The choices

Qualifications

What to study and where

Finding work

Applications and interviews

Getting help and support

Also on the internetwww.connexions-direct.com/itsyourchoice

OPTIONS

2009 - 2010

2009-2010

NAME

How to

choose your

post-16

options

This magazine is full of ideas to help you choose your post-16 options:

find out what you need to think about and who can help

see what other young people did

use the action points to help you organise your ideas and takecontrol of your decision-making.

And don’t panic. It is normal to feel excited and a bit scared whendeciding what to do post-16. Just remember that this is your chanceto take control, shape your future and get the career and lifeyou want.

Help your parents and carers understand what you aredoing and how they can help – give them the centre pagesof this magazine and show them the full guide atwww.connexions-direct.com/parentcarer

Think better online? Try the interactive version ofIt’s your choice at www.connexions-direct.com/itsyourchoice

WELCOME TO

IT’S YOUR CHOICE

Acknowledgements:We would like to thank all those youngpeople who agreed to be case studies forIt’s your choice. For reasons ofconfidentiality some names may havebeen changed.

The DCSF is not responsible for the content orreliability of the websites listed in the publication anddoes not necessarily endorse the views expressedwithin them. Listings shall not be taken as anendorsement of any kind. We cannot guarantee thatthese sites will work all of the time and we have nocontrol over availability or content of the sites listed.

1

CONTENTS

GET

STARTED RESEARCH

YOUR IDEAS

THINK AHEADGET HELP AND SUPPORT

1

3

2

4

What are my choices? 2-3

Personal calendar 4

Experience needed 18

Work in a changing world 19

Higher education (HE) 20-21

Applications and interviews 22-23

Qualifications 5-7

Qualifications and pathways 8-13

What to study and where 14-15

Finding work 16-17

Money matters 24-26

People, places and websites 27-28

Action plan 29

This magazine is full of ideas to help you choose your post-16 options:

find out what you need to think about and who can help

see what other young people did

use the action points to help you organise your ideas and takecontrol of your decision-making.

And don’t panic. It is normal to feel excited and a bit scared whendeciding what to do post-16. Just remember that this is your chanceto take control, shape your future and get the career and lifeyou want.

Help your parents and carers understand what you aredoing and how they can help – give them the centre pagesof this magazine and show them the full guide atwww.connexions-direct.com/parentcarer

Think better online? Try the interactive version ofIt’s your choice at www.connexions-direct.com/itsyourchoice

WELCOME TO

IT’S YOUR CHOICE

Acknowledgements:We would like to thank all those youngpeople who agreed to be case studies forIt’s your choice. For reasons ofconfidentiality some names may havebeen changed.

The DCSF is not responsible for the content orreliability of the websites listed in the publication anddoes not necessarily endorse the views expressedwithin them. Listings shall not be taken as anendorsement of any kind. We cannot guarantee thatthese sites will work all of the time and we have nocontrol over availability or content of the sites listed.

What are my choices?

Get started

ACTION POINT 1Which option is best for you?Think about what you want to do after Year 11 then choose A, B or C.

After Year 11, I want to …A Continue studying to gain more qualifications

B Go to work and gain qualifications as I earn

C Continue to study, but I am not sure which qualifications to do

A Do a full-time course at a school or college

B Work and study part time

C Think about what I could do in the future – maybe get a job

A Study subjects I enjoy and am good at

B Gain a qualification linked to the work I want to do

C Get some advice about courses and qualifications that would suit me

A Gain qualifications so I can earn more in the future

B Go to work and start earning money now

C Find out how to get some financial support to help me study or train

A Study for higher level qualifications as a step towards getting the job I want

B Start work as soon as possible

C Get some help to make the right decision for me

How did you score?Add up your totals of As, Bs and Cs and check your results. A B C

2

Post-16 you can:

Continue in education

Do an Apprenticeship

Get a job – preferably with training

Work for yourself

If not ready for any of the above, continuing to developbasic skills and confidence before making a decision.

It is important to choose something that suits, interests andmotivates you. What will make you happy? What do you wantfrom life? Do our quiz to find out.

Case study 1

Having moved to the UK from Polandwhen she was in Year 9, Amanda hasworked hard to learn to speak Englishand to study GCSEs in a language thatwas unfamiliar to her. Now in Year 11and fluent in English she is targetedto achieve high grades in her examsand plans to study A Levels at collegenext year.

Amanda has a range of career ideasincluding translating and interiordesign and feels that it is important tokeep her options open. As a result shehas chosen to study A Levels in art,graphics, photography and psychologyat college. She plans to go on touniversity after college and is keepingan open mind about what she will study.

‘I decided to do A Levels to find outmore about the subjects I’m interestedin and to see if I want to take themfurther. It’ll also give me the time tothink more about what I want to dolong term whilst getting morequalifications.’

If you do not have a firm career plan,it is sensible to choose options thatwill give you plenty of choice in thefuture. Gaining more qualifications willboost your skills and improve yourfuture prospects and earning potential.

AmandaKeeping your options open

Get started

ACTION POINT 2

Mostly AsStaying in full-time education seems toappeal to you. If so, you have manychoices to research before you make adecision. Start by looking at the sectionson Qualifications (pages 5-7),Qualifications and pathways(pages 8-13) andWhat to studyand where (pages 14-15).

Mostly BsEarning while you learn seems to interestyou. If so, you have many choices toconsider before you make a decision.Start your research with the sections onQualifications (pages 5-7),Qualifications and pathways(pages 8-13) and Finding work(pages 16-17).

Mostly CsIt sounds like you are not sure what youwant to do. Check out the sections onQualifications (pages 5-7) andQualifications and pathways(pages 8-13). Speak to your Connexionspersonal adviser and people who know youwell to get some help and advice. See theGet help and support section(pages 24-29) for more ideas.

Jobs4uResearch your career ideas using jobs4u atwww.connexions-direct.com/jobs4u

3

Organise your ideas

The option that interests me most now is:

This interests me because:

I want to find out more about:

I can get the answers I need from:

Learning is vital to your future success somake the most of the SeptemberGuarantee. This entitles all 16 and 17year olds to an offer of post-16 learningthat meets their needs, and they alsoreceive help to choose well.

Most young people choose to continue ineducation or training when they leaveschool and many get financial helpthrough the Education MaintenanceAllowance (EMA) (see page 24).

Rowan is in Year 11 and about to take his GCSEs.He has done a lot of research and is keen to enterthe field of computer games design. Rowan plansto continue into the school sixth form and study ALevels in Japanese, business studies, and mediaand film studies. He plans to move on to universityin the future.

Rowan takes a keen interest in the video gamesindustry. He looks at the trade magazines andfollows the progress and development of gamescompanies. He has also spoken to people in theindustry about entry routes and has gatheredinformation from the internet and careerspublications. He is aware that the computer gamesindustry is highly competitive, requiring high levelsof skills and experience.

‘I am interested in media and film because one of my hobbies is creating and cuttingvideos and, since visiting Japan, I am very passionate about Japanese culture. I would liketo learn the language, which could help with my career progression. I am already doing aBTEC First Certificate in Business Studies, and next year I will do this at A Level.’

If you have a career idea in mind, you need to research entry routes and gain advice fromthe industry about what courses and experience could help you, especially if it is in acompetitive area.

Case study 2

RowanEntering a competitive area

Read this magazine so you know what you have todo to make choices that work for you.

Use the action points to help you make choices thatsuit you.

Think about careers that interest you and find out asmuch about them as you can.

Use your local online 14-19 prospectus (see page 13)and the resources in the Connexions Resource Centreto research your post-16 options and localopportunities.

Collect information about options that interest youand attend open days.

If you don’t have a firm career idea, think about howyou can keep your future options open.

Find out about the common application process forpost-16 courses in your area.

Check application deadlines for options that interestyou – there may be some this term.

Ask your school about how you can find out abouthigher and further education – for example, classvisits to university or talking to students who are atuniversity now.

Request information about Apprenticeships,including how to apply.

Talk to your Connexions personal adviser about yourplans and next steps.

Discuss your ideas with your family, friends andteachers.

Create a revision plan that works for you and stick to it.

Be prepared to rethink your plans if your predictedgrades change because of mock exams and otherassessments – they could go up as well as down.

Update or create a portfolio of evidence to help youwith applications and interviews.

4 Get started

PERSONAL CALENDARACTION POINT 3

AUTUMN TERM 2009 SPRING TERM 2010

SUMMER TERM 2010

Use this calendar to help you plan what to do as you make your post-16 choices.

Prioritise your choices.

Apply for your chosen post-16 option, making sureyou have a back-up plan.

Prepare for interviews.

Check that you have completed coursework andother assignments.

