SECONDARY Resource Pack

Booklet and Resource Pack

Secondary: Key Stage 3 & 4

Welcome!

How does this booklet work?

Year 7 Successful Starts

Getting to know you

New starts

Mindsets

Your task

Year 7 Appendix - Session Plans

Year 8 & 9 Choices Series

The Starting Line

The Detective Challenge

Pathways Practice

Beyond the Classroom

Student Stories

Year 8 & 9 Appendix - Session Plans

Year 10 & 11 Next Steps

A-levels: Tips to help you decide

Your Degree: Choosing the right course

Degree Apprenticeship

Skills for Future Success

Next

Welcome!

As a university committed to widening access and participation, we recognise the value and importance of high-quality careers information, advice and guidance on supporting young people to make informed decisions about their future educational opportunities.

We know that under the Gatsby Benchmarks secondary schools are provided with a framework to help ensure that their learners have access to a wide range of careers provision and that this is embedded across the curriculum. From years of experience of delivering impartial careers-based outreach in our local secondary schools, we have designed the UWIN Aspire Secondary Booklet and Resource Pack for Key Stage 3 & 4 staff to support their learners navigate key transition points in their educational journey.

All the activities have been developed to align with the Gatsby Benchmarks, particularly supporting schools to meet Benchmark 3 ‘Addressing the needs of each pupil’ and Benchmark 7 ‘Encounters with further and higher education’. The resources are underpinned by growth mindsets and draw upon the importance of learners having a broad and informed understanding of the different routes and options available to them.

Each session will guide staff on how to introduce key terms, facilitate discussions about educational pathways and challenge learners’ concepts of their future ‘possible selves’.

Sarah Harder-Collins Head of Participation and Success University of Winchester

How does this booklet work?

This booklet is here to guide you through each session to support the delivery of the activities. Work your way through each session (or you can pick and choose which ones to use based on the time you have available).

The resources you need for the session are found within the pack and they will need to be printed before each session.

You can find presentation slides and copies of all resources on our UWIN Aspire webpage, which can be accessed by scanning the QR code to the left.

How to print the resources

1. Work out which page number the resource is on (top corner).

2. Go to the print button on the top right hand side of the screen.

3. Select custom pages and type in the page number/page numbers that you wish to print. (You can also write in how many copies of the page you require).

Year 7 Successful Starts

Introduce session and resources

– you can explain that this has been introduced by the University to support Year 7 students to;

 Think about how to make the best possible start in something new

 Explore the idea of ‘mindsets’ and how they could be useful when we make a new start

 Consider what advice we’d offer to a future Year 7 student

Resources

• Follow the PowerPoint titled Year 7 Successful Starts. Here is the first slide of the PowerPoint for your reference:

• Activity 3: Statements from university students to be printed.

• Activity 5: Worksheet to be printed.

• Activity 7: Information sheet can be printed for learners.

• Activity 8: Postcard resource to be printed.

Time: Approx 60 mins

Gatsby Benchmarks

Addressing the needs of each student

Encounters with further and higher education

Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout.

All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

Session Organisation & Activities

 Learners to ensure that they have pen and paper ready for the start of the session.

 Learners to complete activities in pairs, groups or work individually.

 Some activities involve feeding back to the class.

Activity 1: Getting to know you

Explain that we’re going to take a moment to think about where everyone has come from and to celebrate your achievements. Learners to discuss in pairs or work individually, before feeding back to the wider class their ideas.

 What do you think your best skills are? What are your strengths?

 What are some of the achievements that you are most proud of? Were they easy to achieve?

 Turn to the person next to you, what do you think their strengths are?

Time: 5 mins

If you would like more details of this session then go to the Appendix to find the session plan.

New Starts

This section has three activities:

Activity 2a: New starts

Learners to write down what they think a new start could be for someone. Encourage them to give generic examples (i.e., new jobs, starting university, new friends) rather than specific examples that they are planning on for their futures.

Time: 3 mins

Activity 2b: New starts

Learners write down what feelings they may have about new starts using their piece of paper. Learners can use a mind map tool or bullet points for this activity. Highlight that sometimes one of the reasons that new starts can bring up different feelings for us is that they involve learning new things.

 Learners can think about how starting Year 7 felt

Learning is such an important part of being at school and university. How we see ourselves as learners can help us when we find things difficult or have setbacks.

Time: 3 mins

Activity 2c: New starts

Learners write down ideas about learning new things, and what feelings they may have using their piece of paper. Learners can use a mind map tool or bullet points for this activity.

How do you feel about learning something new?

Our brains are incredibly powerful and capable of learning huge amounts. Sometimes, when we start something new or find something difficult, we can forget how capable we are.

Time: 4 mins

Activity 3: Case study

Print and present learners with the statements from the university students which can be found on the next page. Read these aloud then ask learners to compare the two student reactions to receiving their feedback. Learners to discuss and note down the differences between the statements.

Time: 5 mins

Activity 3: Case study

Take a look at how Elena and Jamal responded to getting feedback on their first assignment at university.

‘I had my first piece of marked work back from my tutors at University yesterday. I was really disappointed with the mark - everyone else did better than me. I won’t bother reading the feedback - there’s no point – it’s just criticism of what I wrote. I know that I could have put more effort into working on it but I’ve always been good at this subject before. Maybe I should just give up.’

‘I got my first assessment back yesterday – it’s really useful to get some feedback and see where I am at the moment. There’s a bit of the course that I haven’t understood yet and I got some things wrong but my lecturer’s feedback has helped me think about how I can move forward. I wasn’t really worried about the grade itself - I know if I keep putting in some effort, I’ll move forward!’

What are the differences between Elena and Jamal’s response to feedback?

Mindsets

Activity 4: Mindsets

Talk learners through the reason why the students react in different way using the information on the PowerPoint slide. Note that it’s possible to have a mixture of both mindsets, and to have different mindsets about different things.

Time: 3 mins

Activity 5: Mindsets

The next page provides example of attitudes that are associated with each mindset. Print the worksheet and ask learners to draw lines between the statements to the mindset it is most suited to.

Allow learners to complete activity before presenting the PowerPoint slide, as this has the answers on. The slides then contain extra statements which can be shown, discussed and voted on as a class.

Time: 10 mins

Activity 5: Mindsets

Draw an arrow between the statements below and the mindset it is most suited to.

Finds inspiration in others’ successes.

Growth mindset

Fixed

mindset

Why should I bother?

Finds success of others off-putting.

Avoids things that might be hard. Doesn’t see the point of putting in effort.

Learns from setbacks. It’s ok to make mistakes because I can learn.

This feedback just means that I’m rubbish. Doesn’t find feedback or criticism useful.

When it’s difficult, I know that I’m learning something. Sees the benefit of challenges. I can’t do this. I give up. Everyone else is so much better at this than me. I shouldn’t try.

It’s great to see my friend improve. It inspires me to try! Sees that putting in effort is needed to progress.

Activity 6: Mindsets

Learners to discuss all questions in pairs or small groups. Questions can be displayed on the PowerPoint slides while learners take part in this activity.

Facilitators can particularly draw attention to education examples of where learners could benefit from a growth mindset i.e., GCSEs, A-levels, T- levels, BTECs, apprenticeships, university.

 When do you think you’ve had a growth or a fixed mindset?

Can you think of some examples from primary school, from lockdown or starting at secondary school?

 Why do you think a growth mindset might be useful when you start something new?

 In your future education, when could a growth mindset may be beneficial to you? (Example: GCSEs)

 Do you have any hobbies or sports in which a growth mindset could be useful? If so, how?

Time: 10 mins

Extra question

In future, what could you do when you are faced with an obstacle? What could you try to overcome a problem when learning?

