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

How to choose your

key stage 4 options

2009 - 2010

Name

WHICH WAYNOW?

Welcome toWhich way now?

Acknowledgements:We would like to thank all those youngpeople who agreed to be case studies forWhich way now? For reasons ofconfidentiality some names may havebeen changed.

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

This magazine is full of ideas to help you choose yourkey stage 4 options:

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

see what other young people did

use the action points to help you organise your ideas, takecontrol of your learning and shape your future.

And don’t panic. It is normal to feel excited, confused and worriedat options time!

Help your parents and carers understand what you aredoing and how they can helpGive them the centre pages of this magazine and show them thefull guide atwww.connexions-direct.com/parentcarer

Think better online? Try the interactive version ofWhich way now? at www.connexions-direct.com/whichwaynow

1WHICH WAY NOW?

Contents

PUTTINGYOURSELF FIRST

CHOOSING THERIGHT OPTIONS

Know yourself 2 -3

Get started on decision-making 4 -5

Get help and support 6 -7

Qualifications 8 - 9

Learning pathways 10 -18

Local choices 19

Finding good information sources 20 -21

Taking control of your decisions 22

Deciding what to do 23

The world of work 24 -25

The labour market 26

The future 27

Frequently asked questions 28

Your action plan 29

CONFIRMING YOURCHOICES

THINKINGAHEAD

MY

CHOICEME!

CHECKLISTandACTIONPLAN

Know yourself

PUTTING YOURSELF FIRST

It is important to choose options that interest and motivate you.What interests you? What makes you work hard? Do our quizto find out.

2

ACTION POINT 1 Tick anything you enjoy doing or think that you would enjoy doing

D E Forganising parties and othersocial events

buying and selling things

running a business

entering competitions

campaigning for change

finding out howthings work

doing experiments

researching and testing ideas

designing a newcomputer game

doing calculations

helping people

sorting out arguments

showing people what to do

looking after people

doing voluntary work

designing anddisplaying things

being on television

writing a book

playing in a band

doing a makeover

building things

being active and workingoutdoors

making and fixing things

using tools and machines

solving problems

B CA

making plans

using a computer andcalculator

arranging things over thephone

putting CDs/DVDs into theright order

organising your money

?

3WHICH WAY NOW?

Mostly AsYou seem to like practical work. Look for options where you canuse your practical skills, do something active and work ondifferent types of project.

Subject ideas: construction and the built environment, designand technology, engineering, food technology, hair and beauty,manufacturing, physical education, public services, sport andactive leisure.

Mostly BsYou sound creative. Look for options where you can expressyourself and work on new ideas.

Subject ideas: art, catering, creative and media, dance, drama,hair and beauty, hospitality, music, photography, textiles.

Mostly CsYou seem to be a sociable person. Look for options where you canwork with other people and find out more about how societyworks.

Subject ideas: citizenship studies, creative and media, healthand social care, hospitality, psychology, religious studies, retailbusiness, society health and development, sociology, travel andtourism.

Mostly DsIt seems that you like investigating things. Look for options whereyou can use your number and thinking skills to find out moreabout why things are the way they are.

Subject ideas: biology, environmental and land-based studies,chemistry, geography, history, mathematics, physics, science,statistics.

Mostly EsYou sound like an enterprising person. Look for options where youcan use your energy, communication, number and thinking skillsto test your ideas about how to improve the world.

Subject ideas: business studies, citizenship studies, economics,information technology (IT), law, modern foreign languages,psychology, retail business, sociology.

Mostly FsBeing well organised seems important to you. Look for optionswhere you can use your planning, communication and computerskills to find out more about the systems and structures that keepthe world working properly.

Subject ideas: business administration and finance, businessstudies, catering, economics, history, hospitality, information andcommunication technology (ICT), law.

How many ticks did youget in each section? Writeyour scores in the boxesbelow. Most people havemore than one interest socheck out any score ofthree or over.

CHECK OUTYOUR SCORES

C

D

E

F

A

B

PRACTICAL

SOCIABLE

INVESTIGATIVE

ENTERPRISING

ORGANISED

CREATIVE

4 PUTTING YOURSELF FIRST

I am:

practicalcreativesociable

investigativeenterprisingorganised

I learn best by:

seeing and readinglistening and talkingtouching and doing

doing projectsdoing tests

ACTION POINT 2 Use this activity to help you organise your ideas

ME

Get startedondecision-making

Choosingwellmeans thinkinghardabout:• what youare like• howdifferent coursesmight help you in the future• thequestions you should ask about the courses

youhave todo (compulsory subjects) and theoptions that interest you.

MY OPTIONSCourses I have to do: Subjects I like and why:

Subjects I don’t like and why: New subjects I’d like to try and why:

Things I want to find out before I make my choices:

MY QUESTIONS

Career ideas and interests:

Subjects I need to do this:

Subjects that will give me plenty of career choices in the future:

MY FUTURE

5WHICH WAY NOW?

HOT TIPYou don’t have to have a career in mind at thisstage – you just need to choose subjects andcourses that will give you plenty of choice later on.

Zoe is in Year 9 and has always hada keen interest in animals. She plansto work for the RSPCA in the futureas an inspector or animal collectionofficer. She has researched the entryrequirements for this type of workand has discussed the skills andexperience needed with herConnexions personal adviser at school.Zoe has chosen to attend college inYear 10 to study a City & Guildscourse in Land-Based Studies atLevel 1, which she will combine withGCSEs in school. In order to trainwith the RSPCA, she knows that sheneeds to achieve A-C grades at GCSEand go on to study level 3 coursespost-16.From her research Zoe has foundthat as well as academicqualifications it is important to getas much experience with animals aspossible. As a result she has spenttime helping out at a local farm withthe livestock and goes horse ridingregularly. She has also contactedlocal veterinary practices to gainsome work experience and is lookingto do voluntary work with the RSPCA.Zoe says of her experiences:‘For me, it was important to find outabout the career I am interested inearly on as I need to do certainsubjects and get a lot of experience.I would say it’s never too early tostart talking about your ideas anddoing research.’

ZOETHINKING AHEAD

CASE STUDY 1

6 PUTTING YOURSELF FIRST

Everyone needs a bitof help with decision-

making. Make sure you getall the help and support you

need because your option choicesare too important to leave to chance.

Who knows you reallywell?Talk to the people who know you reallywell – like your family, friends, form tutor,subject teachers, mentor, coach or learningsupport staff. They want the best for you.They will soon tell you if they think that anoption will suit you or not. They will alsotell you why.

Who knows what youneed to know?Make sure that learning activities,workload and assessment do not come asa surprise. Find out what courses are reallylike. Go to options events. Read theinformation you get. Sign up for tasteractivities and visits. Talk to the peoplerunning the courses and the students whoare doing them.

Who can give youpractical help if you havetrouble deciding whichoptions to choose?Can’t decide what to do? Need balancedand up-to-date advice and information?Then talk to an expert.Speak to your careers co-ordinator –the person in charge of careers work inyour school. Co-ordinators know a lot aboutwhat each option involves. They can tellyou how it could help you in the future andwhere to get more information and help.