Create a revision plan and stick to it.

Find out if you can get an Education MaintenanceAllowance (EMA) post-16 and apply for one if youcan (see page 24).

If you are still not sure what to do, speak to yourConnexions personal adviser. Remember that all 16and 17 year olds are guaranteed a suitable place inlearning, with the information, advice and guidanceto help them choose well.

If you still have no plans, make an appointment tosee your Connexions personal adviser.

Speak to your Connexions personal adviser if you arelooking for a job with training.

If you are not quite ready for work and don’t want tostay in education, ask your Connexions personaladviser about personalised learning programmes thatinclude preparation for work.

Check that you have received and confirmed the offerof a place in education or training – you can stillapply if you haven’t done so yet.

Think about doing some work experience or voluntarywork in the summer holidays – you may even be ableto get a job.

GCSE results are out on 26 August 2010 (online on25 August). If your results are better or worse thanexpected, visit your local Connexions centre as soonas possible. The school leaving date is the last Fridayin June.

ACTION POINT 4

5

Qualifications are your passport to more opportunitiesin learning and work.

Do you understand the qualifications system?

Do you know how qualifications can help you in thefuture? Find out here.

The qualifications systemWhatever you want to do in life, there is a qualification to help you do it. The importantthing is to choose the right qualifications at the right time. To do this you need to knowhow the qualifications fit together. The September Guarantee will provide you with asuitable offer of a place in learning.All qualifications fit into a national framework. It has nine levels. Entry level is at thebottom and level 8 is at the top. Every level includes different types of qualifications.Some are subject-based. Some are work-related. Some are job-related.The level tells you how hard a qualification is – the higher you go, the harder thequalification.• Most employers ask first-time job applicants for level 2 qualifications – but theyincreasingly want people with qualifications at level 3 and above.

• You need level 3 qualifications for most university courses – you generally need a gradeC or above in GCSE English and mathematics too.

How qualifications can help you in the future

There are six good reasons why you should take qualifications seriously.

1. To give you a choice of jobs – the number of jobs you can get without anyqualifications is shrinking quickly. If you want a choice of jobs, you need goodqualifications.

2. To make sure you don’t spend your life in a dead end job – withoutqualifications, it is hard to move on from a low paid, low skilled job.

3. To improve your earning power – there is a big pay gap between people withqualifications and those without them. If you want a well-paid job, you need goodqualifications.

4. To show other people what you can do – qualifications show employers, collegesand universities that you have the attitudes, skills and qualities they value. They tellthem what you already know and can do. They also give them an idea of how well youmight do in the future.

5. To prove to other people that you can learn –qualifications show people that you want to learnand that you can learn. Employers and highereducation institutions look for people like this.

6. To show yourself what you can do – gainingqualifications boosts your self-confidence andself-awareness.

QUALIFICATIONS

Hot tipWhatever you have achievedin school, there is a post-16learning route to suit you.

Explore your interests

Choose one career or job that interestsyou. Look it up in the jobs4u careersdatabase at

www.connexions-direct.com/jobs4uand list the subjects and qualificationsyou will need to do it.

Career/job:

Subjects and qualifications needed:

Now match the qualifications you need totheir level, using the chart on page 6.

Research your ideas

L1

L2

L4-8

E

L3

QUALIFICATIONlevels

6 Research your ideas

What:•Basic qualifications•Build confidence•Help you use yourlearning in everydaysituations.

Examples:•Entry levelfunctional skills

•Entry level personaland social developmentqualifications

•Entry level vocationalqualifications.

Where they lead:•L1 qualifications,work-based training

•Supported employmentand independent living.

What:•Qualifications that giveyou good knowledge,understanding andskills in a subject,industry or areaof work

•Help you use thislearning in avariety of tasks.

Examples:•L2 functional skills•The Higher Diploma•L2 vocationalqualifications – NVQ,BTEC First, OCRNationals

•GCSEs achieved atgrades A* to C.

Where they lead:•L3 qualifications•An AdvancedApprenticeship

•A job with training• And for some –semi-skilled jobs.

What:•Basic qualifications•Build understanding ofa subject, industry orarea of work

•Help you use thislearning in everydaysituations androutine tasks.

Examples:•L1 functional skills•L1 personal and socialdevelopmentqualifications

•The Foundation Diploma•L1 vocationalqualifications – NVQ,BTEC IntroductoryCertificates, OCRNationals

•GCSEs achieved atgrades D to G.

Where they lead:•L2 qualifications•An Apprenticeship•A job with training.

What:•Higher level, specialistand professionalqualifications

•Develop very highlevel knowledge,understanding and skillsin a subject, industry orarea of work

•Independentapplication of learning.

Examples:•NVQs at L4 and L5•Higher NationalCertificates andDiplomas

•Foundation andHonours Degrees

•Postgraduatequalifications

•Professionalqualifications such asAssociate, Certified orChartered Professional.

Where they lead:•A higher level,professional orspecialist role in asubject, industry orarea of work

•Promotion at work.

What:•Qualifications that giveyou detailed knowledge,understanding and skillsin a subject, industry orarea of work

•Help you apply yourlearning with littlesupport.

Examples:•A/AS Levels•The Advanced and theProgression Diplomas

•L3 vocationalqualifications – NVQ,BTEC Nationals, OCRNationals

•The InternationalBaccalaureate

•Cambridge Pre-U.

Where they lead:•Qualifications atL4 to L6

•A job with training•And for some –technical, skilled andsupervisory jobs.

ENTRY LEVEL

LEVEL 1

LEVEL 2

LEVEL 3

LEVELS 4-8

Hot tipYou can use this framework to see howyou can move up the levels and dodifferent types of qualifications as youprogress through learning and work.

Keiron is in Year 11 and interested in a careeras a police community support officer. He hasdecided to continue his studies after his GCSEsand go into his school sixth form to study aBTEC National Diploma in Public Services.

‘I made an early start on finding out about mycareer choice. I have spoken to many people,including the local police community supportofficer, the Connexions personal adviser andmy teachers about what this job involves andhow to get into it.’

Keiron has chosen a course that mixesclassroom lessons with practical tasks, whichwill also give him useful skills and knowledge

to prepare for working for the police. Thecourse will suit Keiron’s style of learningand so motivate him to do well and gain alevel 3 qualification.

‘I want a job where I am not stuck behind adesk, but where I am out and aboutinteracting with and helping people.’

For some careers there may be more than oneentry route. Before making your post-16option choices, find out about different entryroutes and compare how the courses aretaught and assessed so that you can choosewhich style of learning suits you best.

Case study 3

KeironResearching the vocationalroute

What is labour marketinformation?Labour market information is data, statisticsand research about the world of work andthe job market. It tells you:

• where the jobs are – places, industries andoccupations

• what types of job are available – full orpart time, permanent, temporary orseasonal

• the skills and qualifications people needto do these jobs

• the number of people looking for work• how the job market is likely to change inthe next few years

• the skills and qualifications that people willneed to get and keep a job in the future.

How can you use labour marketinformation?

You can use labour market information tocheck that you have realistic career ideas andplans. This is because it tells you:

• if the job or career that interests you islikely to exist in the future – so you canchange your plans if necessary

• what employers are looking for – so youknow more about the attitudes, skills andqualifications you need

• where the jobs are – so you can find work.

What is labour marketinformation telling us now?

The number of jobs for young peoplewithout skills has declined rapidly in recentyears, and is expected to decline further. Therecent ‘credit crunch’ has led to fewer jobvacancies and higher unemployment. If youwant to get a job, you need to look at thelong-term trends. These show that:

• there are very few ‘jobs for life’ – mostpeople change jobs several times duringtheir working lives

getting the right skills and

QUALIFICATIONSDo you know how touse labour marketinformation to makesure that you have theskills and qualificationsemployers want? If not,read on.

ACTION POINT 5Find labour market information for a job that interests youChoose a job that interests you.

Look it up in the jobs4u careers database at www.connexions-direct.com/jobs4u.Go to the second page of the job information and read the ‘Getting in’ section. What didyou discover?

Go to www.sscalliance.org and find the Sector Skills Council for the job thatinterests you. Follow the links and browse the Sector Skills Council’s website. Look forlabour market information. What did you discover?

Browse your local Connexions website. Look for labour market information. What didyou discover?

Browse your local online 14-19 prospectus (see page 13). Look for labour marketinformation. What did you discover?

Do you think the job that interests you is likely to exist in the future? Give your reasons.

Do you think that you will be able to do the job that interests you in your local area?Give your reasons.