Activity 7: Mindsets

Explain to students that new starts will happen a lot during their educational journey. Print and present learners with the information sheet on the next page.

Learners can refer to this while you talk through examples of possible educational pathways in their futures:

 GCSEs at school > A-levels at college/Sixth Form > University

 GCSEs at school > A-levels at college/Sixth Form > Job

 GCSEs at school > A-BTECs > Apprenticeship > Job

 GCSEs at school > Apprenticeship > University

Time: 5 mins

Learners have started Year 7 and are now equipped to make a great start at secondary school - don’t forget how a growth mindset can help

‘New starts’ in your future may include...

Your task

Activity 8: Your task

College

Somewhere that you can go and study when you’ve finished Year 11 at school. You can choose what to study from a range of different qualifications.

University

Somewhere that you can choose to go and study at when you’re 18 or older. You can move away and live in student halls on campus or stay at home and commute.

Learners to write their own individual top tips and advice to future Year 7 students. Print out two postcards per student and ask them to fill these in. Postcard templates can be found on the next page.

Highlight that they may wish to include:

 Ideas about growth mind-set

Apprenticeship

Another type of learning that offers lots of options. You can study whilst you work for an employer.

 Advice on how to respond when they find things difficult

 Any information about their future options (there’s key vocabulary in your booklet).

Time: 10 mins

Dear Future Year 7 Student,

Activity 8: Your task

Your task is to write postcards to Year 6 students offering them advice on how to make the best possible start at school and in their futures (think about what you would have found useful to know at the start of Year 7).

Future Year 7

c/o UWIN Aspire

University of Winchester

Dear Future Year 7 Student,

Dear Future Year 7 Student,

Future Year 7

c/o UWIN Aspire

University of Winchester

Future Year 7

c/o UWIN Aspire

University of Winchester

Successful Starts: An in-school workshop for Year 7 Pupils - Session Plan

Session plan Year 7 Successful Starts

By the end of the session, we want students to be able to (or have made progress towards being able to):

 Recognise importance of efforts and persistence in improving learning

Session objectives:

Consolidate understanding of options available in their futures, including knowledge of university and the different phases of education.

To develop knowledge of the basic principles of a ‘growth mindset’, with a focus on persevering when things are difficult particularly within the context of a ‘new start’ and the importance of putting effort in.

 Understand the different stages of education

 Expect to make progress in own learning

Timings Facilitator notes

Learner notes 1 min for introduction

Max. 5 mins for class discussion

Introduce session and resources – you can explain that this has been introduced by the University to support Year 7 students to think about…

Explain the objectives for the session:

• Think about how to make the best possible start in something new

• Explore the idea of ‘mindsets’ and how they could be useful when we make a new start

• Consider what advice we’d offer to a future Year 7 student

Explain what we’re going to stop for a moment to think about where everyone has come from and to celebrate your achievements.

Activity 1: Ask students to consider the questions on the worksheet:

What do you think your best skills are? What are your strengths?

• What are some of the achievements that you are most proud of? Were they easy to achieve?

• Facilitators can prompt positive praise for peers when working in pairs

Learners to ensure that they have pen/paper ready for the start of the session.

Learners to discuss in pairs or work individually, before feeding back to the wider class their ideas.

10 mins Activity 2: This ‘New Starts’ task is in three parts.

2a. Ask learners to write down ideas about what they think a ‘new start’ could be for someone. Encourage them to give generic examples (i.e., new jobs, starting university, new friends) rather than specific examples that they are planning on for their futures.

2b. Ask them to think about how they might feel about a new start and add these to a mind map. Feelings could include nervous, excited, anxious.

Explain that sometimes one of the reasons that new starts can bring up different feelings for us is that they involve learning new things.

2c. Ask learners to think about how they might feel about learning something new. Again, ask them to add these to a mind map.

5 mins Activity 3: Introduce the ‘Case Study’ task.

Learners will ‘meet’ two university students who have received feedback from their lecturers.

Read the case study text from the two students out loud to students.

Ask the students to compare how the two students react in this situation. Ask the student to write down on paper their ideas about how they react.

You’re looking for anything around the idea of “different attitudes”, or something around the idea of persevering and getting better at something. Some students may mention mindsets – you can explain that you’re going to come back to that idea shortly as it’s worth exploring more.

3 mins Activity 4: Talk learners through the reason why the students react in different ways using the information on the slide:

• The students react in different ways because they have different mindsets about learning.

• Your mindset is made up of your beliefs and how you see/ react to the world around you.

• There are lots of different mindsets but we’re going to focus on growth and fixed mindsets:

– A ‘fixed’ mindset is built on the belief that you can’t grow your intelligence and so, it’s not worth trying.

– A ‘growth’ mindset focuses on the idea that you can grow your intelligence.

Note that it’s possible to have a mixture of both mindsets, and to have different mindsets about different things.

Learners write down ideas about new starts and what feelings they may have using their piece of paper.

Learners listen to explanation.

Timings Facilitator notes

10 mins

Activity 5: This page provides example of attitudes that are associated with each mindset.

Ask learners to draw lines between the statements to the mindset it is most associated with.

Talk students through the information

10 mins Activity 6: Learners to discuss all questions in pairs or small groups.

Facilitators can draw attention to education examples of where learners could benefit from a growth mindset i.e., GCSEs, A-levels, T- levels, BTECs, apprenticeships, university.

Learner notes

Learners to decide if the statements are ‘fixed’ or ‘growth’ by a ‘hands up’ voting activity.

Learners to justify their answers when feeding back.

Learners to discuss all questions and examples in pairs or small groups.

Learners listen.

5 mins

Learners compare the two student reactions to receiving their feedback.

Learners discuss and note down differences.

Learners to listen to the explanation.

10 mins

(Additional question can be used as a challenge for individuals who would benefit, or those who have completed the above activities ahead of time).

Activity 7: Explain to students that new starts will happen a lot during their educational journey.

You can print out the information on the next page (which explains what college, university and apprenticeships are) and give this to learners to read while you talk through some examples of possible pathways in their futures:

GCSEs at school > A-levels at college/Sixth Form > University

GCSEs at school > A-levels at college/Sixth Form > Job

GCSEs at school > A-BTECs > Apprenticeship > Job

GCSEs at school > Apprenticeship > University.

Activity 8: Explain to students now that they’ve thought about making a new start and they’ve found out about growth mindsets, it’s time to bring these two things together and offer some advice to the next Year 7s at the same time!

Ask students to consider when they started Year 7 and their understanding of growth mindset to write a postcard with their top tips for a Year 7 (post card templates provided).

Learners listen.

Learners write their own individual top tips and advice to future Year 7 students.

Year 8 & 9 Choices Series

We are delighted to share these self-paced activities to support year 8 and year 9 learners thinking about their Key Stage Four options. Wherever possible, we’ve tried to identify potential questions about activities that learners might have or provided indicative answers.

The KS3 outcomes that this booklet is designed to achieve are as follows:

 Understand the nature and requirements of different educational opportunities

 Understand options for and routes to higher education

 Understand the importance of broad learning across the curriculum

 Understand the value of extra-curricular activities for educational progression

Resources

We’d suggest that these resources could be used in a PHSE lesson or equivalent or could be used through a series of tutor times.

Most activities are in PDF format which may contain hyperlinks to external websites. PowerPoint slides can be used to accompany the activities. Each task has instructions for learners and is designed to be selfexplanatory as to what the task involves. What is up to schools however is how you ask learners to return their work – we’ve made some suggestions below that might be of use:

• Discuss answers in live PHSE lessons or tutor times

• Return written answers in-person

• Return written answers online via your online learning platform (MS Teams or Google Classroom)

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths. Encounters with further and higher education All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

Gatsby Benchmarks

Session Organisation &

Activities

 Learners to ensure that they have pen and paper ready for the start of the session

 Learners will need to have access to a computer or laptop which has internet access

 Learners to complete activities in pairs, groups or work individually

 Some activities involve feeding back to the wider class

The Starting Line

This video resource acts as an introduction to the series for learners.

