The Progression ModuleProgramme of Study

(Non-compulsory)

Unit 1 – You and Your CareerLesson CAT/Area of Study Content Learning Objectives Learning Outcomes Possible Learning Activities

1 Progression Module Launch by Link University

The aims, areas of study and purpose/benefits of the Progression Module are introduced to the participating students.

To gain knowledge and understanding of what the Progression Module is and how it will benefit learners.

Demonstrate an understanding of what the Progression Module is and the purpose of studying it.

a) A talk by university staff.( Virtual Delivery available) which includes

An overview of the Progression Module content

An introduction to the benefits of the Module

A tour of the campus if launch is at the university or virtual tour

2 Careers Information Advice and Guidance (CIAG)

The vocabulary of careers, the sources of information available, the careers options available and the importance of career planning in Year 12.

To gain knowledge and understanding of the vocabulary of CIAG and to explore the career options available.

Demonstrate an understanding of the career options and sources of help available and the vocabulary of CIAG.

a) Take a skills test possibly one of the many available on the internet see links on page 6 of the Unit 1 booklet

b) Students can explore the many careers website to see what help is available

c) Complete the activities on p5 and p7 of the Unit 1 booklet.

3 SWOT analysis A SWOT analysis to examine a student’s Strengths, Weaknesses, Opportunities and Threats.

To gain knowledge and understanding of your strengths, weaknesses, opportunities and threats in relation to your future career.

Demonstrate a greater insight into what opportunities are available and what threats might be standing in the way of achieving your goals.

a) Discussion about the importance of knowing your strengths, weaknesses, opportunities and threats.

b) Students can complete the self-assessment of skills activity on p7 of the Unit 1 booklet.

c) Complete a SWOT analysis using the example and pro-forma on pages 8 & 9 of the Unit 1 booklet.

d) Discuss the findings with students- what can be done to overcome the possible threats?

e) Extension Activity- Complete lesson plan 1.1

4 & 5 1.1 Career action plan

A Career action plan to ensure long term planning for the future.

To explore future goals and make a realistic plan in order to achieve that goal.

Demonstrate an understanding and ability to career-plan effectively using short, medium and long-term goals and targets.

a) Discuss with students the importance of having a clear goal with a plan in order to achieve it.

b) Similarly, discuss about having a back-up plan.

c) Students can use the CAT template to complete the career action plan.

d) Discuss with students about what SMART targets are and the importance of applying them to their plans.

6 1.2 An up-to-date CV

Writing an up-to-date CV

To gain knowledge and understanding of writing a

Demonstrate the ability to present themselves

a) Discuss and brainstorm about the importance of having a good CV and

Unit 2 - Managing Your Money The Progression Module - Programme of Study

Unit 2 – Managing Your MoneyLesson CAT/Area of Study Content Learning Objectives Learning Outcomes Learning Activities

1 Launch of Unit 2 and budgeting workshop

The complex area of student finance will be explained to students and teaching staff with the latest changes.

To gain knowledge and understanding of student finance and how to complete the personal budget planner

Demonstrate some knowledge and understanding of student finance and how it applies to the individual student, in preparation for completing the personal budget plan.

a) A presentation/workshop by university staff ( Virtual Delivery available)

b) Q & A session with the university staff and student ambassadors ( Virtual Session available)

c) Read the student finance information p.10-16

d) Discuss student finance planning with parents and topics to discuss

2 Shopping on a Budget Preparing a weekly shopping list and researching the cost

To gain knowledge and understanding of the cost of living and budgeting for food.

Demonstrate the ability to budget for a weekly shopping bill that meets your requirements.

a) Extension activity: complete lesson plan 2.1and or lesson plan 2.2.

b) Follow on discussion about knowledge and prior experience of shopping for food and the weekly shopping bill.

c) Referring to the activity on p15 of the Unit 2 booklet, students can make a weekly shopping list with a budget of £50

d) Compare and contrast prices using online supermarkets

Unit 2 - Managing Your Money The Progression Module - Programme of Study

3 Research and Fact Finding

Research different areas of student finance, including loans, scholarships, accommodation costs, living in London and outside London, student bank accounts and long term prospects.

To gain knowledge and understanding of different aspects of student finance

Demonstrate knowledge and understanding of the different aspects and financial implications of progressing to higher education.

a) Brainstorm the many different aspects of student finance and cost that students need to consider when going to university.

b) Students can complete the activity on p20 of the Unit 2 booklet on student bank accounts

c) Compare and contrast the benefits of going to university with getting an apprenticeship by consulting the websites suggested.

d) Extension Activity, complete lesson plan 2.3 ( Accommodation)

4 & 5 2a Personal budget planner

Completing a personal budget planner for either Higher Education or a work-based route, (It is recommended that you choose one home university and one away university to allow for financial comparison).

To gain knowledge and understanding of the financial implications of progressing to university or a work-based route.

Demonstrate an understanding of the financial language associated with HE and employment.

Demonstrate an awareness and understanding of the finance available to them as a student or employee.