• all industries will recruit newworkers in the future – to replacepeople who retire or changedirection

• employers want fewer unskilled,unqualified workers

• employers want more skilled,qualified workers – qualified to atleast level 2 (GCSEs at grades Cand above) and preferably to level3 and above (see page 6)

• training is part of most jobs soemployers want recruits who arewilling and able to learn.

Hot tipDid you know that employers want peoplewith science, technology, engineering andmathematical (STEM) skills? Whatever yourinterests, there is probably a STEM careerthat matches them – in film, finance, TV, music,gadgets, travel, health, sport, design or theenvironment for example. Find out more atwww.futuremorph.org andwww.connexions-direct.com/jobs4u

7Research your ideas

curriculum and the Diploma and, fromSeptember 2010, GCSEs andApprenticeships. Schools and colleges arebeing encouraged to enter students forseparate functional skills assessments tomake sure that they have the best possiblepreparation for progression to further studyand work.

Personalised pathwaysDo you need a bit more time tobuild your confidence and gain basicqualifications? If so, this pathwaymay suit you.

What you learn: You will get help to pickoptions that fit your needs and improve yourchances of success in the future. Mostpeople do a mix of:

• functional skills courses – everyone needsthese practical skills to get on in life

• work-related courses – these prepare youfor work by adding to the experiences andskills you can offer an employer

• personal and social development courses– these build your confidence and teamworkskills and help you to organise yourself.

What you can do next: You will get helpto plan your future and pick options that fityour needs. You could:

• study for more qualifications – like GCSEs,the Foundation Diploma, the HigherDiploma, BTECs and other vocationalqualifications

• get a job with training• do an Apprenticeship• prepare for supported employment and/orindependent living.

Find out more: Speak to the people whoare already helping you – your tutor,teachers, learning support staff, parents andyour Connexions personal adviser.

QUALIFICATIONSAND PATHWAYS

Hot tipCheck out your essential skills. Ask afriend or someone else who knows youwell to help you assess your skills. Takeaction if you need to improve them. It isespecially important to have goodfunctional skills as you need them in allareas of work and adult life.

8 Research your ideas

Having the right skillsand qualificationsimproves your jobprospects and boostsyour future earningpower.

You can take differentpathways to gain theskills and qualificationsyou need. Find out moreabout them here.

Essential skillsSome skills are so important to your futurethat they are part of most pathwaysand qualifications.

Personal, learning andthinking skills (PLTS)These skills make it easier for you toorganise yourself and work as part of ateam. They help you to improve yourlearning and solve problems so that youperform better and achieve more.

Functional skillsThese are the practical skills of English,mathematics and information andcommunication technology (ICT). You usethem in everyday life, in learning and atwork. Everyone needs good functional skills.That is why they are part of the secondary

GCSE (General Certificateof Secondary Education)

Some people take new GCSE subjectsalongside or as part of other qualificationslike the Diploma. Others take or retakeimportant GCSEs like English andmathematics.

GCE Advanced Level and GCEAdvanced Subsidiary (A/AS

Levels: General Certificates ofEducation)

Entry requirements: These depend on thesubject. Most courses ask for the equivalentof four or five GCSEs at grade C and above.

Length: Most courses take two years. Manypeople study three or four subjects in thefirst year then decide which to continuestudying in the second year.

Subjects: You pick your own subjects fromthose offered by a school or college. Look atyour online 14-19 prospectus (see page 13)to see what you can study locally. Thereare over 80 A Level subjects in total.Some called Applied A Levels have awork-related focus.

Courses: A Levels are split into units. Youstudy AS (Advanced Subsidiary) units in thefirst year of a course. Most subjects havetwo AS units although some, like scienceand music, have three. You study A2 units inyour second year. Most subjects have twoA2 units but some, like science and music,have three. If you choose to study a subjectfor one year and pass the AS units, you willgain an AS Level qualification.

L1 L2

L3

Assessment: Each unit is assessedseparately through a mix of internalassessment and examinations.

Where they lead: A and AS Levels prepareyou for higher education and employment.They are useful whatever you plan to do atthe end of your course.

Extended Project qualificationThis qualification helps you to

develop the skills that higher educationcourses demand. To gain the qualificationyou must:

• choose a project and agree it with ateacher – you can choose a topic that letsyou explore an aspect of your studies ingreater depth or one that is of personalinterest

• do the project and show that you canplan, deliver and present an extendedpiece of work at level 3.

Other optionsSome people study the International

Baccalaureate and Cambridge Pre-U post-16instead of A Levels.

L3

L3

9

GENERAL QUALIFICATIONS

Case study 4

Francesca is in Year 13 at her schoolsixth form. She is completing her ALevels in product design, geographyand business studies and she is keento pursue a career in eventsmanagement.

Reflecting back on her A Level choices,Francesca suggests anyone in Year 11talks to people already doing thecourses they are thinking of studyingto fully understand what to expect.

‘I knew I wanted to continue mystudies after Year 11, but Iunderestimated the jump from GCSEto A Level. The workload isconsiderably more than I had expectedand the level is much morechallenging. I made sure I spoke to theright staff and previous students tomake sure it was the right option forme. I often have to put in extra time ifthere are areas I don’t understand, orif the teaching methods don’t suit me.’

‘A Levels can give you a lot morefreedom during the school day thanGCSEs as in the sixth form you getself-study periods. I’ve also found thatthey are designed to teach studentsindependence to complete their workand attend lessons in order to gettheir desired grades.’

FrancescaComparing styles oflearning

Research your ideas

Do you want to continue studying some of yourGCSE subjects and look at them in more depth?

Do you want to study more than one subject?

General qualifications like GCSEs andA Levels are subject-related so this pathwaycould suit you. Find out more here.

10 Research your ideas

Do you want to find outmore about an area ofwork that interests you?

Do you want a coursethat combines classroomlearning with practicalactivities and workexperience?

Do you want to keep yourfuture options open?Then the Diploma couldbe the pathway for you.

The Diploma is a newqualification that schools,colleges, employers anduniversities helped to develop.It is not yet availableeverywhere but it will be soon.Level: You can take a Diploma atthree levels:

Foundation – equivalent to 5 GCSEsat grades D to G

Higher – equivalent to 7 GCSEs atgrades A* to C

Advanced – equivalent to 3.5 ALevels. There is also a shorter

Progression Diploma equivalent to 2.5 ALevels. This Diploma has no optionalelements.

Entry requirements: These depend onwhere you study and the level of theDiploma that interests you. Your local online14-19 prospectus (see page 13) will havethese details. As well as having suitablequalifications, most places require you toshow an interest in the subject and a desireto do some of your learning in a practicalway. You must also be willing to travel asyou may need to take part of your course atanother school or college in your area.

Subjects: You pick a subject from those thatlocal partnerships of schools and collegesoffer. Look at your local online 14-19prospectus to see what is available.Your choices could include:

• Business, Administration and Finance• Construction and the Built Environment• Creative and Media• Engineering• Environmental and Land-based Studies• Hair and Beauty Studies• Hospitality• Information Technology (IT)• Manufacturing and Product Design• Public Services• Retail Business• Society, Health and Development• Sport and Active Leisure• Travel and Tourism

Course: The Diploma has three parts:• learning about your Diploma subject• the essential skills you need for everydaylife, in learning and at work – includingfunctional skills, personal, learning andthinking skills (see page 8), a researchproject and at least 10 days working withan employer. If you are working towards alevel 3 Advanced Diploma, you will do theExtended Project qualification (see page 9)

Hot tipFor more on the Diploma check outwww.direct.gov.uk/diplomas

• a choice of other subjects to help youunderstand more about your Diploma subjector to fulfil a personal interest – these caninclude GCSEs, A/AS Levels and vocationalqualifications like BTEC awards (normally atthe same level of your course, for example anA Level in an Advanced Diploma).

Assessment: Each unit is assessed separatelythrough a mix of examinations and internalassessment, including practical tasks. Youmust pass all parts of the Diploma to gain thequalification. You will get a transcript showingyour overall grade and your achievements ineach part of the Diploma. You will also getseparate certificates for each qualificationyou gain.

Where it leads: The Diploma does notqualify you to do a specific job but it doesprepare you for work and further learning.Depending on the level of your Diploma youcould go on to:

• a higher level Diploma in the same or adifferent subject

• GCSEs and A/AS Levels• higher education – for example, to do anhonours degree, a Foundation degree, aHigher National Certificate or Diploma

• an Apprenticeship• an industry training scheme or another jobwith training

• a vocational course that will qualify you todo a specific job.

Laura is in Year 12, and is studying the AdvancedDiploma in Engineering. She was attracted to theDiploma because it combines a high level oftheoretical understanding with the chance to dosomething that is ‘hands on and creative’.Engineering is a very broad subject, and thecourse provides a practical taster of many areas.