Activity 1: The Starting Line

Resources: The Starting Line PDF The Starting Line PowerPoint

Narrated by a number of our Outreach Ambassadors, it introduces a couple of key concepts about making decisions for your future.

The PDF contains a hyperlink to the YouTube clip. We’ve also copied it in here:

https://youtu.be/4CHtV2WSMCY%20a

Time: 5 mins

Learners can watch the clip as a class, in small groups or individually.

If you would like more details of this session then go to the Appendix to find the session plan.

The Detective Challenge

This activity is intended to encourage students to consider where they are sourcing information about their career options and evaluate which sources they are drawing on to make their decisions.

This activity is split into two parts:

Activity 2a: The Detective Challenge

Resources: The Detective Challenge: sourcing information’ PDF

Learners are asked to investigate what different sources know, or think they know, about progression pathways.

For this activity, learners should use three different sources of information. This could include a website, a person (family member, teacher, sibling), or any other source they can think of. We have included websites like Career Pilot, the National Careers Service and the UCAS website (all hyperlinked here) as suggestions. They then need to investigate what those sources know about starting three different career pathways:

 Police Officer

 Nurse

 Chef

An example (Forensic Scientist) is modelled for them on how to complete the table please find the worksheet on the next page.

Time: 30 mins

Activity 2a: The Detective Challenge

It is important that when you make decisions about what to study in Key Stage 4, at the end of Year 11 and beyond, your choices are based on accurate and reliable information.

It’s hard to know what will happen in the future but by using accurate and reliable information to help you make your decision, you can be more confident in your choices.

Activity:

We would like you to become a ‘Careers Detective’ for this next task. We would like you to investigate what different sources of information can tell you about uture options.

Step One: Check out the four careers listed in the first column. You’re going to investigate how you might reach this career goal.

Step Two: However, this first activity is not necessarily about finding out the right answers Like a detective, you’re investigating what different sources believe about career pathways . You need to identify three sources who might be able to help you think about career options (see the purple box on the left-hand side).

Scientist {Example)

Police Officer Nurse

Chef

Step Three: Investigate what they know about options for the future! Interrogate (nicely if it’s a person) them to find out what they think they know about progressing into that career. Check out the first line for an example that we did for you.

3. When looking on UCAS, there was lots of undergraduate degree options with many needing three A-levels, with many Universities preferring one of those to be science.

Activity 2b: The Detective Challenge

Resources: The Detective Challenge: sourcing information’ PDF

After they’ve completed their research task, there’s a reflective set of questions for learner to consider:

 Did all of the sources tell you the same information? If not, why do you think there might be variations from source to source?

 Why do you think it is important to look at a selection of different sources when making decisions about your future?

 What sources will you use when you choose what to study in Key Stage Four?

Practical notes:

The PDF contains fillable fields for the table but not the reflective questions. Learners could complete their work on the PDF itself or create their own version, using the supplied PDF as a template.

The reflective questions could be completed as a written task or form the basis of a tutor/PHSE discussion.

Time: 10 mins

If you would like more details of this session then go to the Appendix to find the session plan.

Activity 2b: The Detective Challenge

Now answer the following questions...

1. Did all of the sources tell you the same information? If not, why do you think there might be variations from source to source?

2. Why do you think it is important to look at a selection of different sources when making decisions about your future?

3. What sources will you use when you choose what to study in Key Stage Four?

Excitingly, students starting these careers may find there are lots of opportunities for progression in their future. The role they start working in might not be the role they finish in.

Are you interested in any of these career roles?

Click here to access the Government’s National Careers Service which will tell you all of the ways you could progress into that career.

Pathways Practice

This task offers learners the opportunity to map out progression pathways that could lead to certain career goals.

Activity 3: Pathways Practice

Resources: ’Pathways Practice’ PDF ‘Pathways Practice’ PowerPoint slides

There are a series of students with career goals in mind and learners need to complete a mini profile for each student detailing what options they should take (from the supplied Options Booklet) in:

 Key Stage 4

 Post-16

 University (if they want/need to go)

The Options Booklet can be found on the following pages and within the accompanying PowerPoint slides.

Practical notes:

The PDF contains fillable fields for each of the student profiles. Learners could complete their work on the PDF itself or create their own version, using the supplied PDF as a template.

Time: 50 mins

Answers

(delete as appropriate)

Extension task:

The Options Booklet only includes some of the types of qualifications that these students could take post-16. An extension task could be investigating which of these pathways could also be reached through other qualifications including T Levels.

If you would like more details of this session then go to the Appendix to find the session plan.

If, like these learners, you have a particular career pathway in mind, you can plan your next steps to make sure that you meet any entry requirements along your way.

Options Booklet

Pick one bullet point from each heading

Optional GCSEs:

• Food technology, Drama, History

• Art & Design, French

• Music, Geography, ICT

• History, Geography, Spanish

• PE, Drama, Music

Each of these learners below is thinking about their futures and wants to work out which qualifications they need to complete to start their dream career, including whether they should go to university. You’re going to help them choose which options to take. Here’s what to do:

1. Read the speech bubble by each character to find out what their dream career is.

This next activity gives you the opportunity to think about the pathways that you could take to certain career fields.

2. Have a look at our ‘Options Booklet’ and decide which options in this booklet would be best for them to take in Key Stage Four (GCSEs), after school (post-16) and then if they need to go to university, what course they should take.

3. Remember to think about what entry requirements these pathways may have. You could research this on: UCAS’s Careers Advice page or the National Careers Service. Make sure you pick options that will enable them to access their chosen career pathway.

Post 16 Options:

• A Levels

• Chef Apprenticeship

• BTEC/A Levels

• Level 3 Course in photography

(Level 3 Extended Diploma)

University Courses:

• Primary Education

• Sports & Exercise Science

• Culinary Arts Management

Post 16 Option: A Levels

Optional GCSEs:

Post 16 Option:

University: YES/NO Course: Primary Education

Hi! I’m Elena and I want to be a photographer.

Activity 3: Pathways Practice Activity 3: Pathways Practice

We’ve completed Jamal’s profile for you below to show you what to do.

Optional GCSEs: Geography, French, Music, English Literature

Optional GCSEs:

Post 16 Option:

University: YES/NO Course:

Hi! I’m Jamal and I want to be a primary school teacher.

University: YES/NO Course:

Hello! My name is Alex and I want to be a chef.

What does ‘entry requirements mean? Some university courses and career pathways may have entry requirements. These are the minimum expectations that you would need to meet to be considered for that course or job. These requirements are to make sure that you have the right skillset or foundation of knowledge to be successful in your studies or work.

Hey! My name is Jamie and I want a career in exercise science.

Optional GCSEs:

Post 16 Option:

University: YES/NO Course:

Hello! I’m Gabrielle and I want to be a chef but don’t want to go to university

Optional GCSEs:

Post 16 Option:

University: YES/NO Course:

Entry requirements vary lots so it’s impossible for us to list them all. Here are some examples:

Beyond the Classroom

This resource centres around the opportunities that extra-curricular activities can open up for learners’ futures. The task is a mind-mapping activity.

