Post-16 preparation activities included in the ‘Get into Higher Education’ tutors’ resource pack
Post-16 preparation activities included in the ‘Getting In Getting On’ guide*
(See www.teachernet.gov.uk/aimhigher/ tutors for further details.)
1. Setting the scene.
1. What is Higher Education all about? As a whole group students are asked to brainstorm their ideas about Higher Education. 2. Jargon buster. A quick quiz to introduce and explain some of the terms used in Higher Education. 3. Help! The students are asked to suggest three types of people who could help with Higher Education planning, and in addition to research three sources of information. 4. Why do people go on to Higher Education? Students are challenged to give reasons why people might go on to Higher Education, and what may act as a barrier to their progression. 5. Reasons to be cheerful. This activity enables students to explore the social and non-academic benefits of Higher Education. 6. A day in the life… Students compare how they spend a typical college day with descriptions of how typical undergraduates spend their days. 7. What happens in Higher Education? Students are challenged to imagine they’re creating a new Hollyoaks-style soap based in a university or Higher Education college.
2. Recognition/Certification of Higher Education research – includes evidencing and recording Higher Education research. 3. Planning the UCAS education convention – includes: (i) guidance for staff in preparing for the visit; (ii) Convention practicalities; (iii) a suggested lesson plan for use prior to the Convention visit; (iv) suggestions for integrating HEI visits into a guidance programme. 4. Exploring the issues, lifestyle and choices – (i) skills used during Convention-centred research; (ii) getting to know Higher Education: the quiz; (iii) resources available before and after the Convention; (iv) things current undergraduates wish they’d known; (v) Open Days and other visits to HEIs; (vi) Summer schools and tasters. In addition to a series of activities in preparation for HEI visits, we would also encourage schools to provide opportunities to reinforce and consolidate the learning experiences from the visits, through further structured classroom-based work. The resources suggested in the Tables provide some valuable information and guidance for teachers when planning these follow-up sessions. Such activities will help place the visits in context, and allow students to examine and assess their knowledge and understanding of the key issues raised.
8. Where will I be in ten years’ time? Student draw up two scenarios – one ideal and one more realistic. 9. How I got where I am today. Students match the advice from people in Higher Education to the people listed. 10. Where do I want to be? Students draw upon their lists from Activity 8, to design their own route map of how they will get from where they are now, to their ideal choice and to their realistic goal. 11. Routes to a career. Students explore how much of a difference Higher Education would make, in terms of salary and career progression, when aiming to pursue a broad range of careers.
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* from BROWN, R. and CHANT, M. (2007) Getting In Getting On, Cheltenham, UCAS.
Getting it right: Guidance on targeting, delivering and evaluating Aimhigher, widening participation and Higher Education related activities. For School, College & other practitioners 2007/8