It is also giving her a chance to decide what shewants to do later on. Laura’s ambition is to applyto study the specialist Tonmeister Degree in Musicand Sound Recording.

The practical nature of the Diploma course hassuited Laura. She says: ‘it is not just listening andwriting down notes; it is learning as you do’. Shehas even enjoyed doing the assessments, whichare not like normal exams. Instead, they haveinvolved her in creating something with what she has learned. This is just the sort of thingthat she hopes to do in her career in sound engineering.

Laura would recommend the Advanced Diploma in Engineering to anybody wanting togain experience of what it is really like being an engineer. It will give you the knowledgeand skills to choose your preferred branch of engineering and to make a success of it.

THE DIPLOMA

L1

L2

L3

Case study 5

LauraThe Advanced Diplomaexperience

11

Do you think you wantto work in a specificindustry sector?

Do you want to find outmore about a broadvocational area?Then this pathwaymay suit you.

Level: Your choice depends on where youlive. Most areas offer post-16 vocationalprogrammes at Entry level through to level 3of the national framework (see page 6).

Entry requirements: These depend onwhere you study and the level of theprogramme you choose.

Subjects: Your options will depend on yourqualifications and what is available locally.Look at your local online 14-19 prospectus.Most areas offer programmes where you can:

• Study for industry approved qualificationsthat you need to start work in a sector –this is normally a full programme and allthe qualifications you take link to the jobyou want. For example, you could do aCACHE programme if you want to workin childcare.

• Study a broader work-related programmethat gives you the knowledge and skillsyou need for higher study and getting ajob. You can choose to specialise or takeother qualifications alongside your mainchoice. For example, you could do a BTECNational Diploma in E-business which isthe equivalent of three A Levels. Or youcould study for a BTEC National Certificatein E-business, which is the equivalent of 2A Levels and take an A Level or otherqualification alongside it.

Length: Programmes vary in length butgenerally take between one and two years.

Assessment: Assessment is through a mix ofobservation by an assessor, the assessment ofa portfolio of evidence and examinations.

Where do they lead: These programmesprepare you for higher level learning and work.

Research your ideas

APPRENTICESHIPS VOCATIONALPROGRAMMES

Being a very practical learner, Luke felt that hewould prefer to learn ‘on the job’ rather than goto college after Year 11. Having completed aFoundation Certificate in Construction in Years 10and 11, he decided that he would like to pursue acareer in plumbing and began a work placement tosupport this. As a result of his excellentperformance in the workplace Luke’s employer hasoffered him an Apprenticeship in plumbing.

In order to secure the training at his local collegeLuke had to sit an aptitude test which hesuccessfully passed. He will begin working full timewhen he leaves Year 11 and will combine this witha day per week at college where he will study anNVQ Level 1 in Plumbing.

Luke is looking forward to beginning his training and to working full time and wouldrecommend an Apprenticeship to other more practical learners:

‘Doing an Apprenticeship means you get a qualification, but also get work experience atthe same time. This makes it easier to get a job when the training finishes as employerscan see that you have got both.’

Case study 6

LukeTheApprenticeshipexperience

Length: Apprenticeships vary in length butgenerally take between one and four years.

Training: You will do on and off-the-jobtraining. Off-the-job training usually takesplace at a local college or specialist trainingorganisation.

Qualifications: You will study for job-related vocational qualifications andfunctional skills qualifications (see page 8).You may also study for a technical certificateor other qualifications needed for yourchosen occupation. Assessment includesa mix of observation by an assessor, theassessment of a portfolio of evidenceand examinations.

Money: You receive the same benefits asother employees – like discounted products,pension contributions and cheap gymmembership. Rates of pay vary but thereis a national minimum of £95 a week.Under 19s are not entitled to the nationalminimum wage.

Where they lead: When you finish anApprenticeship, you could go on to:• a higher level Apprenticeship like theHigher Apprenticeship, which is a level 4programme

• higher education• skilled employment and further training.

Find out more: Speak to your careers co-ordinator or Connexions personal adviser.Call 08000 150 600 or visit

www.apprenticeships.org.uk

Do you know what youwant to do for a living?Are you keen to startgetting the skills andqualifications you needforyourchosenoccupation?If so, this could be thepathway for you.

Doing an Apprenticeship means working foran employer and learning while you earn.There is fierce competition for manyApprenticeships so you must be committedto your chosen occupation. You must also beready to fulfil your responsibilities to bothyourself and your employer.

Level: You can do Apprenticeships at two levels:

Apprenticeship – equivalent to 5good GCSEs

Advanced Apprenticeship –equivalent to 2 A Levels.

Entry requirements: You must be 16 orover, living in England and not in full-timeeducation. Other entry requirements vary sodo your research carefully.

Career choices: There are over 180Apprenticeships in 80 industry sectors. Youroptions will depend on your experience andwhat is available locally. Look at your localonline 14-19 prospectus. You can also usethe Apprenticeship Vacancy MatchingService at www.apprenticeships.org.ukto search for opportunities.

L2

L3

Nayim is in Year 11 and about to take his GCSEs.He would like to enter a career in business or asa travel agent.

Because of his interest in the business world,Nayim has taken part in young enterprise days atschool. These days involve various activities tointroduce you to the world of work andencourage you to problem-solve and work withothers on a task. Such activities help developcommunication, negotiation and team workingskills, which are all valued by employers.

‘One enterprise day in Year 11 reminded me ofthe television programme The Apprentice and itmotivated me to want to succeed in life. Theactivities are a welcome change from the normal

school routine and have helped build my self-confidence. I have learnt to work with otherstowards a common goal and the experience has also helped me manage my school work.’

Nayim enjoyed his enterprise activities and would recommend doing them. He is lookingforward to next year and plans to continue with his education and do A Levels in businessstudies, ICT, PE, and travel and tourism.

12

Is your goal to get afull-time job post-16?

Or do you want to workfor yourself? Get thefacts here.

Full-time jobIf your goal is to start work full time whenyou are 16, look for a job with training or anApprenticeship (see page 11) that leads tonationally recognised qualifications.Remember that:

• employers increasingly want skilled peoplewith qualifications at level 3 (see page 6)and above

• the number of jobs for poorly qualifiedand unskilled people is shrinking fast

• finding a job with training will makeit easier for you to get a better job inthe future.

If you cannot get an Apprenticeship or a jobwith training, explore these options.

JobsHot tipUnder 18s cannot claim JobseekersAllowance (JSA) or Income Supportexcept in exceptional circumstances.Find out more. Look at the moneypages in the young people’s section of

www.direct.gov.uk/youngpeople

Hot tipThink better online? Then usethe interactive version of It’s yourchoice at www.connexions-direct.com/itsyourchoice

Research your ideas

Time off for Study and Training (TfST)If you are 16 or 17 and left school without alevel 2 qualification (see page 6), youshould be able to get reasonable paid timeoff during normal working hours to train foran approved qualification. This must be alevel 2 qualification that will improve yourjob prospects. To find out more, visit yourlocal Connexions centre or visit theConnexions Direct website at

www.connexions-direct.com

Learn from moreexperienced employeesAll jobs give you the chance to learn newthings. Make the most of this as it adds toyour experience. The more experience youhave, the bigger your choice of jobs andthe better your chance of finding a jobwith training.

Negotiate with your employerIf you see a training course that could helpyou with your job, mention it at work.Employers sometimes pay for a course orhelp with the costs if they think that trainingyou will also help their business.

Working for yourselfNot many people do this at the end of Year11. If this is your goal, you need a greatbusiness idea, strong enterprise skills, someexpert advice and the ability to workextremely hard.

Boost your enterprise skills by signing up forenterprise activities in school or college.Watch out for Young Enterprise projects andlook at the student information on

www.youngbizuk.co.uk

Get some expert help. Even big businessesuse expert help so do not try to go it alone!

• Speak to the people at your localEducation Business Partnership – ask yourcareers co-ordinator or Connexionspersonal adviser for their contact details

• Explore www.shell-livewire.org foradvice on how to start a business

• Look at the ‘Starting up’ section ofwww.businesslink.gov.uk or call the

helpline on 0845 600 9 006 to find yourregional Business Link

• Check out The Prince’s Trust on 0800 842842 or www.princes-trust.org.uk –look at the ‘Need help’ section.

Case study 7

NayimThe enterprise experience

13Research your ideas

ACTION POINT 6So, which pathway interests you?

a) Tick the option that interests you most.

personalised programme

general qualifications – GCSEs, A and AS Levels,the International Baccalaureate, Cambridge Pre-U

the Diploma – Foundation, Higher, Advanced, Progression

an Apprenticeship

a vocational programme

a job with training

b) Use your local online 14-19 prospectus to explore the options thatinterest you and to see who can help you get where you want to be.