Activity 4: Beyond the Classroom

Resources: ’Beyond the Classroom’ PDF Learners will also need pens and paper

Nursing degree at the University of Winchester - BN (Hons) Nursing (Adult) GCSEs in Mathematics and English Language at grade 4 or higher. Preferable to have studied a science or social science graded at a C (A Level)/Merit (BTEC/CTEC/Access)*

A-level Geography at Andover College

Five GCSEs at grade 9–4, including a grade 5 in Math, English and a Science subject. BTEC Level 2 qualifications considered in subject related courses*

Level 3 Sport Coaching and Development BTEC Diploma at Basingstoke College of Technology

Five GCSEs at grade 4 or above, including English and Math, or a relevant Level 2 qualification*

For this next task, learners will be asked to think about learning about something they have never studied before, including how extra-curricular interested can lead them to something new and exciting.

We draw upon an example of professional basketball within the activity instructions on the next page (page can be printed for learners), and a model mind-map example is also provided.

You may wish to supplement this with your own examples as well before learners complete the task individually.

Time: 20 mins

Researching entry requirements for pathways you’re interested in means that you can choose the right qualifications to progress towards your dream career, if you have one. It’s important to remember that these are minimum expectations. Achieving beyond them gives you a better chance of standing out as an applicant and could be useful for further down the line.

*Example entry qualifications are accurate as of October 2022.

If you would like more details of this session then go to the Appendix to find the session plan.

Choices Series Beyond the classroom

In Key Stage Three, you may have been learning about around twelve different subjects at school. You’ll probably have your favourites and not-so-favourite subjects. Did you know that there are over 35, 000 courses listed on UCAS for the next academic year? (UCAS is the website where you apply for most higher education courses). Included in this number are many of your school subjects alongside many different subjects you may never have studied or even heard of before.

For this next task, you’re going to think about the opportunity of learning about something that you’ve never studied before, including how your extra-curricular interests could lead to something exciting.

Either draw yourself a Year 8 or 9 learner in the centre of your mind-map. This doesn’t need to take too much time - it can be a stick-figure!

Give this character between three and five extra-curricular activities, hobbies or interests. You could base these on your own interests or give them ones you’ve not tried

BSc (Hons) Sport before. This will be the first layer of your mind-map. Check Management and Coaching Advertising out how we’ve laid out our example - Jamal dances, plays basketball and the saxophone and volunteers with a local

You’ll probably have your favourite and not-so-favourite subjects.

Did you know that there are over 35,000 courses listed on UCAS for the next academic year?

UCAS is the website where you apply for most higher education courses.

Basketball Nutritionist

This is the tricky part. Think about what roles or career sectors are related to that interest or hobby. Try and consider beyond the obvious – like becoming a professional basketballer – think about the roles that Dance Composer support the professional players or are involved in the

Saxophone industry surrounding it. Check out our examples for Jamal. Performer Aim to list at least three roles per interest/hobby.

Included in this number are many of your school subjects alongside many different subjects you may never have studied or even heard of before.

This is a bit is more straightforward. Your final layer of

Recording production your mind-map is all about the university courses that

Volunteering with local could help your learner turn their interest into a career. community group

Using the UCAS website, add in university courses that Youth worker relate to the careers/roles that you identified in your

Politician third layer. Aim for at least two university courses per Event Planner hobby. Remember you could include degree apprenticeships as well!

For this next task, you’re going to think about the opportunity of learning about something that you’ve never studied before, including how your extra-curricular interests could lead to something exciting.

Coaching Physiotherapy BSc (Hons) Food and Nutrition community group.

1.Give this character between three and five extra-curricular activities, hobbies or interests. You could base these on your own interests or give them ones you’ve not tried before. This will be the first layer of your mind-map. Check out how we’ve laid out our example - Jamal dances, plays basketball and the saxophone and volunteers with a local community group.

Activity 4: Beyond the Classroom

3.

This is a bit is more straightforward. Your final layer of your mind-map is all about the university courses that could help your learner turn their interest into a career. Using the UCAS website, add in university courses that relate to the careers/ roles that you identified in your third layer. Aim for at least two university courses per hobby. Remember you could include degree apprenticeships as well!

2.

Either draw yourself a Year 8 or 9 learner in the centre of your mind-map. This doesn’t need to take too much time - it can be a stick-figure!

This is the tricky part. Think about what roles or career sectors are related to that interest or hobby. Try and consider beyond the obvious – like becoming a professional basketballer – think about the roles that support the professional players or are involved in the industry surrounding it. Check out our examples for Jamal. Aim to list at least three roles per interest/hobby.

Student Stories

This activity features three video clips for learners to watch.

Activity 5: Student Stories

Resources: Student Stories PDF

Learners will also need pens and paper

All three clips star either current or past students at the University talking about their experiences of choosing options and making decisions about their futures.

 Video 1 link: Choosing Your Key Stage 4 Options | GCSE Subjects - YouTube

 Video 2 link: Exploring Your Key Stage 4 Options | GCSE Choices - YouTube

 Video 3 link: Starting to Think About Your Future Options Beyond Key Stage Four - YouTube

Learners need to watch the clips (8 minutes in total) and then complete the reflective questions listed below.

How learners they respond to these questions (for own use, discussion in tutor time, MS/Google Form) is left to schools’:

1. What courses were the students studying at university?

2. What advice do you think could be useful for someone deciding what to do in Key Stage Four?

3. Why do you think it’s important to start thinking about university and other future options now?

Time: 20 mins

Activity 5: Student Stories

This final instalment in our Choices series will give you the opportunity to hear from students who’ve gone on to study at university and their experiences of making decisions about their futures.

Click on each image to watch a short YouTube video.

The students will share their experiences and advice. You’ll hear a range of stories about how they made their decisions about what to pursue in their journeys.

“Knowing is half the battle”

“Don’t rush your decisions”

Thinking questions for you:

A couple of things to remember:

• This is unscripted - the students decided what they wanted to share with learners like you.

• Qualifications have changed since these students made their Key Stage Four choices. Make sure you are confident in what options are open to you.

1. What courses were the students studying at university?

2. What advice do you think could be useful for someone deciding what to do in Key Stage Four?

3. Why do you think it’s important to start thinking about other future options now?

“I don’t think we’re born knowing what we what to do”

Choices Series: Workshop Session Plans for Year 8 & 9 Learners

Session plans

The UWIN Aspire programme was developed using a Learner Development Framework which identifies key outcomes for our activities for each Key Stage.

The KS3 outcomes that this series is designed to achieve are as follows:

• Understand the nature and requirements of different educational opportunities

• Understand options for and routes to higher education

• Understand the importance of broad learning across the curriculum

• Understand the value of extracurricular activities for educational progression

Activity 1 Session plan

The Starting Line

5 min This video resource acts as an introduction to the series for learners. Narrated by a number of our Outreach Ambassadors, it introduces a couple of key concepts about making decisions for your future.

The PDF contains a hyperlink to the YouTube clip. We’ve also copied it in here:

https://youtu.be/4CHtV2WSMCY%20a

Learners can watch the clip as a class, in small groups or individually.

Timings Facilitator notes Learner notes

Learners watch video clip

Activity 2 Session plan

The Detective Challenge

Timings Facilitator notes

Approx. 40 min

This activity is intended to encourage students to consider where they are sourcing information about their career options and evaluate which sources they are drawing on to make their decisions.

Learners are asked to investigate what different sources know or think they know about progression pathways.

They are asked to pick three sources of information. This could be a website, a person, or any other source they can think of. We have included websites like Career Pilot, the National Careers Service and the UCAS website (all hyperlinked in the resources) as suggestions alongside family members and their teachers.

They then need to investigate what those sources know about starting three different career pathways:

 Police Officer

 Nurse

 Chef

An example (Forensic Scientist) is modelled for them. The rationale behind this is to encourage them to evaluate where they are finding out information about their futures in order to consider the importance of finding accurate information.

After they’ve completed their research task, there’s a reflective set of questions for learner to consider:

• Did all of the sources tell you the same information? If not, why do you think there might be variations from source to source?

• Why do you think it is important to look at a selection of different sources when making decisions about your future?