Demonstrate the ability to budget effectively.

a) Discuss the various requirements of the budget planner, with one option of living at home and one living away from home.

b) Demonstrate the available research tools in order to complete the budget planner including the student calculator at www.gov.uk/student-finance-calculator

c) Stress the importance of ensuring that the figures are accurate

d) Students are able to complete a personal budget planner using the template in the book or the electronic template

Unit 2 - Managing Your Money The Progression Module - Programme of Study

6 - 8 2b Written assignment

Complete a written assignment of a minimum of 500 words that considers and evaluates the financial implications of continuing with your education or starting a job or apprenticeship.

To consider and evaluate the financial implications of continuing with your education. (or starting a job or apprenticeship)

Demonstrate an awareness and understanding of personal finance and budgeting.

Demonstrate an understanding of the financial advantages and disadvantages of different HE/career options

Demonstrate the ability to evaluate and draw conclusions about suitable HE/career options, based on research.

Demonstrate the ability to use secondary sources for research purposes.

a) Students are able to use the writing framework on p7, 8 or 9 of the Unit 2 booklet to plan the content of their written assignment.

b) Discuss with students the different ways of approaching the assignment e.g. use of subheadings, introduction and conclusion.

c) Use the Exemplar File assignment as a point of reference for group discussions.

d) Ensure that students have a minimum of 500 words and have included a word count.

e) Ensure that students have a bibliography with a minimum of three references.

Unit 3 – Exploring Your Future Choices The Progression Module - Programme of Study

Unit 3 – Exploring Your Future ChoicesLesson CAT/Area of Study Content Learning Objectives Learning Outcomes Learning Activities

1 Launch of Unit 3 by Link University

Staff and student ambassadors can set the scene for introducing the many different courses that are available in higher education and employment.

To gain knowledge and understanding of the variety and types of courses available in higher education and how to research them.

Demonstrate knowledge and understanding of the many different courses available in higher education as well as the different types, and know how to research them to find out more

a) A presentation/workshop by university staff ( Virtual Delivery Available)

b) Q&A session with student ambassadors, explaining their choice of courses. (Virtual Delivery Available).

c) Introduction to the UCAS website and UCAS tariff and how it works.

d) Case studies about different students (p’s 13 & 14 from the Unit 3 booklet) and from the students’ own experiences i.e. siblings/parents/ex-students.

e) Extension activity lesson plan 3.1

2 The Language of Higher Education

Thinking about the language of higher education. What’s the difference between a campus university and a city university? Why do some universities have colleges? What is the difference between a BSc and a BA?

To gain knowledge and understanding of the language of higher education, in order to inform your own choices.

Demonstrate knowledge and understanding of the technical jargon of higher education and to begin to have an idea of courses that might be suitable for you.

a) Complete Jargon Buster activity on p20 of Unit 3 booklet.

b) Extension Activity lesson plan 3.2c) Complete activity on p12 of the Unit

3 booklet about choosing a university.

d) Demonstration of the UCAS website and discuss how it can be used for effective research.

Unit 3 – Exploring Your Future Choices The Progression Module - Programme of Study

3 - 5 Researching university courses

Using the various websites available, research university courses.

To explore the many different university courses available, gaining a clearer idea of what you are wanting to study and where.

Demonstrate knowledge and understanding of the many different courses available to you, how you can research them and starting to make an informed decision of what you wish to study.

a) Brainstorm the various research tools available and what they each can offer: UCAS, university websites, league tables, Which Uni, Unistats, etc.

b) Clarify the objective so that there is a goal in sight - a narrowing of options.

c) Ensure that the students have knowledge of the CATs for Unit 3 which they will be having to complete following the research period.

d) Discuss the need for primary research and encourage students to attend a University Open Day or virtual event.

e) Extension activity complete lesson plan 3.3

f) Extension activity complete lesson plan 3.4

g) Student feedback on what they have researched and discovered.

6 3a or 3b Table of potential HE/employment choices

Completion of a table listing either the top 5 university course choices and facts about each, or comparing two university course choices with two employment choices.

To evaluate the top five preferences of potential university courses. (or top two HE courses with top two employment choices)

Demonstrate the ability to undertake research by locating, selecting and summarising relevant information.

Demonstrate the ability to make decisions and choices based on a range of factors considered.

a) Outline the requirements of the CAT ensuring full understanding of the different parts.

b) Complete the table using the template in the booklet or online

c) Compare choices made to thoughts at the start of the course.

d) Students to present choices to the class to see the range of courses chosen.

Unit 3 – Exploring Your Future Choices The Progression Module - Programme of Study

7 – 9 3a or 3b Written statement justifying top two choices of HE/employment.

Completion of a written statement outlining and justifying and comparing and contrasting top two choices of university course, preferably at one university close to home and one away from home, but not necessary. It can also be top two employment choices or one HE choice and one employment choice.

To evaluate the top two choices of university courses (or top two employment choices)

Demonstrate an understanding of advantages and disadvantages of different HE/career options.

Demonstrate the ability to evaluate and draw conclusions about suitable HE/career options based on research.

