What Next After School ?: All You Need to Know About Work, Travel and Study, 8th Edition

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What next after school?

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Energise your Life, Utilise your Skills The gas, power, waste management and water industries have a massive impact on our lives. Most of the time we take them for granted, we only notice when things go wrong. So choose a career where you can make an important contribution to life itself. This is an evolving and dynamic sector which employs hundreds of thousands of people, where many of the jobs are highly skilled and in huge demand. For more information about: • Apprenticeships • Jobs • Training • Qualifications • Salaries • Case studies and much more visit:

www.euskills.co.uk/careers

The Sector Skills Council for gas, power, waste management and water.

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The energy and utilities sector is fundamental to the wellbeing of the UK economy. Most of the time we take them for granted, we are so used to having energy and water supplies on demand that we only notice when something goes wrong. Despite the fact that these industries are so vital to our lives they are experiencing severe skills shortages, this is largely due to an ageing workforce. As many employees are nearing retirement age, other employees are leaving organisations for new opportunities and there is a shortage of graduates in science, engineering, technology and maths subjects. This sector, which comprises the gas, power, waste management and water industries offers a wide range of careers associated with working in large, high-tech industries, offering essential services to UK domestic and industrial customers. The sector employs over 530,000 so there is a wide range of opportunities available. Demand is high for skilled engineers and technicians, scientists, operatives and customer care staff. Unless the industry recruits large numbers of people in these disciplines in the future the utility sector could face serious problems. Many of the organisations in this sector are large multinational companies that invest heavily in recruiting the right person, with the right skills for the job. They recognise that strategies need to be in place to ensure that the sector does not reach breaking point. Companies in the energy and utility sector are committed to safeguarding the environment for future generations and providing a high standard of service for their customers. A number of development programmes are offered by organisations aimed at school leavers, graduates, foundation engineers and experienced people. Many jobs are in high demand and consequently offer a good salary. For more information about careers in the energy and utilities sector visit: www.euskills.co.uk/careers

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Visit Autocity at www.motor.org.uk/careers to find out more about the exciting career opportunities on offer in today’s motor industry. Navigate through the cityscape to find your ideal career Look for roles available across the retail automotive industry Watch interactive video clips of real people in real jobs Read up on the qualifications you’ll need Link through to employers’ and automotive recruitment agencies’ websites

www.motor.org.uk/careers

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Turning your passion into a profession There are loads of great career opportunities available in the retail motor industry, not to mention excellent career prospects. A career in the retail motor industry is as exciting and as interesting as you choose to make it. So if you want a career that’s dynamic, fast moving and exciting, then it could be just right for you. Vehicle manufacturers continue to push back the boundaries of technology, resulting in cars, trucks and motorcycles of increasingly high quality, reliability and performance. A successful future for the UK motor industry will depend on the recruitment and training of high calibre young people to develop skilled technicians in a range of hi-tech disciplines, using state-of-the-art specialist equipment. But it’s not just a career for the technically minded. The motor industry needs professional staff in sales, management, marketing, human resources, finance and administration, who have the skills to work with people. If you have the drive, confidence and ability to perform in this challenging and dynamic sector, the rewards can be very attractive. According to research issued by the UK Commission for Employment and Skills, employment in the automotive industry is projected to rise by over 3% over the next decade, creating a further 19,000 new job opportunities. In addition to these new

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jobs, there will be a need to replace 214,000 existing workers as they leave the workforce over the coming ten years. Organisations like the Institute of the Motor Industry (IMI) are working hard with manufacturers and retailers to encourage talented young people to consider a career within it. Of course, it’s not just about cars. If it’s motorcycles or trucks that you are interested in, then there’s plenty of qualifications to choose from as well. What you should remember is that qualifications DO MATTER in today’s business. Whether you choose to do an apprenticeship, where you get paid during your training as an employed member of staff, or you prefer to do a full-time college course or a university degree in automotive engineering or even management, for example, it’s important that you show your commitment and ability. For young people with the right qualifications under their belt, the automotive industry offers almost boundless opportunities. Of course you need the right qualifications, but you also need to show that you’re serious about doing right by the industry. Employers and customers want the reassurance of dealing with people who are respected for their professional attitude and know what they’re talking about. The IMI’s careers website can help you find out more about the hundreds of different jobs in the motor industry. Called Autocity, the web-site brings jobs to life by using video case studies of real people in real jobs. You can also find out about qualifications needed, salary guidelines and lots more. To visit Autocity go to www.motor.org.uk/careers

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What next after school? All you need to know about work, travel and study 8th edition

Elizabeth Holmes

viii This book is dedicated to Callum Stannard. Publisher’s note Every possible effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the publisher and author cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the material in this publication can be accepted by the editor, the publisher or the author. The views expressed in this book are those of the author, and are not necessarily the same as those of Times Newspapers Ltd. First published in Great Britain in 1996 as The School-leaver’s Handbook Second edition 1999 First published as What Next? in 2001 Second edition 2003 Third edition entitled What Next after School? 2004 Fourth edition 2006 Fifth edition 2007 Sixth edition 2008 Seventh edition 2009 Eighth edition 2009 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address: Kogan Page Limited 120 Pentonville Road London N1 9JN United Kingdom www.koganpage.com © Joanna Grigg, 1996, 1999, 2001, 2003 © Elizabeth Holmes, 2004, 2006, 2007, 2008, 2009 The right of Elizabeth Holmes to be identified as the author of this work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. British Library Cataloguing in Publication Data A CIP record for this book is available from the British Library. ISBN 978 0 7494 5529 3 Typeset by Saxon Graphics Ltd, Derby Printed and bound in Great Britain by Thanet Press Ltd, Margate

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The Defence Engineering and Science Group (DESG) is the team of thousands of engineers and scientists working within the Ministry of Defence. We offer several major opportunities: For those thinking of going onto a Sixth Form, we have subsidised places at one of Britain’s very best sixth form colleges i.e. Welbeck Defence Sixth Form College. For those joining University we can offer excellent sponsorship opportunities; with the added opportunity of working within the MoD on a paid summer placement. Please read on for an overview of the DESG Graduate Scheme, which is for those who have completed their University studies and who wish to join a market leader in engineering and science graduate development schemes. For further details of all of the opportunities offered by DESG please see www.desg.mod.uk The UK needs modern battle winning forces to defend its interests and to contribute to strengthening international peace and security. Cutting edge engineering and science is a critical component in supporting this effort. We are proud to offer graduates the opportunity to join what is probably the very best graduate development scheme for engineers and scientists in the UK: The Ministry of Defence, Defence Engineering and Science Graduate Scheme.

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Our prestigious graduate scheme is accredited by: IET, IMechE, RINA, IoP, RAeS and ICE and has been an industry leader for almost thirty years, launching many hundreds of graduates into satisfying careers in engineering and science. Due to our requirement to safeguard the UK, the range and depth of the development opportunities that we offer are huge - making us a market leader. Moreover, we believe that the quality of our training programme, our accelerated path to Chartership, personal mentoring and huge investment in each graduate sets us apart from competitors in the engineering and science field. The DESG graduate scheme is a carefully structured but flexible training program; enabling each graduate to get the most from a series of work placements (this includes placements with private industry). Through this unique scheme each graduate is able to further their professional development - making it possible to gain tremendous engineering or science experience and to achieve chartered status within just four years.