• What sources will you use when you choose what to study in Key Stage Four?

Learner notes

Learners to ensure they have a pen/pencil to take notes

Learners to use websites such as Career Pilot, the National Careers Service and the UCAS website to conduct their research.

Indicative answers could include:

1. Different sources told me different things about how to reach that career. My mum told me that she wasn’t sure but had some ideas whereas the website told me exactly what A-Levels I might need to study. I think this might be because Mum’s not done that job herself so didn’t know about the options you needed to take.

2. I think it’s important to check different sources so that you can compare what they tell you. If they tell you different things, you can check the information with a reliable source like the government’s careers service.

3. I think I’ll look at the UCAS website and Career Pilot as they had accurate information. But it was useful to talk to my mum about my ideas though because she knows me really well and can help me decide on what’s right for me.

As noted within the guidance for learners, the task is not necessarily about finding out the right answer from the first source that they investigate but rather about comparing different sources and evaluating why it’s important to access accurate and reliable information.

Practical notes

• The PDF contains fillable fields for the table but not the reflective questions (due to space). Learners could complete their work on the PDF itself or create their own version, using the supplied PDF as a template.

• The reflective questions could be completed as a written task or form the basis of a tutor/PHSE discussion.

Timings Facilitator notes

Learner notes

Activity 3 Session plan

Pathways Practice

Timings Facilitator notes

Approx. 50 min

This task offers learners the opportunity to map out progression pathways that could lead to certain career goals.

There are a series of students with career goals in mind and learners need to complete a mini profile for each student detailing what options they should take (from the supplied Options booklet) in:

 Key Stage 4

 Post-16

 University (if they want/need to go)

The task is designed to encourage learners to look at each student and ‘work backwards’ from their aspiration to find out what options would help them realise their dream.

The ‘Options Booklet’ deliberately is only a small snapshot of only some of the courses available at each level – this has been done to not overwhelm Key Stage Three learners with the vast range of qualifications they could take particularly at post-16 or when aged 18. It provides a small flavour of some of the opportunities out there instead.

Learner notes

Learners to consult the Options Booklet and complete fillable fields for each of the student profiles

Activity 4 Session plan Beyond the Classroom

Facilitator notes

Approx. 20 min

This resource centres around the opportunities that extracurricular activities can open up for learners’ futures. The task is a mind-mapping activity.

The part that learners might struggle with is the jump from their hobbies and interests to identifying linked career opportunities.

We’ve provided an example of professional basketball within the instructions and a modelled example is provided for learners (and included below). You may wish to supplement this with your own examples as well before learners complete the task individually.

Practical notes

The resource doesn’t have any space on it for learner to complete their response, so we’d suggest they design their own on paper. Alternatively, they could design it as a table.

notes

to use pen and paper to draw a mind-map

Practical notes

The PDF contains fillable fields for each of the student profiles. Learners could complete their work on the PDF itself or create their own version, using the supplied PDF as a template.

Extension task

The Options Booklet only includes some of the types of qualifications that these students could take post-16. An extension task could be investigating which of these pathways could also be reached through other qualifications including T Levels.

Learners can research online the other qualifications available and feedback to the class

Timings

Learner

Learners

Activity 5 Session plan

Student Stories Notes

Timings Facilitator notes

Approx. 20 min

This activity features three video clips for learners to watch.

All three clips star either current or past students at the University talking about their experiences of choosing options and making decisions about their futures.

Video 1 link: Choosing Your Key Stage 4 Options | GCSE Subjects - YouTube

Video 2 link: Exploring Your Key Stage 4 Options | GCSE Choices - YouTube

Video 3 link: Starting to Think About Your Future Options Beyond Key Stage Four - YouTube

How learners respond to these questions (for own use, discussion in tutor time, MS/Google Form) is left to schools’ discretion:

 What courses were the students studying at university?

What advice do you think could be useful for someone deciding what to do in Key Stage Four?

 Why do you think it’s important to start thinking about university and other future options now?

notes

Learners need to watch the clips and then complete the reflective questions.

Learner

Year 10 & 11 Next Steps

We are very excited to share with you these activities to support year 10 and year 11 learners thinking about their ‘next steps’ in their education.

The KS4 outcomes that this booklet is designed to achieve are as follows:

 Understand the range of progression options post-16

 Understand sources of knowledge and advice about higher education and educational progression

 Understand the requirements of progression to higher education

 Recognise the value of embracing new challenges and taking ownership of own learning

Resources

We’d suggest that these resources could be used in a PHSE lesson or equivalent or could be used through a series of tutor times.

• PowerPoints include hyperlinks to YouTube clips and external resources.

• We are excited to share with you the activities which have been developed with current Student Ambassadors at the University of Winchester (these activities are marked with a «).

• Instructions for some activities will be delivered by the pre-recorded audio within the PowerPoint slides.

Gatsby Benchmarks

Personal guidance

Linking curriculum learning to careers

Encounters with further and higher education

Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all students but should be timed to meet their individual needs.

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

Session Organisation &

Activities

 Learners to ensure that they have pen and paper ready for the start of the session

 Learners will need to have access to a computer or laptop which has internet access

 Learners to complete activities in pairs, groups or work individually

 Some activities involve feeding back to the wider class their ideas.

A-levels: Tips to help you decide

Activity 1: Tips to help you decide «

Resources: ’A-levels: tips to help you decide’ PowerPoint. Learners will need access to the internet.

This activity is intended to encourage students to identify relevant qualifications in pursuit of a long-term career goal.

« Learners are asked to investigate different A-level options for ‘Alex’. Alex wants to become an architect. Learners are looking for an equivalent of 3 A-Levels but can identify up to 5. Learners can use websites or other sources to look into different options.

Tip: Learners can find out how to become an architect and work backwards to A-Levels.

After learners have completed the task, ask the class/group(s) to share what A-levels they chose for a brief discussion.

Highlight that learners should think about choosing subjects they enjoy and possibly subjects they have excelled in previously. Learners can turn to their friends, peers and family for advice but identify that learners can approach school staff for advice and guidance.

Time: Approx. 25 mins

Your Degree: Choosing the right course

This activity is split into three parts:

Resources: ’Your Degree: Choosing the right course’ PowerPoint Learners will need a pen/pencil and paper

Read through the information on the PowerPoint and ask learners to think about what course they would like to study at university and why.

Ask learners to write down their ideas and then feedback to the class/group.

Time: 10 mins

Resources: ’Your Degree: Choosing the right course’ PowerPoint Learners will require access to the internet

Learners to use the internet to search for the University of Winchester’s website, select “Find Your Course”, in the filters click on “Course Type” and select “Undergraduate”.

Scroll through the pages and try and find the degrees listed on the PowerPoint slide.

Learners are to make notes on the following for all the listed courses.

 Course Overview

 Careers that prior graduates have pursued after graduating

 Duration of the course

 The typical entry requirements of that course

Time: 25 mins

If you would like more details of this session then go to the Appendix to find the session plan.

Activity 2a: Your Degree «

Activity 2b: Your Degree

Activity 2c: Your Degree

Resources: ’Your Degree: Choosing the right course’ PowerPoint Learners will need a pen/pencil and paper

Read Elena’s profile from the PowerPoint to the class. Highlight key information in Elena’s profile to assist the next activity.

Degree Apprenticeship

This activity explores degree apprenticeships - the facts, the myths and what learners can expect from doing a degree apprenticeship.

Activity 3: Degree Apprenticeship

Ask learners to consider how each course listed on the PowerPoint, is and is not, suitable for Elena (there are no wrong answers!).

Ask learners to discuss in small groups or with the wider class what course is best for Elena and why.

Tip: Learners can research these courses on the University of Winchester’s website!