Speak to a Connexions personaladviser. They have special training to helpyou tackle personal and career problems.Sometimes you can drop in to see one atbreak or lunch times, so watch out forinformation about when they are inschool. Otherwise you will have to askyour form tutor or careers co-ordinator tomake an appointment for you.Get in touch with a Connexions Directadviser through www.connexions-direct.com. They are specially trained tohelp you deal with personal and careerissues. You can talk to them online, on thephone (080 800 13 2 19) and via email,text (07766 4 13 2 19) and textphone(08000 968 336).

Who can help you if youneed extra support?Are you already getting extra help withyour learning, personal problems or careerthinking? If so, speak to the peoplehelping you – people like learning supportstaff, the special educational needs co-ordinator (SENCO), the gifted and talentedco-ordinator, mentors andcoaches. Otherwise,speak to the careersco-ordinator and/oryour Connexionspersonal adviser.

EMMANUELTOO MANY CHOICES

Emmanuel is in Year 9 and looking tostart his GCSE courses in September.Alongside mathematics and English,he has chosen triple science, PE andFrench. He has always enjoyedmaking and repairing things andwould like a career in engineering.When it came to choosing his optionsEmmanuel found it invaluable talkingto his Connexions personal adviserwho emphasised the importance ofchoosing subjects that he enjoys aswell as those that relate to his careerchoice. This particularly helpedEmmanuel focus on his decision-making as he is a student who doeswell in most subject areas.‘When I had to make my choices Iwas advised to choose carefully, tolook at options I would have fundoing, not what I feel I have to dobecause everyone else is takingthem. My Connexions personaladviser also suggested that I considermy future ambition when makingmy choices.’If you are doing well in most of yoursubjects you may find it confusingwhich options to choose. Talk to animpartial adviser, such as aConnexions personal adviser, whocan help you to clarify your interestsand plan your future.

Get help and supportCASE STUDY 2

YOU

ARE

HERE

7WHICH WAY NOW?

MICHAELUNSURE ABOUT YOUR

FUTUREMichael is in Year 9 and enjoys mostof his school subjects. He has optedto take GCSEs in additional science,product design and food technology,but at the moment he doesn’t reallyhave a clear career plan.To help him make his option choicesMichael found it really useful to talkto a range of people in and outsideof school.‘I had the opportunity to talk to myhead of year, which was great, andthe Connexions personal adviserabout my option choices. I also usedthe school’s option booklet which Iwent through with my parents andthis helped me to decide whatcourses would suit me.’Michael found it invaluable talking tolots of different people about what todo after Year 9. As he doesn’t have acareer idea yet, decision-making canfeel even more confusing. It’simportant to choose courses that willsuit and interest you, not just becauseyour friends are doing them, so getsome advice and help from thosearound you.

ACTION POINT 3 Plan how to get help and support

HOT TIPGet as much information as you can so you choose well. Ifyou have no particular career in mind, choose options thatwill give you plenty of choice in the future. If you have afirm career idea, research it and choose your optionsaccordingly. Remember, no qualification is ever wasted.

What kind of help do you need?

Who can you ask for this help?

Where can you go to get this help?

CASE STUDY 3

8 CHOOSING THE RIGHT OPTIONS

The qualifications systemWhatever you want to do in life, there isa qualification to help you do it. Theimportant thing is to choose the right onesat the right time. To do this you need toknow how they fit together.All qualifications fit into a nationalframework. It has nine levels. Entry levelis at the bottom and level 8 is at the top.Every level includes different types ofqualifications. Some are subject-based.Some are work-related. Some arejob-related.The level tells you how hard a qualificationis – the higher you go, the harder thequalification.• Most employers ask first-time job

applicants for level 2 qualifications –but they increasingly want people withqualifications at level 3 and above.

• You need level 3 qualifications for mostuniversity courses – you generally needa grade C or above in GCSE Englishand mathematics too.

How qualifications can help you in the futureThere are six good reasons why you should take qualifications seriously.1. To give you a choice of jobs – the number of jobs you can get without any

qualifications is shrinking quickly. If you want a choice of jobs, you need goodqualifications.

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

3. To improve your earning power – there is a big pay gap between peoplewith qualifications and those without them. If you want a well-paid job, youneed good qualifications.

4. To show other people what you can do – qualifications show employers,universities and colleges that you have the attitudes, skills and qualities theyvalue. They tell them what you already know and can do. They also give theman idea of how well you might do in the future.

5. To prove to other people that you can learn – qualifications show peoplethat you want to learn and that you can learn. Employers, universities andcolleges need people like this.

6. To show yourself what you can do – gaining qualifications boosts yourself-confidence and self-awareness.

Career/job:

Subjects and qualifications needed:

ACTION POINT 4 Explore your interests Now use the chart opposite to match thequalifications you need to their level.

Choose one career or job that interests you. Look it up in the jobs4ucareers database at www.connexions-direct.com/jobs4u and listthe subjects and qualifications you will need to do it.

Qualifications

LEVELS 4-8

LEVEL 1

LEVEL 3

ENTRY LEVEL

LEVEL 2

Do you understand the qualificationssystem? Do you know how qualificationscan help you in the future? Find out here.

9WHICH WAY NOW?

Qualification levels

HOT TIPYou can use this framework to see how you can moveup the levels and do different types of qualificationsas you progress through learning and work.

What:•Higher level, specialistand professionalqualifications

•Develop very high levelknowledge,understanding and skillsin a subject, industry orarea of work

•Independentapplication of learning.

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

•Foundation andHonours Degrees

•Postgraduatequalifications

•Professionalqualifications such asAssociate, Certified orChartered Professional.

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

•Promotion at work.

What:•Qualifications that giveyou detailedknowledge,understanding and skillsin a subject, industryor area of work

•Help you apply yourlearning with littlesupport.

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

•L3 vocationalqualifications – NVQ,BTEC Nationals, OCRNationals

•The InternationalBaccalaureate

•Cambridge Pre-U.

Where they lead:•Qualifications atL4 to L6

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

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

Examples:•Entry levelfunctional skills

•Entry level personaland socialdevelopmentqualifications

•Entry level vocationalqualifications.

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

•Supportedemployment andindependent living.

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

•Help you use thislearning in everydaysituations androutine tasks.

Examples:•L1 functional skills•L1 personal and socialdevelopmentqualifications

•The Foundation Diploma•L1 vocationalqualifications – NVQ,BTEC IntroductoryCertificates,OCR Nationals

•GCSEs achieved atgrades D to G.

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

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

•Help you use thislearning in avariety of tasks.

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

•GCSEs achieved atgrades A* to C.

Where they lead:•L3 qualifications•An AdvancedApprenticeship

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

ENTRY LEVEL

LEVEL 1

LEVEL 2

LEVEL 3

LEVELS 4-8

10 CHOOSING THE RIGHT OPTIONS

Not surehowsubjects andqualificationsfit together tomakea learningprogramme?Want to knowmoreabouthowthey canhelp you in the future?Findout here.

14-19 educationandtraining are changing.The changes are tomakesure that:• you have the skills you need for

learning, work and adult life• there is an option that suits you• every option leads to a choice of

pathways through learning andinto work.

Whatever option you choose, you will beable to change direction or qualificationpathway when you reach your nextdecision point.