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As a British Gas Apprentice technical engineer you will attend one of our award-winning training academies, staffed by trainers who have worked in an engineer role themselves. Working individually, and using the latest appliances and equipment in a realistic and spacious environment, you will study towards an NVQ Level 3 award. You will have access to a company vehicle for travel to and from your training venue and accommodation will be provided if necessary. Training is on a block-release basis. The remainder of your time is spent working locally with a qualified Mentor engineer. Once qualified, although part of a team, you will be field based – starting from home or a local parts collection point in the morning. You will be largely responsible for your own day. You therefore need to be self-reliant, self-motivated and trustworthy so that you may be counted on to provide excellent customer service first time, every time. Your main role will be to service and repair the central heating systems of our customers along with any other domestic appliances they may wish to have maintained. You will also be expected to provide our customers with the best advice and make them aware of all the products and services we offer. All Technical engineers are provided with the latest DVD laptop computers for cutting-edge fault recognition, instant parts ordering, job tracking and access to a vast reference library. In order to fulfil our commitments to our customers, once qualified you will be required to participate in rosters, including evening and weekend work and 24-hour emergency stand-by duty.

Opportunities Working in partnership with The Duke of Edinburgh’s Award, all British Gas Apprentices will be encouraged to participate in an enjoyable, challenging and rewarding programme of personal development. Those completing the programme by their 25th birthday will receive the Duke of Edinburgh’s Gold Award.

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British Gas Academy The beautiful thing about an engineering career with British Gas is that it’s open to women and men from all kinds of backgrounds. This is because it’s more about using your people skills when you visit customers’ homes than it is about having the technical knowledge to repair or service central heating systems (which our training will teach you anyway). We’ll give you all the tools you need – which are just as likely to be a mobile phone and a laptop as a set of spanners – and a salary of £14,609 when you train, rising to £30,000 on qualification. And with more and more people in your local area calling on our services, you’ll have plenty of opportunities to flourish. To find out more and apply, please visit www.britishgasacademy.co.uk/ad188 British Gas aims to provide equality of opportunity in all its employment practices, recognising the diversity of our employees and the communities in which they operate.

Engineering

doesn’t have to be ugly.

Jacqui Jef

Beverly C

Mary Coh r

for d

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If you’re looking for an exciting, demanding and rewarding career - hair, beauty, nails and spa are full of opportunities. If you are interested in a career in hair, beauty, nails or spa, or if you just want more information, contact Habia on 0845 2 306080, email us at [email protected] or go to www.habia.org. Detailed career information and diagrams explaining all the options, qualifications and job routes available to you can be downloaded by going to www.habia.org and clicking on Careers.

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www.habia.org

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Searching for something more? In this increasingly image conscious world, the opportunities available in the hair, beauty, nails and spa industries are endless. There have never been so many exciting possibilities at the cutting edge of the fashion, style and grooming business. TV and celebrity culture have helped catapult these industries to the forefront of the fashion agenda, but you need to be very dedicated and motivated to work in them. You will need to have a unique combination of skills and will require a great deal of training. However, successful people can take their pick from many jobs – preparing supermodels, working on magazines and photoshoots, or tending to the rich and famous. What’s more, with the UK grooming business rightly regarded as the best in the world, there is ample opportunity to travel internationally and show off your skills abroad. You can work as a self-employed freelancer, in salons, spas, health farms, holiday resorts, on film and TV sets or even in the theatre. Some airlines offer in-flight hair and beauty treatments, and most cruise liners will have a hair and beauty salon on board. Many people in hair and beauty also go on to work in sales, marketing, public relations and photography, whilst others choose to concentrate on the business aspects of running a salon rather then performing treatments. You can even go into education, working as a trainer or lecturer in a salon or training centre to pass on your knowledge and skills. But before you can do any of the above, you have to learn the skills and knowledge to keep clients happy and make them want to come back for more. One of the best ways to do this is through an Apprenticeship, which will give you the skills and techniques that employers need and will provide you with the grounding needed for a successful career. From September 2009, you will also be able to work a Diploma in Hair and Beauty Studies, which will provide you with a basis for further study. Career leaflets are available from Habia, covering hair, beauty, nails and spa across England, Northern Ireland, Scotland and Wales. For more information, go to www.habia.org and click on Careers. Or email us at [email protected].

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Choose a bright future with a career in the environment If you want a career that makes a real difference, why not consider working in one of the many areas of the environmental sector? For information on training, jobs, publications and the benefits of Student membership, visit

www.iema.net

iema

INSTITUTE OF ENVIRONMENTAL MANAGEMENT & ASSESSMENT St. Nicholas House, 70 Newport, Lincoln, LN1 3DP, UK Tel: +44 (0)1522 540069 Fax: +44 (0)1522 540090 E-mail: [email protected] Web: www.iema.net

reach for the stars

NVQ

Management Trainee Retail Academy

Sales Assistants UK wide Start your career with us and you can reach for the stars Help us to become our customer’s favorite up to the minute beauty and health retailer loved for our value, choice, friendliness and fun To find out more about Superdrug and our training & development programmes visit your local store and speak to a Store Manager

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The sharpest minds need the finest advice visit www.koganpage.com today

You’re reading one of the thousands of books published by Kogan Page, Europe’s largest independent business publisher. We publish a range of books and electronic products covering business, management, marketing, logistics, HR, careers and education. Visit our website today and sharpen your mind with some of the world’s finest thinking.

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Contents

Preface Acknowledgements Introduction Part One: Career planning 1.

2.

3.

Being your own life coach Life coaching… what does it mean? 8; Becoming your own life coach 8; Keeping an eye on the bigger picture 10; A word about change 11; Facing problems 12; Summary 13 Decisions Decisions – the issues 15; Choosing your next steps 28; Where to go for help 28; Summary 30 Career planning Planning your career and next steps 33; Tracking progress 43; Summary 46

Part Two: Education 4.

5.

6.

Looking at education Reforms affecting 14- to 19-year-olds 55; Thinking about further education 57; Summary 60 Choices in further education (FE) What to study in FE 61; Where to study in FE 69; Summary 72 Choices in higher education (HE) What to study in HE 76; The main qualification groups 78; Choosing a university 80; Starting your course 85; Summary 86

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14

33

53 55

61

73

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Fancy doing something special? Have a European adventure! “My European Voluntary Service was a life-changing experience! Looking back I’m quite surprised how much I got out of it”, says Martin Schippan, a 22 year old German who took part in an EVS programme in Brighton in 2005/06. “It is amazing that I made so many new friends from all over Europe. And taking part in this programme looks great on my CV.” Like Martin, each year, an increasing number of young Europeans spend time abroad to experience different cultures, backgrounds and languages and to meet new people. “Even if I didn’t speak other people’s languages there were no barriers and we all had a brilliant time together. In fact those were the situations where I learned most about other cultures.” There are many opportunities available for young people in Europe and there is no reason why you shouldn’t benefit from them. If you are interested in going abroad but you don’t know where to start, visit Eurodesk.org.uk. Eurodesk is an information and advisory service for young people and those working with them. The website provides information on European study, work, travel and volunteering opportunities. It is a first point of call to gather information on both UK-wide and European youth projects. Whichever European opportunity you are looking for, Eurodesk UK can point you in the right direction and find something suitable for you. Whether you are interested in a cookery course in Spain, or a European volunteering programme for six months or more, with all your costs covered, the Eurodesk website offers you a great overview of what’s on offer for young people. You could learn a new language, or even get a summer job in the sun. There is a Eurodesk in more than 30 European countries with 900 partners working together to provide you with the information you need. Here’s an example: If you fancy working on a Greek Island over the summer, Eurodesk UK can contact their Eurodesk partner in Greece and ask them for details of local websites, tips for getting a job and what you will need to prepare. It’s that simple! There are thousands of opportunities right on your door step so, why not have a look around, see what’s on offer for you and find out where to start your European adventure! Check out the Eurodesk UK website: www.eurodesk.org.uk Or contact Eurodesk UK at: British Council 10 Spring Gardens London SW1A 2BN United Kingdom Tel: +44 (0)20 7389 4030 Fax: +44 (0)20 7389 4033 Email: [email protected]

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Contents

Part Three: Work 7.