Demonstrate the ability to use both primary and secondary sources for research purposes.

a) Students should reference the Table in their assignment.

b) Using the writing framework, and template available online, students to write a statement (750 words) or Power point (12 slides) to justifying their decisions.

c) Discuss with students the different ways of approaching the task and which option they prefer to do.

d) Use the Exemplar File assignment as a point of reference for group discussions.

e) Ensure students include the word count or include the correct number of slides.

f) Ensure that students include a bibliography of at least three references, one of which must be evidence of primary research that you refer to in your written piece.

Unit 4 – Marketing YourselfLesson CAT/Area of Study Content Learning Objectives Learning Outcomes Learning Activities

1 Launch of Unit 4 by Link University.

A talk about the importance of marketing yourself, with the main focus being on the personal statement.

To gain knowledge and understanding about the purpose and importance of the personal statement and how to write one.

Demonstrate knowledge and understanding of how to market yourself and what makes a good personal statement and what makes a bad one.

a) A presentation/workshop by university staff ( Virtual Delivery Available)

b) Q&A session (Virtual option available)c) Opportunity to see examples of

personal statements d) Discussion about the importance of

the personal statement in the university/career application process.

2 4.1 Plan a personal statement

Think about and plan a personal statement that is fit for purpose for you.

To consider and plan a personal statement that will meet your needs and aspirations.

Demonstrate the ability to market yourself effectively to HE providers/employers.

Demonstrate the ability to produce personalised, professional applications.

a) Brainstorm and discussion about what makes a good personal statement.

b) Read through examples of personal statements to and discuss what made them good and ways in which they could be improved. http://www.studential.com/personalstatements/

c) Students should read through p’s 5 & 6 of the Unit 4 booklet to provide ideas to plan a personal statement

d) Using the template provided on page 10 or 11 of the Unit 4 booklet and online, support students to complete the personal statement Mind Map.

e) Extension activity complete lesson plan 4.1

3 - 6 4.1 Write a personal statement

Using the plan write your personal statement of a maximum of 4000 characters.

To write a personal statement in preparation for your UCAS application.

Demonstrate the ability to market yourself effectively to HE providers/employers.

Demonstrate the ability to produce personalised, professional applications.

a) Students should use the Mind Map that they have prepared to structure their personal statement.

b) Use example Personal Statements in the booklet and Exemplar File to discuss what makes a good/bad statement.

c) Book a personal statement workshop

or arrange a PS surgery where university staff can input into the process. (Virtual Support available).

d) Students should review their personal statement, asking teachers and family members to read it to suggest any ways to improve it, as well as checking it for any SPAG errors.

7 4.2 Undergo a mock interview

Prepare for and undergo a mock interview with a teacher or nominated interviewer and have it assessed.

To plan for and undergo a mock interview to provide practice for future possible interviews.

Demonstrate and understanding/awareness of the importance of appropriate interview techniques and how to apply them in practice.

Demonstrate the ability to evaluate your interview performance with a view to improving it.

a) Undertake group discussion about what makes a good interview.

b) Brainstorming and modelling of the different features of what makes a good interview including eye contact, personal appearance, body language, handshake etc.

c) Discuss with students who would most benefit from an external interview and arrange accordingly.

d) Group reflection on the interview and ways in which it went well/could be improved in future.

e) Tutors should ensure the completion of the interview skills feedback sheet.

f) Extension activity complete lesson plan 4.2.

g) Extension activity complete lesson plan 4.3

8 4.3a Deliver a group or individual presentation

Prepare, plan and deliver a presentation on a topic of interest. This can be on any subject and it can be one that has been prepared for another lesson.

To plan and prepare a presentation on a topic of interest to an audience.

Demonstrate and understanding/awareness of presentation skills and how to apply them in practice.

Demonstrate the ability to evaluate your presentation performance with a view to improving it.

a) Brainstorming and discussion about what makes a good presentation.

b) Encourage students to consider the materials for presentation: PowerPoint, slides, notes and remind to include them in their folder as evidence.

c) Encourage students to evaluate the presentations that they have made

previously to think about how to improve them.

d) Complete the appraisal sheet for each student.

9 4.3b Write a statement to consider the process of how to plan, deliver and review a presentation

Write a statement of evaluation of the process of planning, delivering and reviewing the presentation.

To review and evaluate the process of preparing a presentation.

Demonstrate an ability to reflect and evaluate your learning performance to support personal development.

a) Discussion about the process of preparing the presentation.

b) Encourage students to use the template provided on p18 of the Unit 4 student booklet or online, students should complete the review of the presentation.

c) Encourage students to think about what they would do differently next time? Discuss with students why reviewing their work is important.

10 4.4 A reflective response to the Progression Module

Write a reflective response of a minimum of 250 words which includes what you have learned, how you have changed or progressed, what you could have done differently to get more from the experience and those things that you still need to do to support your future.

To reflect on the Progression Module as a learning experience.

Demonstrate an ability to reflect on your learning, development and chosen career path.

Demonstrate reflective writing skills.

a) Group discussion about the Progression Module as a whole and the journey from the start of the year to the end of the module.

b) Discuss the main benefits of the Progression Module

c) Encourage students to use the framework on p20 of the Unit 4 booklet to write their reflective response

d) Use the example extracts in the booklet and the Exemplar File as a point of reference for group discussion.