjects at GCSE. ‘I chose to do music, a Diploma in Digital Applications (DIDA), geography and history for my options. I am good at these, enjoy them and felt that they would keep my career options open. As well as a career in music, I am also interested in computer programming, and doing both music and DIDA means I could do either.’ Matthew is studying these options alongside English, mathematics and science and is hoping to achieve high grades next year. He plans to go on to further education after Year 11 and is considering a range of A levels or a combination of vocational and A level courses. He plans to keep his career options open as much as possible and has the following advice for anyone interested in a highly competitive career:
You are now very close to making your decisions about your option choices. Here’s a final tip on how to make the best choice for you. Action point 11 From dream to reality Sometimes it is a good idea to think about important life decisions in terms of identifying what your ideal outcome would be. For example, you may want to take subjects that are not typically taken together. You need to analyse your reasons and your motivations, and then think about how close what is on offer at your school is to meeting your ideal. The last stage is to work out how you can bridge the gap between dream and reality. You may find that, by making a slight compromise, you can get closer to your ideal than you think. Try this now (it also works for other areas of individual learning planning): My ideal option choices would be:
I would choose these subjects because:
How closely do these ideal choices match up to what is available?
‘If you know what career you want to do choose relevant subjects, but don’t just focus entirely on that. You need to keep your options open and have a back-up plan.’ What can I do to bring my dream and reality closer together?
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Action point 12
Kim
I think I want to choose: Compulsory subjects
My first choice options
My reserve options
English Information and Communication Technology (ICT) Mathematics Science Other compulsory subjects at my school: Remember, you do need to choose reserve options, just in case you can’t get your first choices for some reason.
Action point 13 New study routes In September 2008 the first five 14–19 Diplomas will be available in selected areas of the country. Are any Diplomas available where you are? Which ones are they?
Construction and the Built Environment
Yes
No
Creative and Media
Yes
No
Engineering
Yes
No
Information Technology
Yes
No
Society, Health and Development
Yes
No
I am interested in finding out more about the Diploma in…
Kim chose to study a vocational course in salon studies (hairdressing) alongside GCSE English, mathematics, science, ICT and drama in Years 10 and 11. She liked the idea of doing something to gain practical skills that she could use in the future. Kim also finds academic work quite difficult. Kim has enjoyed the course and said that it has been a mixture of practical and theoretical work: ‘We have been taught how to do things properly, like straightening and styling hair. It’s been good to have a break from school once a week and do something more practical. I’ve also enjoyed meeting new people.’ Kim was originally interested in hairdressing as a career. Although she has enjoyed the course, she has decided she would like to work with children. Despite this she said the course has been helpful in many ways: ‘I have learnt a lot about working with people, which will be useful. I’ve also got to know my way around the college and got used to the travelling, which will be helpful next year.’ Kim is planning to study childcare at college after Year 11 and afterwards hopes to work in a nursery. Both her predicted GCSE grades and her NVQ Level 1 have helped to secure a place at college and she is looking forward to starting in September.
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Looking ahead Well done, you should now have sorted out the next two years of your educational career! Hopefully you are pleased with your choices. You won’t have to make any more big decisions until you are in Year 11, when you will need to look at your options post 16. If you choose to continue in education, you may have the choice to: • Stay at school by moving into the sixth form You will be able to take a range of courses, including GCSEs, AS and A levels, and vocational qualifications, or a combination. From September 2008, an optional extended project will be available, as will the option to study higher education modules and the new 14–19 Diplomas. • Go to a sixth form college Sixth form colleges serve students from a range of schools and offer similar qualifications to school sixth forms. In some cases, they offer a wider range of courses and qualifications. • Go to a further education college Further education (FE) colleges offer a range of qualifications, including GCSEs and A levels. However, they mainly specialise in vocational qualifications. Some FE colleges also offer courses at degree level. • Financial support and study/training If you stay in education after Year 11, you may be entitled to apply for an Education Maintenance Allowance (EMA) to help with day to day expenses – up to £30 per week. You may also be entitled to other financial help. Contact the Learning and Skills Council on T0870 900 6800 or go to Wwww.lsc.gov.uk for more information.