8. 9.

10.

Types of work Getting work at 16 161; Getting work at 18 165; Types of work 168; Summary 177 Work experience, job shadowing and work-based training Work experience 186; Apprenticeships 196; Summary 198 Finding and applying for jobs What do you want to do? 206; Where to look for vacancies 208; Applying for jobs 210; Writing a CV 215; Making speculative applications 220; Summary 222 Interviews What are interviews? 223; Preparing for the big day 224; The day of the interview 225; Psychometric testing 229; Safety 232; Possible outcomes 232; Pay 233; Location 234; Starting work 234; Summary 236

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157 161

186 206

223

Part Four: Travel

237

11.

239

12.

Studying and working abroad Travel – is it right for you? 239; Studying abroad 242; Working abroad 246; Summary 249 Taking a gap year and volunteering A gap year 250; Volunteering 259; Coming home 260; Summary 262

250

Part Five: Other options

263

13.

265

14. 15.

Self-employment and beyond Self-employment 266; Alternatives 271; Work–life balance 276; Summary 277 Voluntary work The voluntary sector 278; Summary 285 Being unemployed Unemployment statistics 286; Jobcentre Plus 287; Benefits 288; New Deal for Young People 289; Work Trial and Employment on Trial 289; Summary 291

278 286

Part Six: Practical issues

293

16.

295

Moving away from home Living away from home 295; Summary 306

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Contents

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Money Money management 308; FE and money 313; HE and money 314; Your first job and money 324; Summary 326 Advice: working with parents and advisers Careers advice 328; Special needs and equal opportunities 332; Summary 335 Dealing with problems Feeling down or depressed 337; Stress 341; Summary 347

18.

19.

307

328

337

Part Seven: Spotlight on key professions

349

20.

Accountancy Accountant 355; Accounting technician 366 Actuarial work Actuary 368 Advertising Account executive 374; Account planner 374; Art editor/executive director 375; Artist 375; Copywriter and scriptwriter 375; Media executive 375 Law Advocate/barrister 379; Barrister’s clerk/advocate’s clerk 384; Court staff 386; Court administrative officer 386; Court clerk 386; Court usher 387; Court reporter 388; Legal Services Commission research assistant 390; Paralegal 391; Legal executive 394; Solicitor 395 Medical and healthcare science Cardiographer 398; Clinical embryologist 398; Clinical engineer 399; Clinical immunologist 399; Clinical microbiologist 399; Medical laboratory technician 399; Medical physicist 400; Neurophysiology technologist 400; Parfusionist 400; Phlebotomist 400; Medical illustrator 404 Retailing Checkout operator 407; Display designer/visual merchandiser 408; Retail store manager 409; Sales assistant 410

355

Appendix: Useful information Index Index of advertisers

412 425 435

21. 22.

23.

24.

25.

368 374

379

398

407

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Your successful cookery career starts here Interested in filling a rewarding gap year or launching your catering career after school? At The Gables School of Cookery, our four-week residential course fast-tracks you from ‘basics’ to the advanced restaurant kitchen techniques that Raymond Blanc or Gordon Ramsay would be proud of. We’re a personal cookery school with friendly qualified experienced teachers, a modern training kitchen, and respected completion certification. Student Georgie T says: ‘I’ve never worked anywhere that gives so much freedom, respect and support to young people. It was really great to have so much help...’ You too can develop the techniques that complement real world catering requirements – and gain valuable life skills including:    

Organisation Budgeting Providing hospitality and delighting guests Cooking for yourself

And on graduation we’ll help you create an effective CV, plan your career and help you find your first job. For more information call 01454 260444 or visit www.thegablesschoolofcookery.co.uk

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No Risky Business

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Insurance covers everything from piracy at sea, to celebrity and sporting assets like J-Lo’s rear or Wayne Rooney’s feet, to trains, boats and planes... No risk to you – just plenty of opportunity

in insurance careers

www.insurancecareers.cii.co.uk

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Insurance – risky business? Insurance is all around us but it’s not just about getting your car insured when you pass your test. Insurance means peace of mind and managing risk every day, anywhere in the world. Imagine a career that could touch law, climate change, farming, entertainment, piracy and space travel. Insurance plays a key part in all of these, and so much more. The UK insurance market is the second largest in the world, and is the UK’s second largest export. It employs 300,000 people and is still one of the best kept secrets. Financially rewarding, insurance is a people business offering many roles that develop different skills. If you like using your mind, negotiating, solving problems and making a difference, insurance could be for you. If you like travelling, insurance offers roles that can really take you places. You could be based in a multinational company, anywhere in the world. In the UK you could find yourself in the City of London, the heart of insurance, or in a small business on your local high street if you prefer something closer to home. The roles may sound unfamiliar – broking, underwriting, loss adjusting, risk management, claims management, catastrophe modelling, compliance – but the support, training and salary you receive are second to none. If you prefer the idea of a job in marketing, management or finance, insurance can still provide you with a flexible and rewarding career. Whether you’re thinking of getting a job or Apprenticeship straight after school, or going on to university, insurance has an opening for you. Why not find out which insurance career is right for you by going to www.insurancecareers.cii.co.uk or emailing [email protected]

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?

Why Housing

The UK has nearly 22 million private homes and another five million ‘social homes’ owned by local authorities and housing associations. Over the next 11 years Government has plans to build three million more homes. Vital to the UK’s economy and our quality of life, housing offers a wide variety of careers from giving advice to homeless people, to collecting rents, assessing and carrying out repairs on a house and allocating houses to tenants to running a multi-million pound organisation responsible for thousands of houses. For further information about working in housing, career paths, qualifications and much more please visit www.cih.org or contact [email protected] for a free brochure on careers in housing.

www.cih.org

If you’re reading this guide there’s a good chance you’re sitting in the comfort of your home. But have you ever wondered how your home got there in the first place and who is responsible for planning and managing the nation’s housing stock? In fact the UK has nearly 22 million private homes and another five million ‘social homes’ owned by local authorities and housing. Over the next 11 years the Government has plans to build three million more homes. Working in housing is extremely challenging. But is not just about the credit crunch, eco-towns, house prices, mortgages, banks and estate agents; it is also about helping people with different needs and in different circumstances,

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especially the millions of people who rely on social housing. The work varies from giving advice to homeless people on how they can go about getting a house, to collecting rents, assessing and carrying out repairs on a house, allocating houses to tenants and even being a chief executive of a multi-million pound organisation responsible for thousands of houses. It is one of the most rewarding careers in a sector vital to the UK’s economy and quality of life. The Chartered Institute of Housing (CIH) – the professional body for people involved in housing and communities – provides a wide range of housing qualifications and works with a number of colleges and universities across the UK. People studying CIH accredited courses receive free membership of CIH for the duration of their course. To find out more please visit www.cih.org