Preparing you forwork andadult lifeSome subjects and skills are so important to your future that they are part of all key stage 4learning programmes.

Personal, learning and thinking skills (PLTS)These skills make it easier for you to organise yourself and work as part of a team. They helpyou to improve your learning and solve problems so that you perform better and achievemore. The skills are split into six groups: independent enquiry, creative thinking, reflectivelearning, team working, self-management and effective participation.

Functional skillsThese are the practical skills of English, mathematics and information and communicationtechnology (ICT). You use them in everyday life, in learning and at work. Everyone needsgood functional skills. That is why they are included in all key stage 4 learning programmes.They are part of the Diploma and, from September 2010, GCSEs and Apprenticeships.Schools and colleges are being encouraged to enter students for separate functional skillsassessments to make sure that they have the best possible preparation for progression tofurther study and work.

English, mathematics and scienceYou can do very little in life without a good grasp of these subjects. That is why you have tostudy them at key stage 4. Many employers require GCSEs in English and mathematics.

Learning activities that help you become confident and responsible young adultsThese help you understand the world around you and develop the skills you need for adultlife. They include ICT, PE, citizenship, religious education, sex and relationship education,careers education and work-related learning. Your school may offer a course that leads to aqualification in one or more of these areas.

Schools sometimes make other subjects compulsory too,so read your options information very carefully.

HOT TIPDid you know that employers arelooking for people with science,technology, engineering andmathematical (STEM) skills? Whateveryour interests there is probably amathematics or science career thatmatches them – in finance, film, TV,music, gadgets, travel, health, sport,design or environment for example.Find out more about careers atwww.futuremorph.org andwww.connexions-direct.com/jobs4u

VOCATIONAL

QUALIFICATIONS

THE

DIPLOMA

GCSEs

YOUNG

APPRENTICESHIPS

PERSONALISED

LEARNING

PROGRAMME

Learningpathways

Do you need a bit more time to build yourconfidence and gain basic qualifications?If so, your school may offer you one of theselearning programmes.

What do you learn?Your school will help you pick courses that suit you. You will learn:• practical skills in English, mathematics and information and communication

technology (ICT)• the skills you need to organise yourself, to work with other people and to get better

at what you do• subjects that will help you in the future.You could study some of the subjects you do now. You could also take some newsubjects. The new subjects could show you what work is like and help you with yourpersonal and social development.

What qualifications will you get?Your school will pick qualifications that suit you.

What can you do next?You could:• take courses that help you prepare for work and/or

independent living• study for GCSEs• do a Foundation, Higher or Advanced Diploma• apply for an Apprenticeship• start work in a job with training.

• Art• Business administration• Citizenship studies• Construction• Drama

Examples

• Functional skills awards or certificatesin English, mathematics and information andcommunication technology (ICT)

• a Foundation Diploma• a National Vocational Qualification (NVQ)

at level 1

WHICH WAY NOW? 11

A LEARNING

PROGRAMME

FOR ME

CHRISTOPHERBENEFITING FROM WORK-

RELATED LEARNINGChristopher is in Year 11 and in thesecond year of a work-relatedlearning programme. He spends twodays a week on a placement with anemployer where he is learning howto fit carpets and wooden floors andthree days in school working towardsa range of GCSEs. As well as hisplacement, Christopher also goes toa learning provider where he has gainedother qualifications such as first aid,health and safety and food hygiene.Christopher didn’t enjoy school, butis now working harder in school andlikes the idea of gainingqualifications whilst he is working.When he has finished Year 11,Christopher would like to join thearmy and gain qualifications. He hasbeen on a two week training courseto find out more about army life andhelp with his application. In case heis not successful, Christopher has aback-up plan. His employer hasoffered him a job as a trainee carpetfitter where he can continue to learnand gain new skills.‘Work-related learning gives you agood experience of work. It givesyou the chance to learn new skillsand to work in a team with otherpeople. Also, you can find out if it issomething you want to do when youfinish school.’

CASE STUDY 4

Personalised learning programmes

Examples• Electronics• Food• French• Geography• History

• Hospitality• Music• Preparation for work• Retail• Work skills

• a BTEC Introductory Certificate• an ASDAN Certificate of Personal

Effectiveness (CoPE Award)• an OCR Certificate or Diploma in

Retail Skills

CHOOSING THE RIGHT OPTIONS

Do your options include GCSEs?Find out more about them here.

Most people take GCSEs at key stage 4, often with one or two otherqualifications. You can also do GCSEs as part of the Diploma.

Choose a GCSE subject that interests you from the optionsyour school offers.

Look this GCSE up in your school options information and inyour local online 14-19 prospectus. What does the courseinvolve? (You can find the prospectus by going towww.direct.gov.uk/14-19prospectus, putting in yourpostcode and following the link.)

Now visit www.connexions-direct.com/jobs4u. Type thesubject into the job search box and see what careers thisGCSE could help you with.

ACTION POINT 5 Explore GCSEs

12

Fact file

GCSEGeneral Certificate of Secondary Education

Qualifications• GCSE – one full GCSE• GCSE Short Course – half a full GCSE• GCSE Double Award – equivalent to two full GCSEs.

SubjectsSchools decide what subjects to offer. They can choose from over50 different subjects. These range from English, mathematics andscience to archaeology, citizenship studies and engineering.

LearningMostly classroom learning. Mix of theory and subject-basedinvestigations. The amount of practical work depends onthe subject.

Assessment• Mix of written examinations and internal assessment.• Achievement is graded A* to G.• Some subjects have two tiers of assessment: Foundation and

Higher. Your school will decide which tier you should do.Foundation tier leads to grades C to G. Higher tier leads togrades A* to D.

Where they leadGCSEs will help you whatever you plan to do after key stage 4.You can use them to meet the entry requirements for GeneralCertificate of Education courses (A/AS Levels), the AdvancedDiploma, an Apprenticeship and jobs with training. Having GCSEsat grades C and above in English, mathematics and science givesyou a much bigger choice of opportunities in the future.

GCSEs

13WHICH WAY NOW?

AstronomyLearning about the Earth, moon and sun,the solar system, stars and galaxies andspace exploration. Undertaking practicalsky observation.

Business and communication systemsLearning about business communicationand money transfer systems. Finding outhow business gathers, records andpresents data. Exploring the constraintsand influences on business systems.

Classical civilisationLearning about Greek and Romancivilisations, their literature and theirhistorical context.

DanceLearning about and developing theknowledge and skills needed to perform,choreograph and appreciate dance,including its artistic qualities.

EconomicsLearning about personal, national andglobal economic issues in a modernindustrial society. Understanding basiceconomic principles, concepts, theory andinstitutions.

EngineeringLearning about engineering products,systems and services. Working with designbriefs.

FrenchDeveloping reading, writing, speaking andlistening skills. Using these skills indifferent situations such as being onholiday or travelling on business to France,or welcoming French visitors or businesspeople to England.

GeographyLearning about the relationship betweenpeople and the climate, environment,water, landforms, places, work anddevelopment.

Information and communicationtechnology (ICT)Learning how ICT systems work, how tostore information and how to help peoplesolve problems. Exploring newdevelopments in technology and differentways to use ICT.