Time: 15 mins

Resources: ’Degree Apprenticeships’ PowerPoint Learners will also need pen/pencil and paper

The online video clips included in the PowerPoint presentation star real degree apprentices speaking about their working/studying experience.

Work through the slides, allowing time for learners to discuss the questions that appear in the slide as a class/group.

Time: Approx. 40 mins

If you would like more details of this session then go to the Appendix to find the session plan.

Skills for Future Success

Learners will complete activities in this session on the worksheets provided. You can find all worksheets on the following pages from page 64.

Activity 4a: Skills for Future Success

Resources: ‘Skills for Future Success’ Powerpoint ‘Skills for Future Success’ Worksheet

Learners will need a pen/pencil and paper.

At the beginning of the session, ask learners to complete the ‘snapshot’ activity on the worksheet. This activity will get learners to think about how they feel about their GCSEs, how confident they feel that they will do well in the GCSEs, and if they would like to go to university.

(Learners will be asked to complete this activity again at the end of the session to see if their ideas have changed).

Time: 4 mins

Activity 4b: Skills for Future Success

Ask learners to complete the ‘what do you currently do to revise?’ activity, and to bullet point three things they currently do to revise on the worksheet provided. Examples could include reading over notes from class and using flash cards.

Time: 3 mins

Skills for Future Success: Putting this into Practice

The next activity is split into three parts:

Activity 4c: Plan

The first activity is to ask what strategies learners would use for the three different pieces of revision listed on the worksheet. Learners can write answers on worksheet.

Explain that learners will complete the ‘Putting this into Practice’ worksheet individually.

Time: Approx. 4 mins

Activity 4c: Monitor

Ask learners to think about what they would think/ feel if their revision strategy was, or wasn’t, working for them.

Examples could include struggling to get started on revision, easily distracted, making no or slow progress. Or if the strategy is working, they could feel more confident with what their knowledge and understanding of the topic being revised, and they are using time effectively. Ideas can then be discussed as a class/ group.

Time: Approx. 6 mins

Activity 4c: Evaluate

Explain that once revision is done, learners can ask themselves:

 How do I think that went?

 How much progress have I made?

 What worked? What else could I use this strategy for?

 What didn’t work so well? Could I make any changes to improve this strategy for next time? Or should I try something different?

Skills for Future Success: Marginal Gains theory

The next activity will be completed on the Marginal Gains theory worksheet.

Activity 4d: Marginal Gains Theory

Ask learners to complete the ‘current score’ column on the worksheet, using a rating scale of 1 to 10. Talk learners through the information on the PowerPoint and the examples of Marginal Gains Theory in practice. Then ask learners to complete the ‘potential score’ column on the worksheet.

Time: Approx. 6 mins

Learners can work individually, or discuss in pairs/small groups, to think of a time when they know they have revised effectively and a time when they did not. What were the outcomes?

Time: Approx. 6 mins

Activity 4e: Skills for Future Success

Ask learners to discuss in pairs or small groups if they have considered going to university / higher education.

Extra questions:

Do learners know of anyone who has been to university? Where did they go? What did they study? What was their experience?)

Talk through the qualifications on the slide and how the level three qualifications will be their next steps, and can be a steppingstone toward higher education.

Time: Approx. 5 mins

The final activity comes in two parts

Activity 4f: Your Action Plan

Activity 1: Learners to complete the ‘your action plan’ activity on worksheet individually, listing: what the most useful part of the session was, revision strategies they want to use in the future and three things they want to do to put marginal gains theory into practice.

Time: Approx. 5 mins

Activity 4g: Snapshot

Activity 2: Learners should complete the ‘snapshot’ worksheet for the second time. See if their ideas have changed since they completed the activity at the start of the session.

This first activity is to get a ‘snapshot’ of how you feel about your GCSEs and ideas about university in your future.

Think about your motivations for completing your GCSEs - why do you think GCSEs might be important for your future?

Time: Approx. 5 mins

How confident do you feel that you will do well in your GCSEs? If 10 means really confident at all, please circle the number that reflects how you feel:

Do you want to go to university? Circle your answer:

Skills for Future Success

 How do you revise currently?

 What do you do when you revise?

Bullet point three things you do below:

Think about your current revision habits:

1. Plan your revision strategy:

Before getting into your revision, stop and think about:

 What are you being asked to do? Be specific in what you need to revise.

 Which strategies could you use?

 Are there any strategies that you’ve used before that could work well here?

What strategies you would use for these pieces of revision?

Memorising quotations from one of your set texts:

Remembering the parts of plants:

How to work out the circumference of a cylinder:

Putting this into practice

2. Monitor how well it’s going:

You’ve picked a strategy, you’ve found a pen that works and you’ve got started.

It’s really crucial to monitor and check your progress at this point - make sure you are using the best strategy you can to support your learning.

Remember:

You can change your strategy or make changes if needed.

3. Evaluate how successful the revision was:

Almost done! Once you’ve finished your revision, ask yourself the below questions. Reflecting on your learning and asking yourself questions is a great habit to pick up for the future.

 How do I think that went? How much progress have I made?

 What worked? What else could I use this strategy for?

 What didn’t work so well? Could I make any changes to improve this strategy for next time? Or, should I try something different?

What questions could you ask yourself to help monitor and check that you’re making progress with your revision?

Eating healthily

Marginal Gains Theory

Reflect on your current habits and complete the ‘current score’ column. Once you’ve learnt about Marginal Gains Theory, complete the ‘potential scores’ column.

Getting enough sleep on a regular basis

Getting to school on time regularly

Looking back over my note

Completing homework on time

Doing enough revision for assessments

Use the space below to list actions that you could take to make marginal gains whilst preparing for exams:

Your rating out of 10 for how good you think you are are doing this now.

Your action plan ahead of your GCSEs:

What was the most useful part of today’s session for you?

List any revision strategies that you are going to try to use in the future:

List three ways or things you are going to do to put marginal gains theory into practice:

Let’s get a final ‘snapshot’ of how you are feeling about your GCSEs and ideas about university in your future

Think about your motivations for completing your GCSEs - why do you think GCSEs might be important for your future?

How confident do you feel that you will do well in your GCSEs? If 10 means really confident at all, please circle the number that reflects how you feel:

Do you want to go to university? Circle your answer: Definitely Probably Probably Not Definitely Not

Next Steps

An in-school workshop for Year 11 students, delivered by a pre-recorded presentation

Notes

This workshop has been developed with the help of our Graduate Associates.

We are really excited to bring our ambassador voices into this workshop through clips, and our students have given their honest and unscripted responses to prompts. We hope that this will allow learners to hear the authentic voices of current students.

Your support with delivering this workshop and ensuring that students are engaging is much appreciated.

Things to check/be aware of:

 Access to the pre-recorded session

 Audio working on computer/ projector

 This activity will give students the option of working either independently or in pairs.

Activity

5: Next Steps

Resources: ’Year 11 Pre-recorded Workshop’ PowerPoint

This workshop is to be used for year 11 to explain the Next Steps in education.

The aim of this workshop is to inform participants of the options available to them after their GCSEs, what to consider when deciding, and how these options can lead into Higher Education.

This activity features slides accompanied by pre-recorded audio from our student ambassadors. The audio will talk through the information on the slides and introduce activities to learners. Not all activities may have a clear ‘start/stop’ instruction, or a guide of timings included within the narration. However, the recording has built in time for each activity, but you may need to give students prompts of timings throughout/ rewind as needed to transition between activities.

The activity will include clips of either current or past students at the University talking about their experiences of choosing options and making decisions about their futures.

Time: Approx. 55 mins

If you would like more details of this session then go to the Appendix to find the session plan.