Paula Reynolds, Supported Housing Manager, The Wrekin Housing Trust My original plan when I left school was to go to college and then university. I was however fortunate to be offered a position as a Housing Trainee. The position was structured in a way that it incorporated gaining experience in housing and going to college once a week to do the BTEC course that I had planned to do anyway. So it seemed a good option for me to follow; studying whilst gaining housing experience. Over the years I have had a number of posts in the sector including working in housing benefits, lettings, repairs and resident involvement. My current role is that of Supported Housing Manager and I have responsibility for managing support and the property management services of over 30 sheltered housing schemes. Many of the jobs in housing provide the opportunity for getting involved in partnership working to help deliver a joined-up service and many roles are diverse and varied. I am completing a Degree in Professional Housing Studies at Birmingham City University, which I feel will help support my future progression. I do feel passionate about delivering a high quality housing service and I feel really fortunate to be working in an environment where I feel that the work I do makes a real difference - and that gives me great job satisfaction.

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Step up, Step forward For a career in podiatry

If you are looking for a flexible and rewarding career with great earnings potential, step this way.

• • • • •

87% graduate employment rate Earnings up to £100k plus Tuition fees paid for UK & EU students NHS bursaries available HPC approved courses

www.feetforlife.org The Society of Chiropodists and Podiatrists 1 Fellmongers Path, Tower Bridge Road, London SE1 3LY

The Society of Chiropodists and Podiatrists

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Would you like to run a successful business, work as an NHS or private consultant, work part time, train as a podiatric surgeon, get a management position, work with children, become a medical researcher, work abroad or with a professional sports team? A career in Podiatry can offer you all of these possibilities and more. Podiatrists are healthcare practitioners responsible for assessing, diagnosing and treating problems relating to the lower limb. Podiatrists work with a huge range of patients to relieve symptoms, treat conditions and maintain their quality of life. The scope of practice includes musculoskeletal assessment, administering local anaesthetics, wound care, vascular/tissue viability and neurological assessment, skin, nail and bone surgery, care planning and health promotion. Podiatrists can work in many settings including private practice, NHS GP surgery, a hospital, a visiting practice or a sports club. Other opportunities include becoming a medical researcher, teaching in higher education, training as a podiatric surgeon and establishing your own private clinic or working alongside the police in forensics. A new graduate in podiatry would have a starting salary of approximately 22k in the NHS but the earning potential could be in excess of 100k. To qualify you have to complete a BSc (Hons) degree in Podiatry at one of the 13 universities across the UK. Courses are NHS funded and for UK and EU students there are no tuition fees. Additionally you may be eligible for a bursary to help with other costs. For further information on podiatry go to www.feetforlife.org

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Caring careers social work, social care, early years and child care Care is one of the fastest growing areas of employment in the UK. Never before have there been so many great career opportunities. A career in care offers great job prospects, good job security, training opportunities, and a career ladder for people with the right skills and motivation For more information visit www.caringcareers.org.uk

Skills for Care & Development is the sector skills council for social care, children, early years and young people’s workforces in the UK.

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Couldn’t care less? Almost everybody comes into contact with the social care system at some point in their lives. Whether they need to use care services themselves or because a friend or family member needs help. We can all expect to face problems due to old age, family circumstances, illness and sometimes disability. What happens when people find they can’t cope and friends and family can’t help? They look to our well trained, committed care workers. Social care services help older people to continue to live in their own homes, or foster care for children and young people in residential care, enable adults with long term illnesses and disabilities to enjoy a wider range of opportunities in life.

Or couldn’t care more? There are currently around 2.5 million people in the UK who receive social care services. With people working harder and living longer, we need highly motivated and committed staff to provide support to the people who need them most. A career in care offers great job prospects, good job security, training opportunities and a career ladder for people with the right skills and motivation. With over 1½ million jobs in our sector - this could be the career for you! Visit www.caringcareers.org.uk for more information.

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Preface

At a time when the world is changing rapidly, when words like ‘recession’ and even ‘depression’ are regularly in the news and job losses are widely reported on, the decisions that young people take when facing a new phase of life certainly have an added significance. Yes, there are many new possibilities to consider, but there are costs associated too, and being able to plan for an uncertain future – using solid knowledge of the options open to you – is a skill that all adults need. For this reason, this latest edition of What Next After School? includes plenty of advice on how to make great decisions that will support you most effectively, how to plan for times ahead, how to navigate disappointment and how to give yourself the best chance of turning dreams into reality. There’s also all the usual up-to-date information on the many options facing 16- and 18-year-old school leavers.

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Acknowledgements

Throughout the course of writing this book I visited many schools and colleges to get ideas about the kind of information and advice that school leavers really need. Although they are too numerous to mention individually by name, I would like to thank all of the teachers, lecturers, students and careers advisers who willingly gave their time and thoughts; your help was very much appreciated. In particular, thanks must go to Callum Stannard, whose thoughtful insights have contributed greatly to this book. I would also like to thank Charlotte Howard of the Fox & Howard Literary Agency, Jon Finch, Ian Hallsworth and the Kogan Page team. The information in this book is correct at the time of going to print, but be aware that some of the detail will be subject to change on a regular basis. Where this might be an issue, relevant website addresses have been included so that you can find updated information if necessary.

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1

Introduction

It doesn’t matter how much you may be looking forward to leaving school and moving on to your next challenge, this can still be a nerve-racking time. Many people of your age find themselves thinking: How do I know what I want to do? What options are open to me? Have I made the right decision? What should I do next? On top of any uncertainty you might be feeling, you are probably really pushed for time. If you are in the middle of your GCSEs, you will be up to your eyes in coursework, studying, revising and exams, and finding time even to start thinking about your next steps in life can be impossible. It’s tough that so much seems to happen all at once. Just as you are ploughing through the most demanding period of your school life so far, you are expected to search out new courses that you would like to take, think about where you want to work, even consider leaving home. This means gathering information and application forms, writing CVs and creating personal statements that reveal who you are and why you would be great for the course/job/voluntary position (delete as appropriate). It also means thinking just as much about the past as about the future. What have you done so far in your life that you have enjoyed? What have you learned from the experiences you have had? What have the holiday or Saturday jobs you have had taught you? That’s where this book comes in to help you out. Packed with information on the kinds of choices that you face right now, as well as information on options you may not even have thought of, this book helps you to take a good look at where you have been, where you are now, where you want to be in the future and how you can get there. It helps you to take a good look at yourself, to see yourself as clearly as possible and to think about life goals that you know will give you that kick. This book will not tell you what will earn you the most money, or what qualifications you need to do certain jobs. There are other sources for this

2 What next after school?

information that your school or local library can help you find out. Instead, when you have gone through all that this book has to offer, you can expect to know where it is you want to head for in life and what you might find when you get there. You may not always feel totally in control of your life; growing up and being at school has to be like that. But with the help of this book, you will see what opportunities lie ahead of you and can start to direct the next scenes of your life. Good luck!

Who this book is for If you are looking ahead to when you leave school, then this book has been written for you. However, it will also be invaluable for teachers and parents who are supporting teenagers through the decision-making processes linked to leaving school at either 16 or 18 years old.