MusicListening to and learning about a variety ofmusical styles. Composing music andperforming as a soloist and in a group.

SociologyLearning about human society and socialstructures and systems. Exploring socialissues to get a better understanding of thesociety in which you live.

A taste of GCSEs …

HOT TIPFind out more about the different GCSE subjects you can do.Look at the subject file in the online version of Which way now?at www.connexions-direct.com/whichwaynow

Do your options include the Diploma?Find out more about it here.

14 CHOOSING THE RIGHT OPTIONS

The Diploma is a new qualification that schools, colleges, universities and employers helped to develop. It is not yetavailable in every area but it will be soon. It is a large qualification so you could spend up to two days a week workingtowards it. For the rest of the time you will study the compulsory part of the school curriculum and work towardsGCSEs and other qualifications.

Using your school options information and your local online14-19 prospectus, find out which Diplomas you can do inyour area. (You can find the prospectus by going towww.direct.gov.uk/14-19prospectus, putting in yourpostcode and following the link.)

Tick the subjects you can do locally.

Diploma subjects that interest me:

The Diploma I will get:

Foundation Higher

The qualifications I will get from the optional partof the Diploma:

ACTION POINT 6

Fact fileQualificationAt key stage 4, you can do a:• Foundation Diploma – this is a level 1 qualification

equivalent to 5 GCSEs at grades D to G• Higher Diploma – this is a level 2 qualification equivalent to

7 GCSEs at grades A* to C.SubjectsLocal partnerships of schools and colleges decide what subjectsto offer. They can choose from 14 subjects ranging from Traveland Tourism to Engineering.CourseThe Diploma has three parts:• learning about your Diploma subject• the essential skills you need for everyday life, in learning and

at work – including functional skills and personal, learningand thinking skills (see page 10)

• a choice of other subjects that help you understand moreabout your Diploma subject or that fulfil a personal interest –options can include GCSEs and vocational qualifications likeBTEC awards.

LearningMix of classroom learning, practical hands-on experience andproject work. Includes at least 10 days working with anemployer. May also involve study at another school or a college.Assessment• Mix of written examinations and internal assessment,

including practical tasks.• You must pass all parts of the Diploma to gain the

qualification.• You will get a transcript showing your overall grade and your

achievements in each part of the Diploma. You will also getseparate certificates for each qualification you gain.

Where it leadsThe Diploma does not qualify you to do a specific job. It doesgive you a fully-rounded education so that you can go on to:• a higher level Diploma in the same or a different subject• AS and A Levels• an Apprenticeship• an industry training scheme or another job with training• a vocational course that will qualify you to do a specific job.

The Diploma

Find out more aboutthe Diploma

Business, Administrationand Finance

Construction and theBuilt Environment

Creative and Media

Engineering

Environmental andLand-based Studies

Hair and Beauty Studies

Hospitality

InformationTechnology (IT)

Manufacturing andProduct Design

Public Services

Retail Business

Society, Health andDevelopment

Sport and Active Leisure

Travel and Tourism

HOT TIPFind out more about the different Diploma subjects. Look at thesubject file in the online version of Which way now? atwww.connexions-direct.com/whichwaynow and check outwww.direct.gov.uk/diplomas

WHICH WAY NOW?

Business, Administration and FinanceLearning what the industry is about and how it works.Developing essential skills such as business enterprise,business communication, business finance and customerservice.

Construction and the Built EnvironmentLearning how the different industries in this sector worktogether to design, create, manage and maintain the builtenvironment. Developing practical skills and exploring howbuilt structures affect the communities that use them.

Creative and MediaLearning to think and work creatively. Developing thepractical skills to bring ideas to life. Understanding andlearning the skills to succeed in a creative business workingenvironment.

Hair and Beauty StudiesLearning what the industry is about, how it works and whatmakes a successful employee. Developing essential skillssuch as communication, customer service, basic businessoperations and creative thinking.

HospitalityLearning about the opportunities and occupations in theindustry. Understanding and developing essential work skillssuch as safe working practices, customer service, financeand business planning.

Information Technology (IT)Learning about the IT business, the people in it and how touse technology to solve business problems. Developingessential skills like team work.

Travel and TourismLearning about travel, forms of transport and local, nationaland international destinations. Exploring careers in theindustry. Developing the skills to create and deliver newproducts or services and provide good customer service.

A taste of the Diploma …

15

HOLLYTHE DIPLOMA EXPERIENCE

Holly is in Year 10 and is taking theCreative and Media Higher Diplomacourse. She spends one day a week ata local college and another in schoolworking specifically on aspects of theDiploma. Apart from exams in thefunctional skills of ICT, English andmathematics, there are no other formalexams within the Diploma which isassessed through evidence collectedover the two years of the course.Holly has worked on a project with anacclaimed local gallery to set up anexhibition of work includingphotography, music, performances,and 2D and 3D art. It also includedworking to develop educationalactivities and workshops for visitorsand local schools.‘I chose the Diploma because it wascompletely different from the otheroptions as it offered me different waysof learning creative skills and aboutthe media. I find learning much easiernow as it is all connected andtherefore easier to understand. Thegallery project was a lot of fun, butalso gave me real experience of work.’‘In Year 12, I can choose to do anAdvanced Diploma and/or A Levels.The Diploma has taught me how tolearn independently and has given mereal skills that can be used in themedia industry. It will also allow meto go on to university.’

CASE STUDY 5

Interested in doing an Apprenticeship post-16?Look at www.apprenticeships.org.uk

HOT TIP

16 CHOOSING THE RIGHT OPTIONS

Young Apprenticeships

Fact fileSubjectsLocal partnerships of schools, colleges, work-based learning providers andemployers provide Young Apprenticeships to meet local needs. The industry sectorsthey cover include:

QualificationsYou gain a level 2 vocational qualification that is broadly equivalent to 5 GCSEs atgrades A* to C. You may also gain other awards. For example, if you do a YoungApprenticeship in Hospitality, you may gain a BTEC First Diploma or NVQ Level 2.You may also gain a level 1 certificate in Health and Safety in the Workplace andlevel 2 awards in Food Safety and Practical Food Safety in Catering.LearningMix of classroom learning and practical hands-on experience in various settings – forexample, a school, college, training centre or workplace. Includes 50 days on workexperience spread over two years.AssessmentMix of examinations, assessment of a portfolio of evidence and observation by anassessor.Where it leadsAs a Young Apprentice, you can go on to study level 3 vocational qualifications, theAdvanced and Progression Diplomas and AS and A Levels. You could also apply foran Advanced Apprenticeship, an industry training scheme or a job with training.

Is a Young Apprenticeshipone of your options?Find out more about it here.

A Young Apprenticeship gives you a ‘real taste of work’ while you learn.You will spend the equivalent of two days a week working on your YoungApprenticeship. For the rest of the time you will study the normal schoolcurriculum and work towards GCSEs and other qualifications. YoungApprenticeships are not available in all areas.

• Art and Design• Business Administration• Construction• Energy (electricity & gas)• Engineering• Food and Drink Manufacturing• Hairdressing

• Health and Social Care• Hospitality• The Motor Industry• Performing Arts• Retail• Science• Sports Management, Leadership

and Coaching.