Name and website address of the prospectus

Where I can do the options that interest me

How they will help me in the future

Who can help me get where I want to be

I can’t find what I want so I need tospeak to the careers co-ordinator…

or my Connexions personal adviser…as soon as possible.

Can’t find your prospectus? Ask your careers co-ordinator or Connexions personal adviser forthe details. Alternatively, go to www.direct.gov.uk/14-19prospectus, type in yourpostcode and follow the link.

Case study 8

Harry is a very able student who istargeted A* grades in his GCSEs.He has no set career ideas at presentalthough knows that he wants togo to university in the future, andhas decided to study a range of ALevel subjects.

When making his post-16 choices,Harry had to decide between going tohis local college or to one of the sixthforms in the area. In order to choose,he visited them, talked to staff andstudents, researched the subjectsavailable and explored previousresults tables. He then met with hisConnexions personal adviser anddiscussed the pros and cons of each.

Harry decided that sixth form wouldsuit him better than college due to thesmaller environment, the supportavailable and the structure ofteaching. His advice to anyone in hissituation is:

‘Go and visit as many places aspossible so that you can comparethem. Think about how you learn andwhere would suit you best. Don’t justgo where everyone else is going. It’simportant to choose the right placefor you.’

HarryDeciding between collegeand sixth form

14

What to study and where

ACTION POINT 7Continuing in learning – work out your prioritiesTick the things that are essential to you. Then see which of your optionsprovides the closest match.

Being with my friends

Being with people my own age

Knowing some of the teachers and students before I start

Being at a place with a good reputation

A friendly atmosphere

Being close to home

Good social facilities

Good sports facilities

Being able to continue studying the subjects I enjoy

Being able to study something new

Being able to take a mix of different qualifications

Learning in one place

Spending part of my time in the workplace

Doing a course at a specialist college – these offer courses in specialistareas like music and horticulture as well as courses for students withspecific, additional needs or disabilities

Interested in continuing in learning? Check outour advice on how to choose the right learningprogrammes and qualifications.

Work out your prioritiesWhere you learn is as important to your success as what you learn. Make it easier tochoose by deciding what is most important to you and what you are willing tocompromise on.

Research your ideas

Case study 9

Maria has retinal dystrophy whichcauses severe visual impairment. Shealso has cerebral palsy which affectsher movements and co-ordination.

Despite her difficulties Maria isstudying a range of GCSEs at amainstream school and also goes tocollege once a week to do a Level 1Certificate in Land-Based Studies(Equine). She is keen on a careerworking with horses and would like tohave her own stables and be a ridinginstructor in the future.

In order to achieve her ambitions,Maria plans to do equine studies atcollege post-16. Because she has veryspecific physical needs, Maria decidedto look at local provision but alsoconsider specialist colleges that caterfor people with visual impairments.She visited a number of places to findout which would suit her best.

During her visits Maria spent timetalking to tutors and other students tofind out more about the colleges. Shealso discussed her plans with herConnexions personal adviser, parentsand other family members who knowher well. She has decided to go to aspecialist college where she will studya key skills and lifeskills programme,combined with an equine course at alocal college.

‘Visit colleges to see for yourself whatthey are like. Ask other people whosupport you for advice, but in the enddo what’s best for you in your situation.’

MariaBenefiting from support

15

ACTION POINT 8Research tips

Read the rest of this magazine to get an overview of what you can do – or usethe interactive version at www.connexions-direct.com/itsyourchoice

Use your online 14-19 prospectus and school and college brochures to find outabout local opportunities and how to apply.

Find out about the common application process for post-16 opportunities.

Look up opportunities that interest you in the Connexions Resource Centre orcareers library.

Go to open days, taster activities and other events.

Read the information you collect. Pay attention to what different courses andprogrammes involve and where they lead. Look for information about entryrequirements, course or programme length, teaching and learning styles,assessment and any extras you may have to pay for.

Talk to people who are doing the course or programme now – look at thestudent pages and message boards on an organisation’s website and use yoursocial networking service.

Get expert help from your careers co-ordinator and Connexions personal adviser.

Do your researchThis is the only way you can find out what you need to know. Use our research tipsto help you get the information you need.

Hot tipHaving a disability should not stop youfrom learning. If you think you may needextra help with your post-16 learning,mention it at open days and in applicationsand interviews. Find out more at

www.direct.gov.uk/disabledpeopleand www.skill.org.uk

Make your choicesRemember to think about the followingquestions when choosing courses.

Will I enjoy this course?You will increase your chances of success ifyou choose courses that you think you willenjoy. Before you decide what to do, discussthe courses that interest you with yourfamily, friends, form tutor, subject teachers,careers co-ordinator and/or Connexionspersonal adviser.

Will the learning styles suit me?How do you learn best? Seeing and reading?Listening and talking? Touching and doing?You will find it easier to succeed if youchoose courses that allow you to use yourpreferred learning styles.

Will the assessment methods help meto succeed?Choose courses with a mix of assessmentmethods that suit you. For example, youcannot avoid written examinationsaltogether, but some courses have morecoursework and portfolio assessmentthan others.

How will this course help me in thefuture?If you have a firm career plan, check that youare taking the subjects you need to reachyour career goals. If you are still undecidedabout what you want to do, choose avariety of subjects that will give you plentyof choice in the future.

Hot tipDon’t ruin your chances of successby missing an application deadline.You can apply to more than oneplace if you need more time todecide what is best for you. Doingthis also makes sure that you have aback-up plan in case things do notgo the way you expect.

Research your ideas

Think about whatmakes you employableMake sure that when you find somethingto apply for you can:

• state clearly what it is that you canoffer an employer

• provide evidence to prove whatyou say.

If you need some help with this, look atWork in a changing world (page 19)and Applications and interviews(pages 22-23).

Work out your prioritiesIt is easier to spot job opportunities thatfit you if you know what you are lookingfor. Remember though that life is notperfect and you may have to compromise.

16 Research your ideas

Put some effort intoyour job searchFinding a job is a job in itself. If youneed some practical help, speak to yourConnexions personal adviser. Youshould also:

• use your personal networks – family,friends, neighbours etc.

• look in local shop windows• look at the vacancies noticeboard in

school or college• read the job pages in local newspapers

and magazines• visit the websites of companies that you

would like to work for to see if they haveany vacancies

• use job search websites• make copies of your CV (see page 22)

to give to local businesses when you areasking about jobs

• write to companies that you would liketo work for asking if they have anyopportunities available (see page 22).

FINDING WORKACTION POINT 9Finding work – identify yourpriorities

Tick the things that are important to you

full-time job

part-time job

holiday job

knowing the place

knowing some of thepeople who work there

close to home

the chance to learn new things

doing different tasks

having some responsibility

working hours that suit me

being paid above the nationalminimum wage

other

Interested in getting a full or part-time job?Check out our advice on how to improve yourchances of success.

Hot tipLearning pays! On average, a youngperson with five or more good GCSEsor equivalent earns over £100,000more during their working life thansomeone who leaves learning withqualifications below level 2.

17

Do your researchFind out as much as you can about what acompany does, what an employer wantsand what the job involves. Then work outhow your interests, abilities, experiences andachievements match them. Remember that:

• even if you are 16, you cannot start a full-time job until after the last Friday in Junein Year 11 – this is the official schoolleaving date and you cannot work fulltime before then

• different jobs pay different rates but,unless you are an Apprentice aged 19 orunder (see page 11), you are entitled tothe national minimum wage for your agegroup – find out more at

www.hmrc.gov.uk/nmw• job adverts quote gross pay – this is what

you get before deductions. Your takehome pay may be less as your employermay deduct National Insurance, incometax and voluntary contributions such aspension payments

• the law stops you from doing some jobs –for example, you cannot work in a barduring opening time unless the work youdo is part of an approved training scheme.Under 18s cannot do some jobs for healthand safety reasons. Speak to yourConnexions personal adviser to findout more.

Get more tips and information from the:

‘Work and careers’ section ofwww.direct.gov.uk/youngpeople

‘Work’ section ofwww.connexions-direct.com

‘Work and study’ section ofwww.thesite.org

ACTION POINT 10Next stepsWhat help do I need to find the right opportunity for me?

Do I have any useful contacts? Who?

How can they help me?

What shall I do next?

Hot tipIf you have trouble finding a full-timejob, remember the SeptemberGuarantee. This entitles you to an offerof post-16 learning that meets yourneeds and you will also receiveinformation, advice and guidance tohelp you choose well.