Next Steps: Workshop session plans for year 10 and year 11 learners

Activity 1 Session plan A-levels: Tips to help you decide

Timings Facilitator notes

1 min for introduction

3 mins for Reagon’s story

Session plans

The KS4 outcomes that this series is designed to achieve are as follows:

• Understand the range of progression options post-16

• Understand sources of knowledge and advice about higher education and educational progression

• Understand the requirements of progression to higher education

• Recognise the value of embracing new challenges and taking ownership of own learning

This presentation has been developed by one of our current Student Ambassadors, Reagon. Introduce Reagon to the class and talk learners through the information on the slides.

Students may have different feelings about thinking about picking their A-levels but explain that some students will know what they wish to do, and others won’t – both are fine.

2 mins Talk learners through the exam of a student pursuing a career in Law. Identify how choosing related subjects to Law is helpful but also consider subjects that supplement their chosen pathway.

12 mins Leaners are asked to investigate different A-level options for ‘Alex’. They are looking for an equivalent of 3 A-Levels but can identify up to 5. Learners can use websites or other sources to look into different options for Alex.

Tip: Learners can find out how to become an architect and work backwards to A-Levels.

5 mins After learners have completed the ask, ask the class/ group(s) to share what A-levels they chose for a brief discussion.

2 mins Highlight that learners should think about choosing subjects they enjoy and possibly subjects they have excelled in previously. Learners can turn to their friends, peers and family for advice but identify that learners can approach school staff for advice and guidance.

Learner notes

Learners to ensure that they have pen/paper ready for the start of the session

Learners to listen to information

Learners to listen to information

Learners to research qualifications for this case study.

Learners to make notes.

Learners can work individual, in pairs or in small groups

Learners to discuss question as a class/ group

Learners to discuss question as a class/ group

Activity 2 Session plan

Your Degree: Choosing a course

Timings Facilitator notes

1 min for introduction

4 mins for Jessica’s story

This presentation has been developed by one of our current Student Ambassadors, Jessica. Introduce Jess to the class and talk learners through the information on the slides.

Learner notes

Learners to ensure that they have pen/paper ready for the start of the session

Learners to listen to information

2 mins

Explain that learners may have different feelings about thinking about choosing a degree course. There are so many courses to choose from and different universities can offer different courses.

Explain that some students will know what course they wish to do, particularly if they have a specific career path in mind, and others won’t know just yet – both are fine.

10 mins Activity is split into three parts:

1: Ask learners to think about what course they would like to study at university and why.

Ask learners to write down their ideas and then feedback to the class/group

Talk learners through the process which Jess went through when trying to choose her degree course.

25 mins 2: Learners to use the internet to search for the University of Winchester’s website, select “Find Your Course”, in the filters click on “Course Type” and select “Undergraduate”. Scroll through the pages and try and find the degrees listed

Learners are to make notes on the following for all the listed courses.

• Course Overview

• Careers that prior graduates have pursued after graduating

• Duration of the course

• The typical entry requirements of that course

15 mins 3. Read Elena’s profile to the class/group. Highlight key information (strengths, weaknesses, careers goals) in Elena’s profile to assist the next activity. Ask learners to consider how each course listed, is and is not, suitable for Elena (there are no wrong answers!).

Ask learners to discuss in small groups or with the wider class what course is best for Elena and why.

Tip: Learners can research all these courses on the University of Winchester’s website!

Activity 3 Session plan Degree Apprenticeship

1 min for introduction

Learners to listen to explanation

2 mins

6 mins

Learners to make notes

Learners to discuss question as a class/ group

Learners to listen to information

Learners to research the courses online and make notes

Learners can work individually, in pairs or in small groups.

Learners to listen to information

Learners to work individually on the task, and then discuss in small groups their answers.

This activity is intended to help students learn about degree apprenticeships and encourage students to consider if a degree apprenticeship is right for them.

Introduce the session and the resources – you can explain that this has been introduced by the university to help learners consider degree apprenticeships in their future

Please access PowerPointed titled ‘Degree Apprenticeships’. Ensure students are settled and focused.

Explain sessions objectives to leaners

Facilitate class/group discussion on ‘what do you think of when you hear ‘degree apprenticeship’?

2 mins Show video clip and explain that a degree apprenticeship can offer the best of both university and work. You can study whilst also earning a salary, enabling you to gain a degree whilst gaining valuable work experience to progress.

3 mins

6 mins

8 mins

Read the information presented on the slide ‘degree apprenticeship in numbers’

Play clip on slide. Explain some benefits of doing an apprenticeship: you pay no tuition fees; you have full time employment, and you have access to university services as like any other full time university student.

Studying as an apprenticeship is not an ‘easy option’. You have to balance a full-time job with a university workload. You are entitled to paid time off to attend university, typically one day a week; this is decided by the employer.

Play clips on slides and listen to the case studies of students who are completing / have completed degree apprenticeships’

4 mins The next slides provide examples of subjects that offer degree apprenticeships and degree apprenticeships in development. Talk learners through the information.

6 mins

2 mins

Facilitate class/group discussion on ‘what do you NOW think of when you hear ‘degree apprenticeship’?

Explain to learners that they have now had an introduction to Degree Apprenticeships.

Signpost learners to further resources on the slide, where they can learn more about the degree apprenticeship opportunities that are available to them in the future.

Learners to ensure that they have pen/paper ready for the start of the session

Learners to listen to information

Learners to discuss question as a class/group

Learners to watch clip

Learners to listen to information

Learners to watch and listen to information

Learners to watch clips

Learners to listen to information

Learners to discuss question as a class/group

Learners to listen to explanation

Timings Facilitator notes

Learner notes

Activity 4 Session plan

Skills for Future Success

Timings Facilitator notes

1 min for introduction

4 mins

Introduce the session and ensure learners have worksheets and pens/pencils available.

Ask learners to complete the first activity on the worksheet.

This is to get a ‘snapshot’ of how they feel about their GCSEs, how confident they feel that they will do well in the GCSEs, and if they would like to go to university.

(Learners will be asked to complete this activity again at the end of the session to see if their ideas have changed.)

1 mins Talk leaners through information on the slide about today’s session.

3 mins Ask learners to complete the second activity ‘what do you currently do to revise’ on the worksheet.

Offer prompts to learners if needed, for example, when they are revising, do they read back on the notes they made in class, re-read textbooks, revise by talking to friends or parents, or use flash cards etc.

2 mins Explain to learners the things to remember about the brain:

• Your brain is an incredibly powerful tool and has the capacity to do and learn many different things.

• Neurons play an important role in your learning –neurons are ‘information messengers’ and use electrical impulses and chemical signals to pass information between the different areas of the brain.

• When you learn something new, a connection is formed.

• Revision is about strengthening our existing learning. This can be done in lots of different ways (bridge analogy on slides)

• Often these connections need maintaining to ensure that you can remember information when you need it (e.g., for homework or for exams)

notes

Learners to ensure that they have pen/paper ready for the start of the session

Learners to complete the introduction activity individually

Learners to listen to information

Learners to complete worksheet individually

Learners to listen to information

Explain that before learners start their revision, they should think about their approach.

This activity is split into three parts: Plan, Monitor and Evaluate 1. Plan

• What are you being asked to do? What do you need to revise?

• Which strategies could you use?

• Are there any that have worked well before? What would be the best strategy to use?

Explain that learners will complete the ‘Putting this into Practice’ worksheet.

The first activity is to ask what strategies learners would use for the three different pieces of revision:

• Memorising quotations from one of your set texts:

• Remembering the parts of plants:

• How to work out the circumference of a cylinder

2. Monitor

Explain to learners that:

• Whilst you’re revising, keep thinking about whether your approach is working.

• Think about efficiency (how much time is it taking?)

• Are you looking at the right materials?

• Do you feel more confident in your learning?