EMMATHE YOUNG

APPRENTICESHIPEXPERIENCE

Emma is in Year 10 and interested incareers related to fashion and textiles.Alongside her GCSEs in mathematics,science, English, art and design,French and business studies, Emma ison a Young Apprenticeship course.‘When it came to choosing my Year 9options I chose the Young Apprenticeshipcourse in Business and Administrationas it sounded very different to anythingelse I had come across before.’Emma was also attracted to the styleof learning as it is more of anindependent way of studying andincludes 50 days’ work experiencewith a local employer. At the endshe will also gain a qualification,an NVQ at Level 2 in Business andAdministration.‘I thought this would be a greatopportunity to get more of a grasp ofthe working world so that I have abetter idea of what it’s like when Ileave school. This course is alsomotivating me to work really hard asit is equivalent to four or five GCSEs.’If Emma does well, she may evenconsider taking it further andstudying for the AdvancedApprenticeship after Year 11. Withher GCSE subjects as well, she haskept open her post-16 options.

CASE STUDY 6

17WHICH WAY NOW?

Doyour options includequalifications likeBTECs andOCRNationals? If so, findoutmoreabout themhere.These are work-related qualifications thatcover a broad area of work. Your schoolmay offer you a vocational qualificationalongside your GCSEs, as part of apersonalised learning programme or aspart of the Diploma.

SubjectsSchools decide which subjects to offer.They have a wide choice ranging from ICTand business to sport and media.LearningMix of theory and practical activities.

At key stage 4, you will comeacross three main types ofassessment:• internal assessment – often calledcoursework, this includes research andother projects

• portfolios of evidence – collectingevidence that demonstrates yourknowledge and skills

• examinations – tests that take place ata set time and assess how much youknow about a subject.

Assessment is part of all courses that lead to a qualification. Knowing what to expect andhow best to approach it can help you to choose your options and to get higher grades.

AssessmentGenerally includes the observation ofpractical work, a portfolio of evidence andexaminations. Achievement is gradedpass, merit or distinction.Where they leadYou can use these qualifications as astepping stone to higher level study andemployment with training.

Tips for managing internalassessments• Choose a task or topic that interests youso that you stay motivated.

• Read all the instructions carefully andcheck that you understand what youhave to do. If you don’t understand,ask for help!

Get to gripswith assessment

build in some time to relax and dothings you enjoy.

• Revise using memory aids that fit yourlearning style – graphics, flowcharts,highlighted text, summary notes, cartoons,sound recordings, key points cards. Youcould revise with your friends too.

• Go to revision classes and clubs.

• Check the dates and times of yourexams very carefully.

• Sleep and eat well before an exam.Prepare any equipment you needbeforehand – do not leave it until thelast minute.

• Try to stay calm during the exam. If youfeel worried, take some deep breaths.

• Once the exam is over, try to put it outof your mind and concentrate on thenext one.

• Try to learn from your mistakes. Workout what you could have done betterand aim to change things next time.

Vocational qualifications

• Make a note of important times anddates, including any deadlines forhanding in work.

• Organise your work and keep it organisedso that it is easy for you to use.

• Don’t copy straight from the internet,books or other people – the examinerswant to know what you know. (It’s alsoillegal to copy stuff and you could bebarred from getting a grade for the course!)

• Make sure you plan your work carefullyand present it well.

• Double check your spelling andgrammar carefully before handing inwritten work.

• Check that there are no importantdetails missing – like your name!

Tips for coping with exams• Don’t panic!

• Give yourself plenty of time to revise.

• Make a revision plan and keep to it.Study for a set time each week and

18 CHOOSING THE RIGHT OPTIONS

What type of assessment suits you best?

internal assessment

building a portfolio of evidence

examinations

Look at the key stage 4 options that interest you then fill in this table.

List three things you can do to organise yourself so that you copewell with internal assessments and portfolios of evidence

1.

2.

3.

List three memory aids that suit your learning style

1.

2.

3.

ACTION POINT 7 Think about assessment

Option Type of assessment Suits me Does notsuit me

Get to grips withassessment CONTINUED

MICHELLEBENEFITING FROM

SUPPORTMichelle is in Year 10 and has aspecific learning difficulty as well asdifficulties with communication. Sheattends a mainstream school whereshe has support in lessons. She findsthe theory work very difficult anduses support from learning supportassistants for reading and written work.Despite her difficulties Michelle isextremely hard-working anddetermined and has already begun toplan her career. She is interested incatering and hospitality work andwould like to manage her own bar inthe future. To this end, she isstudying a GSCE in food technologyand also spends one day per week atcollege doing the ABC Level 1Certificate in Hospitality which shereally enjoys.‘I really like all the practical work wedo at college. It’s good to have thechance to show what I can do thatdoesn’t involve writing.’Michelle plans to study catering atcollege post-16 and will continue toreceive support with the theory workwhen she is there.Having a learning difficulty and/ordisability does not stop you choosingsubjects or planning a career. If youneed it, support is available.

CASE STUDY 7

No two schools are the same, so every school offers a differentset of options. Make sure you know exactly what you can do atyour school, and then research the options that interest you.Use our checklist to make sure that you don’t forget anything.

ACTION POINT 8 Research checklist

What is your prospectus called?

What is the website address?

What information is in the prospectus?(tick all that you find)

What topics does the prospectus offer advice on?(tick all that you find)

ACTION POINT 9 Explore your local14-19 prospectus

19WHICH WAY NOW?

14-19 courses and whereyou can do them

course details and entryrequirements

common application form

qualifications

other

local events andopportunities

open days

career opportunities

useful links

making choices

money matters

transport

volunteering

work experience

getting a job

how parents and carers canhelp you

where you can get extrasupport if you need it – forexample, young parents,young people in or leavingcare, young offenders,young people with specialeducational needs

other

Local choices

To do Done

Read all the options information I get fromschool

Check what subjects are compulsory – the onesI have to do

Talk to the teachers to see if they think that it isa good idea for me to do their course

Talk to my parents/carers and find out whatoptions they think I should do and why

Go to information events and planning andreview days with my parents/carers

Sign up for a taster activity or visit to find outwhat an option will really be like

Look up the careers that interest me in theConnexions Resource Centre and on jobs4u(www.connexions-direct.com/jobs4u)and find out what subjects, qualifications andgrades I will need for these careers

Use the local online 14-19 prospectus to getmore information about local opportunities

Speak to the careers co-ordinator orConnexions personal adviser or visit theConnexions Direct website atwww.connexions-direct.com to talk aboutmy option choices and career ideas

Ask the careers co-ordinator or Connexionspersonal adviser who I should speak to if Ithink that I will need extra help with my keystage 4 courses

Every area has a local online 14-19 prospectus tohelp you with your option choicesAsk your careers co-ordinator, Connexions personal

adviser or Connexions Resource Centre staff for the name andwebsite address for your local prospectus. Alternatively, goonline and look up www.direct.gov.uk/14-19prospectus.Fill in your postcode and then follow the link to your prospectus.