How to use this book Now that you have picked this book up and started reading it, don’t feel that you have to continue from this point and plough your way through to the very end. What Next after School? has been written in a way that allows you to dip in for specific chunks of information or, alternatively, treat it like a cover-to-cover read. Either way, I hope you get what you need from it.

Features of this book Each part of What Next after School? has been broken down into parts to enable you to find the information you need as quickly as possible. At the start of each chapter is a list of what you will find within it and at the end of each there is a summary.

Introduction

3

Action features Action features are questions for you to consider or activities for you to do. They have been designed not as essential tasks that you must do, but as interesting ‘thought-provokers’ that will help you to clarify your thinking. Do what you think will help you and leave out what you don’t feel you need to do. Your responses are for your eyes only. Don’t feel that you need to share them with anyone if you don’t want to.

Information points Here you will find website addresses, e-mail addresses and telephone numbers where you can find further information about what you have just read.

‘View from…’ boxes Many young people, teachers, lecturers and parents gave their views, experiences and opinions to me when I was writing this book. You will find these throughout in ‘View from…’ boxes (for example, ‘Perfectionism… View from Amy’). Although the names have been changed, and sometimes some of the ideas have been merged, the views are of real people.

Glossary There may be words or abbreviations in this book that you have not come across before. If this is the case, take a look at the glossary in the Appendix, page 412, where you should find an explanation. It might be a good idea to read through this section anyway, so that you know what is covered there. If you can think of anything that should be included in the glossary in future editions of this book, you can e-mail your suggestions to eh@ elizabethholmes.info.

The internet Just about everything you need to know about the options you have can be found on the internet but it can be hard tracking down just where to

4 What next after school?

look. To save you the trouble of trawling through what search engines churn up for you, I have included details of useful websites that you might like to visit. These appear in the main text of the book as well as in the directory of useful information in the Appendix.

For those in Scotland, Wales and Northern Ireland There are some significant differences between the countries that make up the United Kingdom regarding education. Since devolution, Wales and Northern Ireland have been developing their own (but similar) education systems, and the education system in Scotland has long had significant differences when compared with the English education system. For example, Scottish readers should be aware that in order to simplify the text I refer only to NVQs in this book. In nearly every respect, these are the same as their Scottish equivalent, SVQs. You can find out more about the education systems in Wales, Scotland and Northern Ireland from the following websites: Wales: www.wales.gov.uk Scotland: www.scotland.gov.uk Northern Ireland: www.niassembly.gov.uk England: www.dius.gov.uk, www.dcsf.gov.uk

A word about change The world of education is in the process of change, and, in particular, the education choices of 14- to 19-year-olds. This may mean that you need to do some additional research on the choices that you have in front of you. The best place to start looking for further information on the changes for 14- to 19-year-olds is www.dcsf.gov.uk/14-19/.

5

Part One

Career planning

6

7

1

Being your own life coach

This chapter looks at: ● ● ●

where you are now; life coaching as a concept; how to become your own life coach.

So, you’re about to make the move into the next phase of your life. Your compulsory school career is over and the next steps are for you to decide. How does it feel? Is it a relief to be free and in charge of your life? Or is it all a daunting responsibility? You’re probably sick of hearing people telling you that ‘you’re at an important stage of your life’ and that ‘the choices you make now will affect you for the rest of your life’ and so on. As if you might have missed that fact! Most teenagers know exactly how crucial their decisions are likely to be, but what is the best way of making them? If anyone passes on any gems of advice to you, they almost certainly mean well. But it can be incredibly confusing when you are bombarded with opinions from others who simply want to make sure that you don’t make the same ‘mistakes’ that they think they made. It’s at times like these that you need to be able to trust in your own decision-making abilities (see Chapter 2), based on sound advice from people in the know. And knowing who and where to go to for that advice is essential. Basically, to find your way round the potential pitfalls so that success is yours, not just at this stage of your life but beyond into the future, you need to become your own life coach.

8

Career planning

Life coaching… what does it mean? Life coaching is just what the name implies. It has become very popular, particularly among those who are keen to make changes in their lives, or who envisage combining several careers throughout their working lives. There are many reasons for this, probably to do with the fact that people increasingly have a variety of careers rather than just one, as used to be the case. Life coaching helps you to seek out and create the kind of opportunities you need in order to get where you want to go, instead of merely reacting to opportunities that may present themselves to you during the course of your life. A life coach typically talks you through what you hope to achieve, what resources you have to help you achieve it, and what next steps you can take to set you on the right course. It should be a really positive process, although it may sometimes involve facing up to self-sabotaging habits.

Making decisions… View from Lee I don’t think I ever thought about what I wanted to do that much. I just took whatever next step was in front of me. I didn’t really ever plan anything. But then I started to think that I should have some idea of my goals and what I want to achieve. It boosted my confidence because I started to see that planning and making goals are important steps to achieving what you want to achieve. That sounds really obvious now, but I don’t remember ever being told that, or being told how to do it effectively. I think it’s about seeing your life as something that you can create, rather than something you are stuck with and can’t do anything about.

Becoming your own life coach You are bound to have the support of others around you, whether at school or college or at home, to help you sort out what your next moves might be, and you may even have the benefit of a mentor who works closely with you, but it is important not to forget what a great resource you are! There are some key ways to help you become your own life coach. And it’s always going to be worth doing that, rather than risking unintention-

Being your own life coach

9

ally standing in your own way. As you read through this book, which contains stacks of information on decision making, goal setting, studying, taking time out, travelling, moving away from home, money management and much more, keep in mind these key life-coaching ideas: ●

●

●

●

●

Stay confident – As soon as you start to doubt your skills and abilities, or to doubt your value as a person, your confidence will nosedive. Clearly, there’s a balance between healthy confidence and excessive confidence, but severe self-doubt is rarely, if ever, useful or constructive. Talk to a trusted friend, teacher, tutor or family member if you think your confidence may be sliding downwards. There are many reasons for this happening, and nearly everyone experiences it from time to time, but it is important to talk to someone about how you are feeling, sooner rather than later. Build up a support network – It can be easy to feel isolated and as though you must tackle everything alone, but that isn’t the case. There will always be someone you can turn to for advice, so make sure that your inner life coach remembers that. In each section of this book there are contact details for organisations and other sources that will be able to help you through any problem you may come across. Follow your interests – It can really make life easier if you pursue the things you are naturally interested in (and it’s amazing how many people find themselves in jobs or on courses that they aren’t really that keen on). Aim to nurture your natural talents and interests, and whatever you choose to do is bound to be more achievable. Aim to anticipate obstacles – You’re likely to hit potential problems along the way, whatever path you choose to follow after the age of 16, but there will be a way over them (or under, round or through them). Obstacles are always easier to deal with, though, if you have seen them coming, rather than crashing into them blindly. Arm yourself with information and knowledge about your choices as this will help you to anticipate all the potential difficulties that may arise. And ‘difficulties’ aren’t always what they seem. Sometimes they are ‘blessings in disguise’, leading us to better, unanticipated outcomes. Be positive about your next steps – The more positive you can be about the possible directions your life can take, the more likely you are to make a go of it. If you can really look forward to your new job or your move to college or university, you’ll get the most out of it. It’s

10

●

●

natural to feel some nerves, but if you are dreading it, or feel a sense of doom about the whole thing, then the chances are that you may need to rethink your plans. Being positive can only help, but if it’s impossible to muster positive thinking, talk to someone you trust, sooner rather than later. Keep an eye on your money – The chances are you’ll be budgeting through your next steps, whatever they are, and while it’s important not to completely deprive yourself, it’s essential not to overspend and pretend it didn’t happen (something many people seem to do). Keep on top of your money and ask for help sooner rather than later if you think you may be getting into debt or you need help with budgeting. There is plenty of advice on this in Part Six. Don’t succumb to peer pressure – You have to live your life, not your friends. It’s easy to feel pressured by those around you, but don’t let this affect the decisions you make. What you want to achieve is important. Keep your eyes on the prize – Know what you want and go for it. And if you don’t know what you want, you will by the time you reach the end of this book!