Jessica is in Year 11 and is in the second year of awork-related learning programme where shespends two days a week on a placement at ananimal sanctuary and three days in schoolworking towards a range of GCSEs. As well asspending time in her placement Jessica also goesto a learning provider where she has gainedother qualifications such as first aid, health andsafety and food hygiene.

Whilst on the placement, Jessica has learnt howto look after and care for a range of animals. Sheloves looking after the horses and ponies andquickly became a volunteer working at thesanctuary at weekends. Jessica has done so wellin her placement and as a volunteer that thesanctuary has now offered her a weekend joband she is working there on a Saturday.

Over the two years on the work-related learning programme, Jessica has grown inconfidence and is determined that she wants a career working with animals. She has beenaccepted on a Level 2 BTEC First Diploma in Horse Care at a local college, which includes awork placement.

‘Don’t be afraid to give something new a go. The work-related learning programme hasgiven me the chance to meet new people and try new things. I now know what I want todo in the future and I’m getting the experience and learning new skills to get me there.’

Case study 10

JessicaBenefiting fromwork-related learning

Research your ideas

How can you get the experience you need to meet theentry requirements for a specific opportunity?

How can you test your career ideas and employabilityskills while boosting your self-confidence and learningnew things? Find out here.

Do some work experienceThis is a great way to find out more about working life and to test your career ideas andemployability skills. You may do work experience as part of a post-16 course. If not, speak toa careers or personal adviser and find out how to negotiate your own work placement. Makethe most of any work experience that you do. Think about how it has improved your skillsand changed your career ideas and attitudes to learning and work.

Be a volunteerThere is no pay but volunteering gives you the chance to help your community, experiencedifferent workplaces and learn new skills. It also builds your confidence and self-esteem.Make the most of any volunteering that you do. Think about your achievements and theskills you have gained. How have they affected your attitude to life, learning and work?Check out these websites if you want to see what you could do.

www.vinspired.comwww.csv.org.ukwww.princes-trust.org.ukwww.dofe.orgwww.ukyouthparliament.org.ukwww.do-it.org.uk

Get a part-time or holiday jobThis is a great way to earn money and find out about working life. It also adds to yourknowledge and skills and builds your confidence. Make the most of it. Think about whatyour performance tells other people about your employability and your ability to learn. If thisoption interests you, look at Finding work (pages 16-17) and Applications andinterviews (pages 22-23).

EXPERIENCE NEEDED

Hot tipMake the most of your experiences.Keep a record of what you have doneand what it tells other people aboutyou. If you do not have a personalportfolio in which to store these records,set one up now.

Think ahead18

Case study 11

Tom is in Year 12 and doing a BTECNational in Music Technology andMusic Practice. He loves playing drumsin his band and for a long time hisdream was to work in a recordingstudio or as a roadie. But he has learntthat recording is highly technical andhe is now rethinking his career plans.

In Year 10, Tom did some workexperience in a primary school. Heenjoyed the variety of activities andhelping the children to explore ideasand express themselves. He hasstarted working as a tutor with juniorbands at a youth group. He helpsthem practise every week andorganises gigs.

‘I am an outgoing, sociable personand now I want to find out if I wouldbe good at working with children in anursery school, as there areApprenticeships available, such as inChildren’s Care, Learning andDevelopment.’

‘I am going on a taster week whichincludes two days’ work experience ina nursery school so I can test out myplans. I have talked to my Connexionspersonal adviser and looked atinformation on youth work.’

‘I think my music skills could be usedto encourage children to get involvedand have fun. Working with childrencould be just what I am looking for!’

TomInfluenced by workexperience

19

WORK IN A CHANGING WORLD

Think ahead

ACTION POINT 11

Do you have:good practical skills in English, mathematics and information and communicationtechnology (ICT)?

a positive attitude to work?

the ability to organise and motivate yourself?

Can you:

work as part of a team?

solve problems?

follow instructions and accept criticism?

Do you understand:

why customer care is important?

what makes a business successful?

Are you ready to:

be flexible in your working arrangements?

work with different types of contract – like part-time, full-time, fixed term andpermanent ones?

keep learning so that you can do several different job tasks, work in different partsof a company and move from one company to another?

spend part of your working life abroad?

What could you offer an employer now? (You can use this information in your CV)

How could you improve your employability in the next couple of years?

Are you employable?

Hot tipMemory is fragile. Start building aportfolio to remind you about yourexperiences and achievements. Use itto store certificates and other evidence.Look at it when you are writing a CVand making applications.

Hot tipSharpen your modern foreign languageskills! Global markets mean that morefirms than ever before want people withmodern foreign language conversationalskills. They also want more employees tospend some of their time working abroad.

Will you be able to holddown a job in the future?If you are not sure,read on.

The world of work changes veryquickly so employers wantpeople who are flexible, who canlearn and who can cope withchange. They also want peoplewith general employability skillswho will not lose sight ofbusiness basics like customercare. Are you employable? Useour checklist to help you find out.

Going into highereducation (HE) sets youup for a greater choice ofjobs and a good chanceof better pay. It could beone of the most valuablethings you ever do.

Not sure what HE is orwhat it involves? Findout here.

Fact fileCourses: HE doesn’t just mean studying foran honours degree. There are several otherqualifications available. Whatever yourinterest, there is probably an HE course tosuit you. You have over 50,000 to choosefrom and each has a different mix of theoryand practical learning. In some courses you

20 Think ahead

HIGHER EDUCATION (HE)study one or two subjects in detail. In othersyou gain work-related knowledge,understanding and skills. Course lengthvaries from two to five years. Sandwichcourses include a placement year in aworkplace or a year spent studying abroad.

Study: You can study full or part time at:

• a university or other higher educationinstitution (HEI) that is close to home orsome distance away

• a further education college – many offer avariety of HE courses

• home through flexible and distancelearning – you study on your own usingmulti-media resources, attendingworkshops or residential sessionsas required.

Qualifications: Most people work towardsqualifications at levels 4 to 6 in the nationalframework (see page 6).

Many take honours degrees such as aBachelor of Arts (BA) or a Bachelor of Science(BSc). Many also take work-relatedqualifications such as a Higher NationalCertificate and Diploma (HNC/HND) and aFoundation degree (Fd).

Entry requirements: The exactqualifications, grades and experiencerequired depend on the course you choose.Most HEIs accept a wide range of level 3qualifications (see page 6) including A andAS Levels, BTECs and the AdvancedDiploma. You can also enter HE from anApprenticeship and from full or part-timework. Check the entry requirements of thecourses that interest you very carefully, asyou may need to study particular subjects forspecific courses, and contact the HEI if youhave any queries.

Costs: Costs depend on the course and HEIyou choose. Some places are much cheaperto study in than others. You will have to paytuition fees and for things like studymaterials, food, accommodation (if youdecide to study away from home), transport,clothes and leisure activities. But there isgovernment help available with these costs– see below.

Financial help: Full-time HE students canget financial help from the government.Some can also get extra help from their HEI.Different arrangements apply to part-timestudents. Find out more at

www.direct.gov.uk/studentfinance

Hot tipA recent CBI survey said that a third ofcurrent jobs require degree-level skillsor qualifications and this number willcontinue to grow.

Financial help for full-time students

Government support includes:• An annual Maintenance Grant to help with accommodation and living costs.

The amount you get depends on your personal circumstances and you donot have to repay it.

• An annual Student Loan for Tuition Fees. Paid directly to your HEI, this coversthe full cost of your tuition fees. You have to repay the loan when you finishyour course and are earning over £15,000 a year.

• An annual Student Loan for Maintenance to help with accommodation andliving costs. It is paid into your bank account. The amount you get dependson your personal circumstances and the size of your Maintenance Grant.You have to repay the loan when you finish your course and are earningover £15,000 a year.

• You may be able to get extra help if you are a parent or have a disability orlearning difficulty.

To find out more go to www.direct.gov.uk/studentfinance

Help from your HEIIf you are getting a full Maintenance Grant from the government, your HEI willoffer a minimum bursary payment. Some HEIs also offer scholarships. You donot have to repay bursaries and scholarships.

21Think ahead

Student life: You have to organise a lot ofyour own learning as tutors and lecturersguide you rather than tell you what to do.HEI staff and information on the intranethelp you get used to this. You meet manynew people of different ages and fromdifferent places and backgrounds. All HEIshave student clubs and societies. Most havesocial and sports facilities too. You will alsohave access to student discounts.

What you can do with an HEqualification: Having an HE qualificationgives you many options. For example,you could:• move up to a higher level of learning• apply for jobs that interest you• apply for a management or industry

training scheme• set up your own business.