Learners to think about what they would think/ feel if their revision strategy was, or wasn’t, working for them Examples could include struggling to get started on revision, easily distracted, making no or slow progress, or, if the strategy is working, they could feel more confident in what they know, and using time effectively. Ideas can be shared as a class/ group.

Learners to complete worksheet individually

Learners to listen to information

Answers can be fed back to class/group

Learner

Timings Facilitator notes

Learner notes

Learners to listen to information

1 min

3. Evaluate

Explain that once revision is done, learners can ask themselves:

• How do I think that went?

• How much progress have I made?

• What worked? What else could I use this strategy for?

• What didn’t work so well? Could I make any changes to improve this strategy for next time? Or should I try something different?

6 mins

Ask learners to think of a time when they know they have revised effectively and a time when they did not. What were the outcomes?

2 mins Learners can use links to websites when revising and when thinking about their futures - BBC Bitesize and CareerPilot

Apps can be used to help with mindfulness and relaxation if they are struggling with stress or worrying about exam. Learners can also talk to their teachers if they are worried about their work.

3 mins Ask learners to complete the first part of the task on the ‘Marginal Gains theory’ worksheet.

Learners to rate, using a scale of 1 to 10, how good they think they are doing on each of the following:

• Getting enough sleep on a regular basis

• Eating healthily

• Getting to school on time regularly

• Looking back over my notes

• Completing homework on time

• Doing enough revision for assessments

4 mins Next, explain to learners that the marginal gains theory, pioneered by Sir David Brailsford, is concerned with small incremental improvements in any process, which, when added together, make a significant improvement.

The idea is that by making a number of small changes to the way you run your business, carry out a process or play a sport, you can have a large impact on overall efficiency and output.

Examples of this theory in practice include taking athletes own mattresses and pillows to prevent neck and back problems when staying in hotels or training the team on how to wash their hands correctly to reduce the chance of infections.

Learners to listen to information

Learners can work individually or discuss in pairs or small groups

Learners to listen to information

Timings

notes Learner notes

3 mins Ask learners to complete the second part of the task from earlier. Learners should now rate, using a scale of 1 to 10, their ‘potential score’ on each of the following:

• Getting enough sleep on a regular basis

• Eating healthily

• Getting to school on time regularly

• Looking back over my notes

• Completing homework on time

• Doing enough revision for assessments

5 mins

Learners to work individually on task on worksheet

2 mins

Ask learners to discuss in pairs or small groups if they have considered going to university / higher education. (Extra questions: Do learners know of anyone who has been to university? Where did they go? What did they study? What was their experience?)

Talk through the qualifications on the slide and how the level three qualifications will be their next steps, and can be a steppingstone toward higher education

Explain some of the reasons as to why learners may wish to consider going to university and progressing into higher education:

• An opportunity to learn about something that you’re interested in – this could be something new!

• Could lead you into your dream career.

• Possibly a chance to move away and learn to live independently (financial management, cooking for yourself!)

• Meet new people, develop new skills including communication, research and independent study skills.

10 mins

Learners to listen to explanation

Learners asked to complete ‘action plan’ activity on worksheet, listing:

• what the most useful part of the session was

• revision strategies they want to use in the future

• three things they want to do to put marginal gains theory into practice.

Learners to also complete the first activity worksheet again. Learners are asked how they feel about their GCSEs, how confident they feel that they will do well in the GCSEs and if they would like to go to university - see if their ideas have changed since they completed the activity at the start of the session.

Learners to work individually to complete task on worksheet

Learners to work in pairs or small groups

Learners to listen to information

Learners to listen to information

Learners to listen to information

Activity 5 Session plan

Next Steps

An online pre-recorded workshop for Year 11 learners

Objectives

 Increasing Understanding the different options available after GCSEs

 Understanding the requirements to progress to higher education

 Year 11s will reflect on what they already know about post 16 options and where they may want to go

Timings Slide

15 second intro from us after setting up

20 second intro from Beth

Notes Learner notes

Please access the pre-recorded PowerPoint via the link that will have been distributed to you

Ensure students are settled and focused

20 second intro from Sophie

1 min

Learners to ensure that they have pen/paper ready for the start of the session

The facilitators will introduce themselves. Learners to listen to explanation

The team will introduce the session and explain the purpose of the workshop Learners listen to explanation.

seconds The team will introduce things to consider post 16.

second intro from Sophie 1 min for explanation

4 mins for the discussion

This slide asks learners to think about what they want to do (You may need to provide examples to students that if they are struggling for ideas)

This activity will conclude with our Outreach team telling students not to worry about the future.

Learners to discuss in pairs or work individually to think about what they want to do next 45 second introduction 4 mins for activity

Facilitator will explain the task: learners are to think of as many ‘ways they like to be taught and revision techniques as they can think of and their feelings about them.

Learners can work in pairs or on their own.

Learners write down their ideas about how they like to be taught and how they revise and then think about their feelings about such methods on a piece of paper.

Ensure students are listening to explanation from the facilitator Learners listen to explanation. 1 min for the explanation 30 seconds for video 30 seconds for explanation

Ensure learners are listening to explanation from the facilitator Learners listen to explanation.

1

1 min for instructions

4 mins for drawing a table and listing points

10 seconds summary

The team will ask the students to draw a grid on their piece of paper and write down points about each box.

You can prompt different points about each option to get them thinking.

The team conclude the slide by telling the students to keep the piece of paper as we explore the options.

Learners to draw a grid on their piece of paper with the headings A level, T level, BTEC and Apprenticeship. They need to write down 3 or more points in each box about the different options. This could be the subjects they could study, how many, the types of assignments or where they can lead to.

1

Ensure learners are paying attention and listening as there is lots of key information Learners listen to the explanation.

1 min 30 seconds

Ensure learners are paying attention and listening as there is lots of key information

Learners listen to the explanation.

Timings Slide Teacher Notes Learner notes

20 seconds for explanation what to do

4 mins to look back at the grid 10 second summary

Learners will need to look back at their grid to see if they have learnt anything new.

They will have to think if they wrote down any common misconceptions. You could tell them of any common misconceptions you can think of.

Learners look back at their grid where they wrote different points about A level, T level, BTEC and Apprenticeship to see if they have learnt anything new.

They can add in any useful information they have learnt or cross off anything they now know is not correct.

1 min 30 seconds

Ensure learners are paying attention and listening as there is lots of key information being explained here.

1 min 30 for outreach team to read out the people’s thoughts

4 mins for learner discussion 10 second summary

The team will read through the two responses before learners consider the differences.

Ask learners to discuss in their pairs, or on their own and then feedback to you so you can see what options your class thought of.

There are very few ‘wrong’ answers here – this exercise is to give learners the opportunity to apply any new information that they’ve gained and consider

15 second explanation 3 mins videos

Our student ambassadors will talk about their journey to university through some short video clips.

Ensure learners are paying attention and listening as there is lots of key information being explained here.

Ensure learners are paying attention and listening as there is lots of key information.

Learners compare two speech bubbles in partners or on their own Learners discuss with the teacher the options.

Ensure learners are paying attention and listening as there is lots of key information.

1 min 30 seconds

15 second explanation

4 mins videos 1 min 40 seconds

Our student ambassadors will talk about their journey to university through some short video clips.

Ensure learners are paying attention and listening as there is lots of key information being explained here.

Ensure learners are paying attention and listening as there is lots of key information.

1 min to explain activity

4 mins to do activity

10 second summary

40 seconds

Once the instruction has finished, ensure that learners have enough paper etc. and are on task.

Learners write down a potential route (using the flowchart model provided if needed) that they might like to take.

Learners to listen to information. 30 seconds

Ensure learners are paying attention and listening as there is lots of key information being explained here.

5 second Thank you

Ensure students are still listening, once finished, conclude the workshop.