Action

●

Career planning

Take a few minutes to think about how you feel about what you have just read. Do you feel able to be your own life coach? Or do you feel in need of talking to someone about how you might best make your next moves? How confident and positive are you at the moment? If at all possible, talk through your thoughts on these questions with someone else, maybe a family member, tutor or mentor. Even if you feel completely on top of things, it can be great talking about that.

Keeping an eye on the bigger picture When you’re focusing on one aspect of your life, such as whether to study or work, where to live or what career to have, it’s really important not to lose sight of the bigger picture. This means taking what’s known as an holistic view of your life. You are more than what you study or where you work; you are a complete and developing human being. You probably have family relationships with parents or carers, siblings and extended

Being your own life coach

11

family such as aunts and uncles; friendships and maybe partnerships with a girlfriend or boyfriend; work commitments and goals for the future; study commitments and plans for the future; hobbies; activities to keep you fit and healthy such as taking part in sport and maybe belonging to a team; or perhaps you follow a particular religion or faith. Of course you need to work hard at your job or your course, but there’s far more to your life than that. There are many facets to who you are, so remember to keep this in mind as you read through this book and decide on your next steps.

A word about change Change is one of the few inevitable facts of life and yet it can be difficult to cope with, whatever age you are. Sometimes we can fall into the trap of thinking that change has to be big to be significant. It doesn’t. Often it is the smallest changes that can bring about the biggest results. For example, making a commitment to spending just 10 minutes a day studying something we don’t understand, or getting fitter, can have an amazing accumulative impact, without causing too much pain! It is always possible to bring about change through small steps, and sometimes that’s all that feels comfortable. It doesn’t make it less effective, though.

Bringing about change… View from Anna I was fine when I was deciding what I wanted to study at uni. I looked at all my options but I knew I really wanted to do something textiles related. I found a great course in a town I knew I wanted to live in but I wasn’t happy with my weight. I’d got heavier while I was doing my A levels and wanted to get back to how I was before. I knew it would help boost my confidence when I started my course and had to meet new people, but I had friends who had been on crash diets and I knew these didn’t work in the long run. So I decided to run for 10 minutes twice a day. I was careful with what I ate, too, but didn’t diet. Just making those small changes meant that I lost the weight that I had put on through my exams. It sounds odd, but I hadn’t realised what a little effort can do if you stick at it.

12

Career planning

Facing problems Part of being your own life coach involves devising ways of dealing with problems. Everyone develops their own approach to this. The only real rule is that whatever method you use, it shouldn’t adversely affect yourself or others. There is no fail-safe way of avoiding problems. It’s impossible to predict every eventuality, and the chances are, the more you try to do in your life, the more issues you will naturally face. But you will become increasingly skilled at dealing with them, predicting them and possibly even avoiding them. A great way of approaching hurdles positively is to think about how you might turn the situation to your advantage. Look for the benefits and you will definitely find them. Often it helps to learn from others too, and to take their advice and appreciate their concern, particularly if they have direct experience of the kinds of issues you are facing. It’s human nature to want to help others, and what you learn, you will then be in a position to pass on. There is more on working with other people in this way in Chapter 18. As you experience difficulties and find ways around or through them, you are bound to build up a network of support. These people who believe in you and are behind your goals and ambitions may become mentors, and it’s a great idea to find people whom you admire and respect. Get into the habit of finding out how other people dealt with their difficulties. Model the behaviour and attitudes that led to their success on your own journey. This is what makes life interesting and fulfilling. Finally, be aware that there can sometimes be unintended consequences to your problem solving. In other words, you may even create further problems without meaning to. Don’t worry about it. This is a chance to learn about how you bounce back and to use that knowledge in the future. Nothing is ever wasted. Learn from the past and move on. You may also want to take a look at Chapter 19 for more advice on dealing with problems.

Being your own life coach

13

Summary The key points from this chapter include the following: ● ●

● ●

●

Life coaching can be a useful tool to help you to make decisions at key points in your life. It is possible to be your own life coach if you follow a few basic steps such as aiming to anticipate obstacles and building up a support network. Change is inevitable, and it can be achieved through small steps as well as large steps. Advice, suggestions and sources of further information for anything you may come across in your decision-making processes are included throughout this book. Problems will arise, but the way in which you deal with them can give you valuable lessons, and knowledge about yourself, for the future.

14

2

Decisions

This chapter looks at: ● ●

how to make decisions; where to go for help.

The chances are that if you have picked up this book, you are not entirely certain about what your next step should be. That’s not at all unusual. Although some lucky people seem to be born knowing what they want to do, others may take years to find themselves in a job or career that feels right. Yet for others, choosing the right courses to do can prove to be virtually impossible, resulting in a series of false starts. In some ways it seems that there are far more choices now than there ever have been. In years gone by, career choice was often limited by what sex you were. Females would have followed ‘feminine’ jobs such as going into service or becoming a dressmaker and males would have done the jobs that men did such as physical labouring, office work or engineering. Sometimes young people would do what their father or mother did. For example, some may have been expected to follow in the footsteps of their father and work for the family business. It’s not like that now, though, and in some ways that’s harder, although it is ultimately better that many people have more career freedom. Because of this, you may need to seek career and job advice. In fact, even if you don’t feel that you need career advice, it is a good idea to have some just in case options that you had not even considered come up. It is important to take a look at everything that is available to you so that you really can make an informed decision.

Decisions

15

Decisions – the issues Whether you are reading this at the age of 15 or 16 or at 17 or 18, you face choices, which means making decisions. Basically, you could stay in education, go into a work-based training programme or apprenticeship, join the armed forces, get a job or work for yourself. You could also go travelling, work as a volunteer or join the ranks of the unemployed. What you do can be a tough decision to make. It is likely that many people will want to influence you. But as you read through this book and work through the activities that you feel are relevant to you, you will see that it is possible to know for yourself the direction that you should take. As long as you explore all the options open to you and honestly answer the questions you ask yourself, you will be giving yourself the best possible chance. Making decisions can be one of the hardest things that humans have to do. So many things can stand in our way. Sometimes we feel that we will not be able to stick to the decisions we make and at other times we think that we are not good enough to follow them through. We may even think that we are too good for something once we start it, or our lack of selfesteem may prevent us from giving it a go. The question is: how can we give ourselves the chance to make sound decisions that stick?

Making decisions… View from Taylor I don’t think I’m good at making decisions. I don’t think I’ve ever given it that much thought. I’ve always just done what seemed most obvious, but that’s not always what’s best for you. The thing is, that if you really think about each decision, about all that could happen if you did a certain thing, you’d have to make a lot of effort. I think lots of people don’t want to put in that effort. Or perhaps they think they don’t have to because they’ll just change their minds and do something else if it doesn’t work out. I can see now that’s not a good idea but the thought of sitting down and actively deciding rather than doing one of the first things that comes to my head is quite frightening. What if I can’t follow it through perfectly? What if I fail?