If you choose a work-based learning route, your choices are: • Becoming an Apprentice Apprenticeships give you the opportunity to work, learn and earn all at the same time. The scheme works by splitting your working week between paid work with an employer and attendance at college or with another training provider. • Getting a job with training Working for an employer, being paid and receiving training at the same time. Training may be ‘in-service’ (done in the workplace or through attending short courses).
• Entry to employment (e2e) If you know that you want to gain work with training, but you don’t feel quite ready, then Entry to Employment (e2e) could be just what you need. It is an individually tailored programme that enables you to gain qualifications, skills and experience to help you at work. • Time Off for Study and Training (TfST) This could help if you leave school with few or no qualifications and start a job without training. Those who are 16 or 17 are entitled to reasonable paid time off during normal working hours to study or train for an approved qualification. This must be a Level 2 qualification that will improve your future employment prospects. • Higher education If your long-term plan is to continue on to higher education, financial help is available. • There are grants available which you don’t have to pay back, and you could be eligible for a Maintenance Grant of up to £2,835 (2008-9 amount). • There are Student Loans for Tuition Fees to cover the full amount of your tuition fees, and Student Loans for Maintenance to help towards your living costs. • You don’t have to pay back your student loan until you have left your course and are earning over £15,000 a year. The interest on a student loan is linked to the rate of inflation, which means that the money you repay is the same in real terms as the money you originally borrowed. • Other forms of financial support include extra help if you have children or adult dependants, or if you have a disability. • Universities and colleges charging the full tuition fee for a course must offer non-repayable bursaries to students receiving the maximum Maintenance Grant. In 2007-8 the minimum bursary will be £305; however many universities are offering more, and not just to these students. You can find out more about what financial help may be available by visiting Wwww.direct.gov.uk/studentfinance. Your Connexions personal adviser will be able to give you more information. Alternatively, you can visit your local Connexions centre or log on to Wwww.connexions-direct.com
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Which way now? Action plan This plan has been designed to help you to finalise your Year 10 and 11 choices. You can photocopy the form or use the interactive version at Wwww.connexions-direct.com/whichwaynow Where I am now: (eg thinking about my options; speaking to family and teachers; almost ready to choose)
Who can help me and how? (eg parents/carers; teachers; careers co-ordinator; Connexions personal adviser)
What I need to do and when: (eg read my school’s options booklet; talk to my parents/carers, teachers and Connexions personal adviser; go to options evening; complete and return my options form) Action
By what date?
Completed (Y/N)?
I will know I have fulfilled my plan when:
Checklist I have now: • looked at the options book • been to the options evening • studied the options form • spoken to people for advice • made my choices • returned the options form.
Well done! Now you can concentrate on enjoying Years 10 and 11, and your new option choices!
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Further copies of this booklet are available from the Department for Children, Schools and Families (DCSF): DCSF Publications PO Box 5050 Sherwood Nottingham NG15 0DJ Tel: 0845 602 2260 Fax: 0845 603 3360 W connexions@prolog.uk.com ISBN: 0-86110-921-X ŠCrown copyright 2007 Extracts from this document may be reproduced for non-commercial education or training purposes, on condition that the source is acknowledged.
Other formats This publication is available in Braille and audio CD. Please call DCSF Publications on: T 0845 602 2260 or e-mail W connexions@prolog.uk.com to order copies. A pdf and text only version is available online at: W www.connexions-direct.com/whichwaynow You will be able to use your PC to enlarge the text. Feedback This publication has been produced on behalf of the DCSF by VT Careers Management. We welcome feedback on Which way now? If you have any thoughts on the content of this booklet, or how it’s presented, please contact VT Careers Management at e-mail: W vtcm.publications@vtplc.com
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