HOT TIP

2O CHOOSING THE RIGHT OPTIONS

Where to lookA great place to start looking forinformation is your school’s ConnexionsResource Centre. It should have:• people who can tell you where to find

the information you want• printed and multi-media information

about careers and other things thataffect your life

• the contact details of people andorganisations who can give youexpert help

• computer programs to help you workout your career interests and findcourses and careers that might suit you

• internet access so you can use theonline version of Which way now?(www.connexions-direct.com/whichwaynow)and websites likewww.connexions-direct.com/jobs4u,www.direct.gov.uk/14-19prospectusand your local online 14-19 prospectus.

Use the iconsThe jobs4u website and ConnexionsResource Centre use colour coded icons tomake it easy for you to find theinformation you want.

Choices (option choices, post-16choices)

Education (further and highereducation, qualifications, studyskills, studying abroad)

Free Time (sport, leisure,voluntary and personaldevelopment activities)

Health (healthy eating, sexualhealth, mental health, personalsafety, drugs and alcohol)

Housing (housing advice, leavinghome)

Law, Your Rights andCitizenship (you as a citizen andyou as a customer)

Money (financial support forlearning, managing money, tax,national insurance and wages)

Relationships (bereavement,bullying and abuse, family,personal relationships, parenting,leaving care)

Travel and Transport (driving,travelling and timetables)

Where to Get Help (local andnational helplines andorganisations offering general andspecialist help)

Work and Training (careers,training, work experience, part-time work, job hunting, your rights)

You can find information about jobs andoccupations in the Work andTraining section of the ConnexionsResource Centre. The information isorganised into 23 job families:

Administration, Business andOffice Work

Building and Construction

Catering and Hospitality

Good information is the key to choosing well. Do you know whereto get good information? Find out here.

Computers and IT

Design, Arts and Crafts

Education and Training

Engineering

Environment, Animalsand Plants

Financial Services

Healthcare

Languages, Informationand Culture

Legal and Political Services

Leisure, Sport and Tourism

Manufacturing andProduction

Marketing and Advertising

Media, Print and Publishing

Performing Arts

Personal and Other Services,including Hair and Beauty

Retail Sales and CustomerServices

Science, Mathematicsand Statistics

Security and Armed Forces

Social Work and CounsellingServices

Transport and Logistics

Finding goodinformation sources

21WHICH WAY NOW?

Where is the Connexions Resource Centre in your school?

When is it open?

Who is there to help you?

What is the name of your careers co-ordinator?

What is the name of your Connexions personal adviser?

When is your Connexions personal adviser in school?

Go online and browse the www.connexions-direct.com website. Is theinformation on the site trustworthy, unbiased, accurate and up to date? Why do youthink this?

What information in the Connexions Resource Centre and onwww.connexions-direct.com could you use to help you with your options choices?

ACTION POINT 1O Explore information sources

KHEYARESEARCH YOUR

OPTIONS CAREFULLYKheya is in Year 12 and taking ASLevels in biology, chemistry, art anddesign, and geography. Looking back,she realises it was an easy decision totake GCSEs in triple science as shealways had a strong interest in thisarea. However, choosing the otheroptions was more difficult, becauseshe is creative too.Kheya had no particular careerideas, but she valued the help andsupport of those around her. Shetalked to other people about herideas and strengths.‘I struggled in choosing the othersubjects, so I talked to variousteachers, my family and myConnexions personal adviser. I gainedadvice and information about thesubjects and in the end opted forGCSEs in geography, history, art anddesign, and product design.’Kheya is pleased that her choices inYear 9 still kept her post-16 andfuture career options open.‘My key stage 4 choices helped mechoose what I would study for ASLevels as I was able to identify whatI was good at and what I wasstruggling with. This year I realisedthat most of all I enjoy the science-based subjects and have decidedto go on to study at university –something related to biologyor medicine.’

CASE STUDY 8Check the information you find before you use itGetting information is step one. Step two is to check it before you use it. This isespecially important if you use a search engine or a social networking service to findinformation. Ask yourself these questions to make sure that the information you haveis trustworthy, unbiased, accurate and up to date.• Source: Who paid for it to be published and why? Do you trust this source?• Purpose: Does it give you the facts? Is it trying to persuade you to agree with a

particular point of view? Do you think it gives you an unbiased picture?• Writer: Who wrote it? Do you believe the author knows enough to give you

accurate information?• Date: When was it written, published or updated? Is it still up to date?• Relevance: Does it answer your questions?

22 CHOOSING THE RIGHT OPTIONS

Taking control of your decisions

Are you ready to make your own decisions orare you tempted to follow the crowd? If you letother people choose for you, you could end upwith a learning programme that suits thembetter than it suits you. Use these tips to makesure that this does not happen to you.

Choosing an option• Research all your options before you

make a decision.• Don’t fall into the trap of thinking that

some subjects are only for boys andsome only for girls – this is not true.

• If you have a firm career idea, choosethe options you need to meet the entryrequirements for the post-16opportunities that interest you – furthereducation, higher education, anApprenticeship, a job with training.

• If you don’t have a firm career idea,choose options that will give you plentyof choice post-16.

• Don’t be afraid to ask for help andadvice from your family, friends,teachers, careers co-ordinator,Connexions personal adviser and others.

Do choose a course because:• you are good at and think you will

enjoy the subject• it links to a career idea• it goes well with your other choices• it helps to give you plenty of choice

post-16• you think you might want to continue

studying it post-16• your research shows that it will interest

you and motivate you to learn.

Do not choose a coursebecause:• your friends have chosen it• you think it will be easy• you think it is a good course for a

boy/girl to do• someone else thinks that it is a

good idea• you like the teacher you have now• you didn’t have time to research your

options properly.

HOT TIPYour choices don’t have tobe job-related. It’s fine to

choose some simply because youenjoy or are good at them. You canmake few choices now that will stopyou from changing direction orqualification pathways post-16.

HOT TIPWrite some questions ormake a list of the things

you want to find out at optionsand careers events so that you getthe information you need.

ETHANFOLLOW YOUR DREAMS

Since he was six years old, Ethan hasloved performing and he joined his firstdance school at the age of ten. Even atsuch a young age it was clear he wastalented and in Year 8 he transferredfrom his local secondary school to a full-time school for performing arts. Now inYear 10, he studies acting, singing,music and dancing alongside a range ofGCSE subjects.When he first became involved in dancingand singing Ethan was teased a lot bysome of his peers. However, this didn’tdeter him and he thinks it has made himmore determined to succeed. He hashad a lot of support from his family andfrom his teachers and tutors who havegiven him guidance about his future.Ethan’s dream is to perform in the WestEnd in musical theatre, but he knowshow competitive this type of work is. Asa result, he is considering his back-upplans, including music production andrecording, which he also has a flair for.After Year 11 he plans to study A Levelsat college in order to have otherqualifications to fall back on, and thenhopes to audition for a place at aperforming arts or music college.Ethan offers the following advice:‘Don’t give up. Whatever gets in yourway you need to do what makes youhappy. Also, don’t assume you’ll make itbig – make sure you have somethingelse to fall back on.’

CASE STUDY 9

This is my

CHOICE MY NO.1

CHOICE4 ME!

Are you ready to start firming up your choices?Use our action points to help you organise your ideas.