16

Career planning

Perfectionism

Action

Wanting to do things perfectly is one of the most common reasons for not having a go at something. Suppose you want to be a singer. Would you want to do this as a hobby or would it have to be your career? Would you be happy to sing to yourself and your mates or would you want to give a proper performance? Would you sing in your local pub or want to be in front of an audience of thousands? Or broadcast your music via a webcam like singer-songwriter Sandi Thom? How much, or little, would you settle for? Wanting to do things with excellence is fine, but wanting to do things perfectly can be paralysing. It can actually prevent us from taking action and mean that we might never know what we could have achieved. If perfectionism is something you sometimes suffer from, you need to try to take a step back for now and give yourself the chance to follow your dreams. Are you a perfectionist? Take a moment to answer these questions. If you jot your answers down, you can see how many times you answer ‘yes’ and how many times you answer ‘no’. ● ● ● ● ● ● ● ● ● ●

Does making mistakes make you feel self-conscious – over-aware of yourself? How do you feel when other people make a mistake? Do you tend to comment and point out their errors? Do you get anxious if your appearance is not perfect? Do you tend to write rough drafts before completing a neat version? Do you give yourself a hard time if you do something embarrassing? Are you always neat and tidy in everything you do? Do you tend to stick to set routines – for example, when you get ready in the mornings, when you do your homework and so on? Do you work extra time to ensure that your homework is just right? Do you know exactly how you will spend each day when you wake up in the morning? Do you sometimes put off making decisions out of fear that you might do the wrong thing?

17

CONSIDERING YOUR FUTURE? DON’T KNOW WHAT TO DO NOW?

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Your Future is in Your Hands…… Chiropractic could be the perfect career for you!

Now is the perfect time to consider your new future. If you want a career, not just a job, then chiropractic could be right choice for you. Chiropractic is a great career. It has been around for over a hundred years, and is one of the top professions for work satisfaction. Why? Because you can help people every day by reducing pain, improving mobility and positively affecting the quality of their lives. So what is chiropractic? Simply put, chiropractic is an effective method of realigning the structure of your body using fast and specific adjustments with the purpose of helping it function better. Chiropractors take a holistic view of health, and will give postural, exercise and other advice to each patient to help them recover quicker, live their lives more fully and take responsibility for their own health. As a chiropractor you can help not only adults of all ages, but also sportsmen, pregnant women, children, babies and even animals who can all benefit from chiropractic care. Just like GPs, chiropractors are regulated by law as primary care professionals and chiropractic has now taken its place within the healthcare system of the UK. It is recognised by all the private medical insurance companies, and referrals from GPs are increasingly common.

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19

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20

Career planning

How did you do? Did you answer ‘yes’ to all or most of them? If that is the case, it looks as though you just might have some perfectionist tendencies! Keep this firmly in mind as you go through your decisionmaking processes and don’t give yourself a hard time! Perfectionism doesn’t exist, and if you think it does, it will be something you will always strive for and never achieve.

Perfectionism… View from Amy It took me years to realise that you don’t have to think of the decisions that you make about your career as being permanent. Just because you decide to train as a hairdresser, for example, that doesn’t mean that you will have to do that for the rest of your life. People are increasingly changing their jobs completely and having several careers in their lives. That can really help the decision-making process if you say to yourself that you will pursue a job or career for as long as it fulfils you rather than looking on it as a life sentence.

How to make decisions that stick Whenever you face having to make a decision in your life there are certain techniques that you can use to help you. These are described for you below.

Brainstorming Whether you call them maps, thought showers, spider diagrams or mind blasts, they all, essentially, amount to the same thing: brainstorming. Basically, this means taking a large sheet of paper, putting the issue that needs a decision at the centre of the page and writing the possibilities open to you all around the outside in as much detail as you like. Perhaps there are connections that you can make between the things you write down. Can you find any linking themes? Make sure that you include things that might seem a bit ‘way out there’. The purpose of the exercise is to bring to your awareness all the possibilities that could conceivably be facing you. You don’t have to make judgements on these ideas.

Decisions

21

Brainstorming can be as organised or as chaotic as you like. As long as it helps you, feel free to develop your own techniques!

Action

Think of a decision that you have to make. Don’t choose a massive question such as ‘How shall I spend the rest of my life?’ Instead, go for something like ‘What shall I do on Saturday?’ Now take a large sheet of paper and write your question right in the middle of the page. After that, scatter all the possible ideas you can think of around the outside of your question. Don’t stop after just one or two, but keep going. You will probably find that all your really good ideas start to flow after you have already written down about five or so. Now look at what you have produced. Are you surprised by the quantity of ideas that you have?

Gathering information In order to make effective decisions, you need to have all the relevant information available to you. This may not involve additional work, but the chances are that you will have to do at least some research in order to make most decisions. For example, suppose you want to go out for the day with your friends. You cannot decide between two possible choices, so what do you do? You find out: ● ● ● ●

how much each option will cost you; how far you will have to travel for each option; whether you will have to take food with you or can buy something when you get there; what preference each of your friends has.

Only when you have this information can you make a decision about where you should go for the day. Whether your decisions are small like the example above, or big like deciding what to study at university, the information-gathering stage will probably be a pretty important part of the whole process.

22

Career planning

Pros and cons Sometimes it can really help to write a list of pros and cons about a particular course of action. In case you have not come across this before, ‘pros’ are the good points and ‘cons’ are the bad points. So, for example, if you were writing a list of pros and cons about buying a new bike you might end up with something like the list shown in Table 2.1. Table 2.1 Pros

Cons

I need a new one as my bike is quite old now and needs some repairs.

I could get my bike repaired and save some money.

I’ll be able to get a mountain bike and cycle off-road.

I’d have to ask Dad to put a bike rack on his car so that I could get out to the country.

I’ve got just enough money saved.

It would leave me with no savings at all.

The local bike store has got a discount on the bike I’ve chosen.

The bike shop has always got something on offer, so there’s no hurry.

Faced with the list of pros and cons in Table 2.1, what would you choose?

Visualising Visualisation means imagining, or picturing, something in your mind. If you were to visualise yourself working in a bakery shop, you would see yourself, in your mind’s eye, standing behind the counter. What have you got on? You’re probably wearing a uniform and there may be something on your head to keep your hair out of the way. Perhaps you are wearing gloves and putting some bread or rolls into a bag for a customer. Is there a queue in the shop? Are there cakes on display? Is it hot or cold in the shop? What is covering the floor? Are there flies buzzing around? Can you see yourself there? That’s visualisation. Visualising can be really useful to find out whether you can envisage yourself following through on a particular decision. For example, if you

Decisions

23

decide that you want to travel the world, can you truly see yourself doing it? Can you see yourself packing your bags, getting on planes, seeing new places, staying in different hostels around the place? If you can see yourself doing it, how does it feel? Exciting? Daunting? Does it feel like the right thing to do or do your gut feelings say that you would not really enjoy it? Using visualisation is a little like daydreaming; but it is daydreaming with a focus and a goal. It is like saying to yourself, ‘What if… then what?’ Many people find it a good way of making a decision.

Gaining experience Gaining experience of something is a great way of deciding whether it is what you really want to do. Much like trying on a pair of jeans before you buy them, you would actually be trying the options before making your final decision. Work experience is a great example of this. If you think you might like to be, for example, a personal trainer, shadowing one while he or she works is the perfect way of helping you to finalise your decision.