Find out more: Browse these websites

www.direct.gov.uk/uniwww.ucas.ac.ukwww.uniaid.org.uk

Find out if your school or college offers HEmodules as part of the curriculum ororganises other activities that give you ataste of what HE is like.

Gap yearSome people take a year out (a gap year)before starting HE, but it could be at anytime. They spend it studying, working ortravelling. If this interests you, visit your localConnexions centre or check out

www.yearoutgroup.org orwww.connexions-direct.com

ACTION POINT 12Is higher education (HE) for you?

HE interests me because:

HE does not interest me because:

I think I will:

22 Think ahead

Do you want to create theright impression? Useour tips to help you.

CVsMost recruiters take less than 30 seconds tolook at each CV they get. Will yours holdtheir attention? A CV is your personalpublicity leaflet. It is short – no longer thantwo sides of A4. It tells the reader who youare and what you know, understand and cando. Every word counts. If you want to makea good impression you must put time andeffort into writing it. Don’t be afraid to askfor help if you need it.

What do you put in a CV?

There are no rules but most people include:

• personal details – name, address,telephone number and a sensible emailaddress

• a personal profile – two or threesentences highlighting your best points.For example, ‘A hard-working, responsibleperson who …’

• key skills and achievements – a bulletpoint list of skills and achievementsshowing what you can do and howyou work

• qualifications and training – showingtitles, actual or predicted grades/results,and when and where taken

• employment and work experience –employer names with dates and a briefdescription of work duties andresponsibilities

• interests and hobbies – the top two orthree plus anything like a Duke ofEdinburgh Award

• referees – contact details for two referees(not relatives) who can say what you arelike, including your attitude to work.

Application lettersThese are formal letters. Will yours showrecruiters you are taking your applicationseriously and care about the impressionyou make? If sending a letter by post, use

good quality paper and envelopes. Wordprocess it unless specifically asked for ahandwritten one. Use a standard layoutand keep it to one side of A4.

What do you put in a letter?

Start by giving your reasons for writing.Usually you will either be:

• applying for an advertised job vacancy orother opportunity – make sure you includethe reference number and descriptiongiven in the advert

• asking if someone can offer you a jobor another opportunity such as awork placement.

Follow this with one or two paragraphs thattell readers why you are a good candidatefor the job or opportunity. Do not repeatwhat is in your CV. Give new or extra details

about the skills, qualities and achievementsthat you think fit particularly well with whatyou are applying for.

End assertively. For example, ‘I look forwardto hearing from you’, ‘I am available forinterview …’ or ‘I would be grateful if youcould keep my name on file in case anyopportunities arise in the future’.

Application formsApplication forms ask people for the sameinformation. This makes it easier forrecruiters and admissions officers to comparecandidates and identify those who fit theirrequirements. Make sure that you payattention to detail so that you make the rightimpression. Fill the form in carefully. Do notleave any sections blank unless told to do so.

You should:

• Read and follow all the instructionscarefully. For example: writing clearly,using capital letters and black ink; usingthe specified font and font size in a form andthe specified subject line in a covering email.

• Use a copy of the form (or a notepad) todraft your answers.

• Check your answers for accuracy and toensure you have given enough detail.

• Ask someone you trust to check your draft.• Keep a copy of your completed form so

that you don’t forget what you said.

APPLICATIONS ANDINTERVIEWS

Hot tipDon’t use the headingCurriculum Vitae on your CV. Itwastes space and recruitersknow what they are looking at.

23

InterviewsThese are your chance to find out moreabout an opportunity and for theopportunity provider to find out more aboutyou. Follow these steps to increase yourchances of success.

Before you go for the interview:

• Prepare well. Research the organisation aswell as the opportunity. Look at thewebsite and read all the informationyou receive.

• Plan what to take to the interview – doyou need a portfolio of work or a pen?

• Plan how you will get to the interview sothat you will arrive in plenty of time.

• Check if the interview includes any tests orassessments. If it does, speak to yourConnexions personal adviser to get someideas on how to tackle them.

• Think about what questions they mightask you and how you could reply. Shareyour ideas with your friends, family andother people who know you well.

• Make a list of questions to ask them.• Plan what to wear. If it is a job interview,make a special effort to look smart.

• Don’t take risks. Always tell somebodywhere you are going. Do not agree tomeet anyone who suggests holding theinterview in their car or somewhereunexpected like a café.

Just before the interview:

• Turn off your mobile phone.• Dispose of any chewing gum properly.• Check your appearance.

In the interview:

• Sit up straight and make eye contact withthe interviewer or interview panel.

• Smile and be polite. It is important tomake a good impression on everyoneyou meet.

• Listen carefully to the questions and thinkbefore you speak – ask for more detail ifyou are unsure what they are asking.

• Always tell the truth.

Think ahead

Use the interactive version of It’s your choice atwww.connexions-direct.com/itsyourchoice

to practise doing a CV and application letter.

Get more information about applications andinterviews at www.connexions-direct.comand in the Work and Trainingsection of your ConnexionsResource Centre or careers library.

24

Have you thought abouthow you will manage formoney post-16? If not,start here.

Help with post-16 learning costsLearning is vital to your success in work andadult life, so you can often get help withyour learning costs.

Education Maintenance Allowance(EMA)You could get a weekly payment of £10,£20 or £30 a week to help with day-to-dayexpenses. The money goes straight into yourbank account. The amount you get dependson your personal circumstances and doesnot affect any benefits that yourparents/carers receive. In return you mustmeet attendance, learning, behaviour andother goals set out in your learningagreement with your school, college ortraining provider. If you do well you may geta bonus. Find out more at

www.direct.gov.uk/ema

Care to LearnIf you are a parent, this could help you withyour childcare and travel costs. You do nothave to do a course that leads to a formalqualification, but you must be under 20 onthe day you start your course. Find out moreat www.direct.gov.uk/caretolearn

Scholarships and study awardsYou may be able to get one of these if youwant to do a specialist qualification in areaslike dance, drama and sports. They are inshort supply so there is fierce competition forthem. They help towards living costs andtuition fees that government funding doesnot cover. To find out more, speak to yoursubject teachers, coaches, Connexionspersonal adviser and college studentservices. If your interest is in dance anddrama awards look at

www.direct.gov.uk/danceanddrama

Discretionary Support FundsSchools and colleges have extra funds tohelp post-16 students who are in realfinancial need. Speak to the Student SupportOfficer to find out more.

Help with post-16 living costsIf you are in full-time education and training,your parents/carers will normally receivechild and other benefits until you are 19.Under 18s do not usually get any benefitsexcept in exceptional circumstances – if youhave caring responsibilities or cannot live athome for example. You may also get extrasupport if you have additional needs.

If you have money worries:

• speak to your Connexions personal adviser• visit the Connexions Direct website at

www.connexions-direct.com• contact DIAL UK, the network of disabilityadvice lines, at www.dialuk.infoor on 01302 310 123.

Hot tipEMA is paid straight into yourbank account. If you haven’t gota bank account, open one now!

MONEY MATTERSCase study 12

Laura is in Year 13 in her school sixthform, and is preparing to take her ALevels. She plans to pursue a careerworking with children.

For the last two years Laura hasreceived an Education MaintenanceAllowance (EMA) of £30 a week. Thishas made a real difference as she hasbeen able to concentrate on herstudies without having to worryabout money.

‘I have been able to buy all thenecessary equipment such as booksand stationery to allow me to achievemy full potential.’

Laura is now planning to do a degreein childcare at university. She hasspoken to her Connexions personaladviser and university staff aboutwhat financial support she can access.

‘I have looked into financial supportfor higher education, maintenancegrants and bursaries – without these Iwould not be able to continue mystudies. There is a lot of support I canget which will allow me to go touniversity. The support is really helpfulas it allows lower income families toencourage their children to continue infull-time education.’

It is important not to let financialconcerns discourage you from stayingin education. Money may be availableto you, so speak to an adviser.

LauraEMA changed my life

Get help and support

25

Money and workThings you need to know if you get a full orpart-time job post-16.

Bank account: Very few employers paycash so you will probably need a bankaccount. Choose carefully and ask yourfriends and family for help if you need it.

National Insurance Number (NIN): Keepthis safe. You need it when you start workand if you have to claim benefits later on.

National Minimum Wage: Unless you arean Apprentice aged 19 or under (see page11), you should be paid the NationalMinimum Wage from the age of 16onwards. It does not matter what job you door the size of the firm you work for. Thegovernment reviews the rates every year.Any increases take place in October. Find outthe current rates at

www.hmrc.gov.uk/nmw

Payslips: Employers should give you apayslip each time they pay you. It will tell

you your gross pay, your take home pay andany deductions made for National Insurance,Income Tax, pension and other contributions.Keep them safe as you may need to refer tothem in the future.