I have looked at all my options:

Personalised learningprogrammes

GCSEs

The Diploma

Young Apprenticeships

Vocational qualifications

With important decisions, it is often a good idea to start bydescribing your ideal outcome – what your perfect solutionwould be and why. Then you can see how close you can get toyour ideal with the choices you have. If you give way onsomething small, you may find that you can shrink the gapbetween what you want (your dream) and what is possible(reality). Try it now.

My ideal option choices are:

I would choose these because:

The courses I can actually do are:

I can bring my dream and reality closer together by:

ACTION POINT 12What I want to do at key stage 4

First choices

Reserves in case I don’t get my first choice

Double check that you have not overlooked any choices that might suit younow and in the future

Options that interest me: The qualifications I will get: What I could do post-16:

23WHICH WAY NOW?

Deciding what to do

From dream to reality ACTION POINT 13

ACTION POINT 11

WHAT DOI WANTTO DO?

24 THINKING AHEAD

The world of work

Work experienceMost people go on work experience duringkey stage 4. This means spending time ina real workplace, working alongsideemployees and learning about the tasksinvolved in a particular job or business. Itis a great opportunity to see how workdiffers from school. You can learn fromexperts, see for yourself exactly whatemployers look for in job applicants, andstrengthen your employability skills. Youcan even test your career ideas andimprove your self-confidence at theame time. Ask your teachers aboutthe work experience you can do.

How can you get the experience and skills thatemployers look for? One of the best ways is toget first hand experience of work. Read on tofind out how you can do this.

Enterprise activitiesEnterprise activities help you understandwhat running a successful businessinvolves and what skills, qualities andattitudes employers and employees need.It can also teach you a lot about how todecide if a risk is worth taking. Mostsubjects include enterprise activities andmany schools offer extra ones like YoungEnterprise. Ask your teachers what you cando in your school.

VolunteeringSo you don’t get paid, but giving up sometime to help your community is a greatway to find out about different workenvironments, to learn new skills and todevelop your self-confidence. It alsoimproves your chances of success in thefuture by adding to the list of things thatyou can offer learning providers andemployers. Find out what you can do.Speak to your careers co-ordinator orConnexions personal adviser. Alternatively,go online and visit:• www.direct.gov.uk/youngpeople –look at the ‘Work and careers’ section

• www.vinspired.com• www.do-it.org

Part-time, temporary andholiday jobsThese are a good way to earn somemoney and gain experience of work whileyou are still at school or college. If you geta job with a business, you must have awork permit before you start work. Speakto your careers co-ordinator or Connexionspersonal adviser about this.The law limits the hours you can work andthe kind of work that you can do. You canonly do ‘light work’, for example, if you areunder 16. This is work that keeps you safefrom danger and does not interfere withyour school work. Local authoritiessometimes add their own rules.

HOT TIPMake a portfolio andcollect evidence of your

achievements to help you withapplications and interviews later on.

25WHICH WAY NOW?

These are the main rules about the hours you can work.

Look at your school options information, your school prospectus and yourschool website then say:

• what work experience you can do at key stage 4

• what enterprise activities you can do at key stage 4

ACTION POINT 14Think about how you can get theexperience and skills thatemployers look for

Age Term time School holidays

14-15 •2 hours on weekdays and Sundays•5 hours on Saturdays• Maximum of 12 hours a week

• 5 hours on weekdays and Saturdays• 2 hours on Sundays•Maximum of 25 hours a week

15-16 •2 hours on weekdays and Sundays•8 hours on Saturdays• Maximum of 12 hours a week

• 8 hours on weekdays and Saturdays• 2 hours on Sundays•Maximum of 35 hours a week

• You may not work before 7am or after 7pm.• You are entitled to a one-hour break after working for four hours.• You are entitled to a break of two consecutive weeks each year that must be

taken during school holidays.• There is no national minimum wage for young people under 16.

What interests you? Who could help you finda suitable opportunity?

Volunteering

Part-time,temporary andholiday work

ANUSHKATHE VALUE OF WORK

EXPERIENCEAnushka has always enjoyed sciences.For her post-16 options she chose ALevels in biology, chemistry andmathematics; subjects she enjoyed andwas strong at.During Year 12, Anushka startedresearching careers using sciences, anddecided that dentistry appealed to her.She started to research degree coursesand managed to arrange a workshadowing placement. However, ratherthan confirming her career choice, thisput her off dentistry.Anushka realised that she would needto start researching alternative degreecourses. She looked at why she had notenjoyed her work experience, andrealised that the area of science sheenjoyed most was research. She metwith her careers teacher at school andstarted to look at careers in scientificresearch. Anushka finally decided thatbiochemistry would be perfect for her.Anushka now has a place to studybiochemistry at university. She is reallyglad that she did work experience witha dentist.‘I could have easily gone into dentistrywithout knowing fully what the jobentailed. It would have been wrong forme. I’d recommend anyone who has ajob idea to try to get some workexperience. It will help you find out ifit’s something you really want to do,and if not, give you time to look atalternatives before making your decision.’

CASE STUDY 10

26 THINKING AHEAD

Whenyou start looking for a job, youare joiningthe labourmarket – theplacewhereworkerscompete for jobs, andemployers compete forworkers. Do youknowhow touse labourmarketinformation to get aheadof the competition?If not, findouthere.

What is labour marketinformation?Labour market information is data,statistics and research about the world ofwork and the job market. It tells you:• where the jobs are – places, industries

and occupations• what types of job are available – full

or part time, permanent, temporaryor seasonal

• the skills and qualifications people needto do these jobs

• the number of people looking for work• how the job market is likely to change

in the next few years• the skills and qualifications that people

will need to get and keep a job inthe future.

How can you use labourmarket information?You can use labour market information tocheck that you have realistic career ideasand plans. This is because it tells you:• if the job or career that interests you is

likely to exist in the future – so you canchange your plans if necessary

• what employers are looking for – soyou know more about the attitudes,skills and qualifications you need

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

What is labour marketinformation telling us now?The number of jobs for young peoplewithout skills has declined rapidly in recent

years, and is expected to decline further.The recent ‘credit crunch’ has led to fewerjob vacancies and higher unemployment. Ifyou want to get a job, you need to look atthe long-term trends. These show that:• there are very few ‘jobs for life’ – most

people change jobs several times intheir working lives

• all industries will recruit new workers inthe future – to replace people whoretire or change direction

• employers want fewer unskilled,unqualified workers

• employers want more skilled workers –qualified to at least level 2 (GCSEs atgrades C and above) and preferably tolevel 3 and above (see page 9)

• training is part of most jobs soemployers want people who are willingand able to learn.

How can you get ready forthe labour market?Labour market information shows thatemployers want all their staff to have theright attitudes and good employabilityskills. They want people who:• have a positive attitude and are willing

to learn• can organise themselves and work

in teams• have good communication, number,

IT and problem solving skills• understand what makes a business

successful and why good customer careis important.