National Insurance Contributions (NIC):Most people pay these. They go towardsyour state pension and help to pay for otherbenefits like Jobseeker’s Allowance (JSA) andStatutory Sick Pay (SSP).

Income tax: Most people pay income taxthrough a scheme known as PAYE (Pay AsYou Earn). The more you earn, the more youpay. When you start work, HM Revenue andCustoms will send you a tax code and aPAYE reference number. They also send themto your employer. Keep them safe. Employersuse your tax code to calculate how much taxyou should pay.

P60: Your employer will give you this taxform every April. It summarises your pay andtax payments for the year. Keep it safe. Youcan use it to prove your income, to apply for

tax credits and to claim back any tax youhave overpaid. If you lose it, your employercan give you a replacement.

P45: Employers will give you this tax formwhen you stop working for them. Do notlose it. You cannot get a replacement andyou need it when you start a new job orapply for Jobseeker’s Allowance (JSA).Without your P45, a new employer cannotcalculate how much tax you should pay andwill put you on an emergency tax code. Thisis usually higher than your actual tax code.You will get a refund if you pay too muchunder the emergency code but it will taketime to sort out.

Find out more: Browse the ‘Money’ pagesin the ‘Young people’ section of

www.direct.gov.uk and look at the‘Money’ and ‘Work’ sections on

www.connexions-direct.comSee also

www.direct.gov.uk/moneytolearn

Get help and support

26 Get help and support

ACTION POINT 13What money matters do you need to know more about?

Interested in Where to find out more(tick all that apply)

Care to Learn

Discretionary Support Funds

Education Maintenance Allowance(EMA)

Extra help because of myexceptional circumstances

Financial support for higher education

Help to meet my specific needs

Income tax

Managing my money

National Insurance

National Minimum Wage

Opening a bank account

Scholarships and study awards

Understanding payslips

Others

Hot tipStart your search with the ‘Money’ and ‘Work’sections on www.connexions-direct.comand the ‘Money’ pages in the ‘Young people’section of www.direct.gov.uk

27

Choosing what to dopost-16 is not somethingyou should leave tochance. Everyone needsa bit of help withdecision-making.

Read on to find out howyou can get the help andsupport you need.

PeopleTalk to the people who know youreally wellPeople like your family, friends, tutor andsubject teachers want the best for you. Theywill listen to and discuss your ideas withyou. Better still, they will tell you why theythink an option will suit you or not.

Talk to the people who know what youneed to knowThe person running an option and thepeople doing it can give you a good pictureof what it is really like. Ask them aboutthings like learning activities, workload,assessment and costs.

Get an expert opinionSpeak to your careers co-ordinator orConnexions personal adviser if you cannotmake up your mind or want a secondopinion from someone who will not takesides. Careers co-ordinators know a lotabout what each option involves and how itmight help you in the future. They can alsotell you where to get more informationand help.

Connexions personal advisers have specialtraining to help you tackle personal andcareer issues. Sometimes you can drop in tosee one at break or lunchtime, so watch outfor information about when they are inschool. Otherwise you will have to ask yourform tutor or careers co-ordinator to makean appointment for you.

PlacesVisit your Connexions Resource Centreor careers library

Look in the following sections:

Choices

Education

Work and Training

Money

Where to Get Help

Pop into your local Connexions CentreHere you can talk to a personal adviser, usecomputerised career guidance programs,look at job vacancies, do internet researchand get help to apply for financial support.Ask your careers co-ordinator or Connexionspersonal adviser for the address.Alternatively look it up in the local phonebook or visit

www.connexions-direct.com

Sign up for open days, visits andcourse tastersThe best way to find out about an option isto see it in action!

Get help and support

people, placesand websites

28 Get help and support

WebsitesIf you do not have a computer at home, youcan access the internet at school, in yourlocal Connexions Centre and at your localpublic library.

Use Connexions DirectThis is a service for 13-19 year olds. It offersquick access to information and advice onthings that affect teenagers. The website isat www.connexions-direct.com. Thehelpline is open seven days a week, from8am to 2am. You can talk to a ConnexionsDirect adviser who has special training tohelp with personal and career issues. Youcan talk to them online, on the phone080 800 13 2 19 and via email,text 07766 4 13 2 19 and textphone.

Explore your local online14-19 prospectusGet information about the local labourmarket, local opportunities, how to apply forthem and the support you can get withlearning costs and transport. Find out whereto get information, advice and guidance tohelp you choose well.

You can find your prospectus by visitingwww.direct.gov.uk/14-19prospectus,

putting in your postcode and followingthe links.

ACTION POINT 14Who will help you?

List the people in and out of school who you think could helpyou to make the right choices for you.

How could these people help you?

Browse the young people’spages at www.direct.gov.ukDirectgov is the government’s one-stopshop for information about public servicesand has links to other useful sites. Youcan search the site using age group, topicsand keywords.

Check the information youfind before you use it

Getting information is step one. Step twois to check it before you use it. This isespecially important if you use a searchengine or a social networking service tofind information. Ask yourself thesequestions to make sure that theinformation you have is trustworthy,unbiased, accurate and up to date.

Source: Who paid for it to be publishedand why? Do you trust this source?Purpose: Does it give you the facts? Is ittrying to persuade you to agree with aparticular point of view? Do you think itgives you an unbiased picture?Writer: Who wrote it? Do you believe theauthor knows enough to give you accurateinformation?Date: When was it written, published orupdated? Is it still up to date?Relevance: Does it answer your questions?

Case study 13

Dominic is in Year 12 and taking ALevels in mathematics, furthermathematics, chemistry, physics andEnglish literature. He is undecidedabout a future career goal.

When choosing his post-16 optionshe sought advice from as manypeople as possible, including hisConnexions personal adviser, on howto keep a range of careers open.

‘There are many career options in themodern world, so it can be difficult todecide which route to take. After myGCSEs I chose to stay on at schooland go into the sixth form to gainmore qualifications. I want to ensureI have as many options open to meas possible in the future, so I havechosen a wide range of A Levels. Ifound the Connexions personaladviser really helpful in researchingmy path ahead. I also found theinternet useful, as well as talking tomy friends and family.’

If you are undecided about whatcareer or course choices to make,then it is useful to ask for help andseek advice from a range of people.Gaining more qualifications is a goodway to keep your options open andbroaden your choices.

Looking ahead, Dominic thinks hewill go on to university and possiblypursue a degree in engineering.

DominicSeek information andimpartial advice

Use this plan to help you finalise your post-16 choices.You can copy the form or use the interactive version at www.connexions-direct.com/itsyourchoice

Where I am now: (eg thinking about my choices/gathering information/planning college visits/speaking to employers/making applications/preparing for interviews/sorting out finances etc.)

What do I need to do and when: (eg look at my local online 14-19 prospectus/fill in the commonapplication form/speak to my Connexions personal adviser/apply for jobs/update my CV etc.)

Action By what date Completed (Y/N)?

I have now

Researched my options and found out where they can lead

Been to open evenings, taster activities and careers events

Spoken to my teachers, Connexions personal adviser, friends and family

Made my decision

Applied for my first choice

Made a back-up plan

You now have all the tools and information you need.Think carefully about your decisions and do what is right for you.Good luck. It’s over to you …

29

CHECKLIST

action plan

Further copies of this booklet are available from the Department for Children,Schools and Families (DCSF) at:

DCSF PublicationsPO Box 5050SherwoodNottinghamNG15 0DJ

Tel: 0845 602 2260Fax: 0845 603 3360Email: connexions@prolog.uk.com

ISBN: 978-1-84775-382-3Reference No: 382-3

© Crown copyright 2009

Extracts from this document may be reproduced for non-commercial educationor training purposes, on condition that the source is acknowledged.

This publication is available in Braille and audio CD.

Please call DCSF Publications on:0845 602 2260 or emailconnexions@prolog.uk.com to order copies.

A pdf and text only version is available online atwww.connexions-direct.com/itsyourchoice

You will be able to use your PC to enlarge the text.

A pdf and text only version of the insert is available online atwww.connexions-direct.com/parentcarer where you can also find an expanded,

online version. You will be able to use your PC to enlarge the text.

Translations availableText only versions of the Parents & Carers insert are available in Arabic, Bengali,Gujarati, Hindi, Mandarin Chinese, Polish, Punjabi, Somali, Turkish, Urdu and Vietnameseto download from the website at:

www.connexions-direct.com/parentcarer

This publication has been produced on behalf of the DCSF by VT Careers Management.

We welcome feedback on It’s your choice. If you have any thoughts on the content ofthis booklet, or how it’s presented, please contact VT Careers Management at email:vtcm.publications@vtplc.com

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