RICHARDHAVE A BACK-UP PLAN

Richard is in Year 10 and keen topursue a career in medicine.Alongside his core GCSE subjects inEnglish, mathematics and science,Richard has chosen the options of aBTEC First Diploma in Public Services,religious studies and business studies.After Year 11, Richard plans tocontinue in full-time education andfurther develop his studies at eithersixth form or college. Richard hasdone some research into medicalcareers and is aware that this can be ahighly competitive career area,requiring high GCSE grades.As a result, he has a back-up plan of ajob working within the emergencyservices. In Year 9, he chose optionsthat could also help him moveforward in all these areas.‘If I do not make my career withinmedical practice, my other subjectswill also be useful for a careerworking, for example, as a policeofficer, firefighter or paramedic. It’s agood idea to have a back-up plan,especially if it could be hard to getinto your chosen career.’

CASE STUDY 11

The labourmarket

HOT TIPLearning pays!

Getting higher levelqualifications could be worth acouple of thousand pounds ayear to you. That is the averagepay gap between people withhigher level qualifications andthose with lower level ones.

27WHICH WAY NOW?

The optionsAt the end of key stage 4 you can choose to:• stay in education and follow a

personalised learning programme• stay in education and study for

qualifications like the Diploma, A andAS Levels, BTECs and other vocationalqualifications

• apply for an Apprenticeship• start work in a job with training• work for yourself – not many people do

this at the end of key stage 4 so if thisinterests you, get expert advice as soonas possible.

And after that you can choose to:• study for higher level qualifications at

college or university• apply for an Apprenticeship• get a job with training• work for yourself – this is a tough

option so if this interests you, get expertadvice as soon as possible.

JOB WITH

TRAINING

FINANCIALHELP

PERSONALISEDLEARNINGPROGRAMME

Money mattersStaying in learning is a career investmentand will bring future rewards. But like allinvestments it involves spending money –on things like stationery, field trips, visits,specialist equipment, food and travel.Before you decide what to do at the end ofkey stage 4, check out what financial helpyou may be able to get post-16.• Start by finding out about the Education

Maintenance Allowance (EMA). EMA isa government-run scheme that givesmany young people up to £30 a weekto help them stay in learning. Theamount you can get depends on yourpersonal circumstances. Find out moreat www.direct.gov.uk/ema

• Look atwww.direct.gov.uk/moneytolearnif you want to know more about otherfinancial help.

• Look atwww.direct.gov.uk/studentfinanceif you want to know what financial helpyou can get if you decide to go on tohigher education.

Where can you find out more?Find out more from your careersco-ordinator, Connexions personal adviser,local Connexions website and the jobs4ucareers database atwww.connexions-direct.com/jobs4u

Learning is vital to your future success so makethe most of the September Guarantee.This entitles all 16 and 17 year olds to an offerof post-16 learning that meets their needs,and they also receive help to choose well.Most young people choose to continue ineducation or training when they leave schooland many get financial help through theEducation Maintenance Allowance (EMA)(see ‘Money matters’ on this page).

The future is closer than you think! Are you ready to make morelearning and career choices in a couple of years' time? You will haveeven more options then so it is a good idea to start thinking aboutthem now. Find out more here.

The future

STAY IN

EDUCATIONAPPRENTICE

APPLY HERE

28 CONFIRMING YOUR CHOICES

Yes. Most schools offer a range of practical,work-related courses. Some offer the Diploma, which is anew qualification based around work. Remember thoughthat you will still have to study compulsory subjects suchas English, mathematics, science and ICT.

It is never a good idea to choose a careersimply because of your gender. Make an appointmentwith your careers co-ordinator or Connexions personaladviser to discuss your concerns. They will help you thinkthrough your ideas and how well they match yourinterests and abilities. They may also be able to put youin touch with someone of your gender who is alreadydoing the career that you are interested in.

Yes. A Higher Diploma is equivalent to 7GCSEs at grades A* to C so it meets the entryrequirements. If you are still a bit worried, speak to yourcareers co-ordinator or Connexions personal adviser. Youcould also contact the course provider and ask exactlywhat qualifications are acceptable.

?? ?

How do I know if Ihave chosen theright options?

I like sports/creativesubjects best – canI do just these?

Have you researched and thought carefullyabout your choices? Have you chosen options thatinterest you, that you think you will enjoy, that link toa career idea or that give you plenty of choice in thefuture? If so, you can be confident that you havechosen the right options.

No. You must study compulsory subjectssuch as English and mathematics and most schoolswill give you option blocks to choose from. Forexample, you may have to choose one technology, onecreative/sport and one language subject, as well ashaving one free choice.

Yes. In most schools you can take acombination of one, two or three separate scienceGCSEs. Talk to your science teachers, careersco-ordinator and/or Connexions personal adviser tofind out which option would be best for the careeryou have in mind.

I have a definite idea about thecareer I wish to follow and it isstrongly linked to mathematicsand science. Can I take morethan one science?

Can I study somethingrelevant to work thatwill help me to exploremy career ideas?

The entry requirements for oneof the post-16 courses thatinterests me are four GCSEs atgrade C or above or equivalent.Does a Higher Diploma count asan equivalent?

I have a career in mind, but myfriends say I won’t be able to doit because of my gender. Howcan I find out who is right?

Frequentlyasked questions

Looked at the options information

Been to the options events

Studied the options form

Done my research

Asked people for advice

Made my choices

Returned the options form

Use this plan to help you finalise your key stage 4 option choices. You can copy theform or use the interactive version at www.connexions-direct.com/whichwaynow

What I need to do and when: (eg read my school’s options booklet; look at my local online 14-19 prospectus; talk to myparents/carers, teachers and Connexions personal adviser; go to options evening; complete and return my options form)

Actions By what date Completed (Y/N)?

Your action plan

Where I am now: (eg thinking about my options; speakingto family and teachers; almost ready to choose)

Who can help me and how: (eg parents/carers; teachers;careers co-ordinator; Connexions personal adviser;Connexions Direct adviser)

29WHICH WAY NOW?

CHECKLIST I have now

Congratulations! Now you can concentrate on enjoying key stage 4!

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

DCSF PublicationsPO Box 5050SherwoodNottinghamNG15 0DJ

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

ISBN: 978-1-84775-383-0Reference No: 383-0

© Crown copyright 2009

Extracts from this document may be reproduced for non-commercialeducation or training purposes, on condition that the source isacknowledged.

FeedbackThis publication has been produced on behalf of the DCSFby VT Careers Management.

We welcome feedback on Which way now? If you haveany thoughts on the content of this booklet, or how it’spresented, please contact VT Careers Managementat email: vtcm.publications@vtplc.com

Cert no. TT-COC-002410

Other formatsThis publication is available in Braille and audio CD.

Please call DCSF Publications on:

0845 602 2260 or emailconnexions@prolog.uk.com to order copies.A pdf and text only version is available online atwww.connexions-direct.com/whichwaynowYou will be able to use your PC to enlarge the text.

Parents & CarersA pdf and text only version of the insert is available online atwww.connexions-direct.com/parentcarerwhere you can also find an expanded, online version.You will be able to use your PC to enlarge the text.

Translations availableText only versions of the Parents & Carers insert are availablein Arabic, Bengali, Gujarati, Hindi, Mandarin Chinese, Polish,Punjabi, Somali, Turkish, Urdu and Vietnamese to download fromthe website at:www.connexions-direct.com/parentcarer