Gaining experience… View from Charlotte I always try to get a bit of first-hand experience of anything I think I might want to do. Even when I was looking for a Saturday job I spent a morning shadowing one of the others in the shop to see if I’d like it. I’d hate to get myself into something I couldn’t wait to get out of, and this helps me to avoid that.

Facing fears Sometimes we stop ourselves from even considering something because we have fears about what might happen. Facing up to those fears can really help to show us that we actually have more options than we once thought. For example, if you’d like to work for the European Parliament but are afraid of travelling overseas, you could either settle for a job that is unlikely to take you out of the United Kingdom or do something about your fear to enable you to choose from a far wider range of jobs. There are many ways of getting help for your fears. Sometimes just talking to someone else and verbalising what you have been holding inside is

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enough to make the fear less powerful. At other times, professional counselling may be more appropriate. Hypnotherapy can help, too.

If you think that you might have some fears that are stopping you from making certain decisions, talk to your family or trusted friends. Your teachers or tutors at school or college may be able to help, and so can your doctor.

Pretending that you are someone looking on What if you were someone else watching you as you are now going through the anguish of making a decision? From your position on the outside, what advice would you give yourself? Imagining this can be a really effective way of helping us to see a course of action, especially when we feel paralysed by the choice. Imagine stepping outside your situation and looking on with a clear mind, and the right course of action just might come into your head.

A word of warning Sometimes we just need to give ourselves a nudge to actually take the plunge and make that decision. If you think this might apply to you, don’t let procrastination (purposely delaying action) get in your way. If it does, you may drift along, avoiding the decision-making process, and thereby missing opportunities all along the way. If you are guilty of procrastinating, you are not alone by any means! Most people know that they are prone to procrastination at some stage of their lives, but recognising it and not allowing it to take hold are important. Do not delay decision making endlessly. If you think it would help, give yourself a deadline and aim not to go over it. This does not mean you have to rush at the decision, but there comes a point when you just do not need to think about something any longer!

25

MPPL
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GVUVSF See where studying science, maths or engineering could land you

Could you understand our Earth to predict natural disasters? Could your planning and innovation save lives? Studying science, engineering or maths can take you to many amazing and unexpected places. Explore the career possibilities – futuremorph.org The Geological Society

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Careers in Earth Sciences Magazine editorial It’s easy to write off science. Just saying the word conjures up images of people who seem unreachably intelligent and have little in common with anyone you know (Albert Einstein, Stephen Hawking), or machines and devices that seem either complex, baffling or dangerous (the Large Hadron Collider, the atomic bomb). As a result, science sometimes gets bad press. This is reflected in people’s attitudes. Earlier this year the Science Council asked 1,000 16 to 18-year-olds what they thought of science itself. Only a third of people (28%) thought that science was “relevant to my life”, and only a few more (33%) described science as “enjoyable”. What did they have in mind when answering these questions? We all know the stereotype of a scientist; white coat, goggles, bad social skills, enjoys maths. But scientists are actually a pretty diverse bunch. They study all kinds of different things which require lots of different skills; from imagination and creativity to good business sense. Because of this, science can lead to a huge variety of careers than can take students and graduates all over the world. Some of the most well travelled are geologists, who study the structure of the natural world and the processes which have shaped it. Geologists are interested in how these processes are affected by human activities, making their work relevant in almost every aspect of our lives. If the office life isn’t for you, then a career in geology is an ideal opportunity to see the world. Esme, a geologist who now lives in Chile, says “I have lived overseas since beginning employment, as almost all mining and exploration is conducted outside the UK. This is a great benefit of working in exploration as all the travelling and seeing new places is very exciting. Mixing that with getting to know the local communities in these places is a fantastic experience.”

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Paul, a hydrogeologist, lives and works in Chile. Travel is one of the things he enjoys most about his job. “Mine sites in South America are often spectacular, in beautiful locations in the Andes, under snow-covered mountains and sometimes active volcanoes, with salt flats, flamingos, and breathtaking sunsets”. The work that geologists do varies hugely. In the oil, mining and quarrying industries, geologists travel to promising areas of the world to explore, survey and map potential reserves, whilst environmental geologists might travel to vulnerable areas to help solve problems associated with pollution, urbanization and natural hazards. Not all geologists end up in far flung corners of the world. There are many opportunities to apply geological knowledge to problems in Britain, whilst others use their knowledge to go into teaching or museum work. When Chris, an engineering geologist, was asked what he enjoyed most about his job, he replied “The variety.

I’ve had days working on

geotechnical data management systems and others abseiling down a steep rock to asses its stability”. Roger, a geophysicist, agrees. “The first thing I enjoy about my job is that I never stop learning. The variety of projects I’ve worked on has always ensured that I’m never bored”. With dwindling energy supplies, the challenges of climate change and increasing concern about the environment, geologists are becoming increasingly in demand, and can command competitive salaries. On top of that, they have the satisfaction of knowing they are contributing to finding solutions to important problems that affect everyone. As Paul points out, “there are always challenges to be faced on projects and innovative solutions are often required. Job satisfaction can be very high”. So, the next time you think about science, try not to imagine a mad professor or a doomsday machine. Studying science leads to a huge range of different careers, which can take you anywhere from laboratory research to Chilean sunsets.

Explore the Future Morph website,

futuremorph.org, to find out more.

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Career planning

Choosing your next steps A lot can be made of the idea of choosing a path for your life to follow, but the fact is that we can only ever decide on what our very next step is going to be. We cannot map out our entire lives, nor should we try to. Things happen; we grow and develop in unexpected ways, and we often change our minds about the directions we wish to take. Be flexible! That’s the best way to approach change, and it’s those who are happy with the concept of change who are most able to deal with what life presents them with. A great way of approaching your decision on your next step is to think about what really gives you a sense of meaning and purpose. What do you really enjoy? What are you passionate about? What are you curious about? What do you dream of doing, being, becoming? What brings out your determination and enthusiasm? It is through answering questions such as these, just for yourself, that you’ll start to understand what really gets you motivated, and that’s what’s worth pursuing. And remember, what you don’t like, you can set about changing – and that applies to anything in life.

Where to go for help If you feel that you need outside help with any decisions you have to make in your life right now, remember that the following people in particular may be a great source of advice.

Your parents Your parents or other adults who are like parents to you are likely to know you better than anyone else and may be able to point out a few ‘home truths’ as well as being there to bounce ideas off. They have watched you through your life so far and will probably have followed your changing likes and dislikes, preferences and desires, more closely than their own. You may not feel that you always want to ask for the help of your parents when you are making decisions but they will have a perspective that is at least worth considering, if not fully taking on board!

Decisions

29

Your brothers and sisters Your brothers and sisters, especially if they are older than you, may well have been through experiences that you can learn from. What did they choose to do? What advice have they got for you? How about your younger siblings? How do they see you? Do they have any wise observations to make about, for example, the kind of career they see you doing well in? Maybe they have an opinion that can help you.

Your extended family Do you have cousins, aunts, uncles, grandparents, godparents, even friends of the family? How close are you to them? Can you talk to them about the decisions that you face? What can you learn from their experiences? What perceptions of you do they have?

Your teachers Like your parents, your teachers will have tracked your development over a period of time. Are there any who you get on with particularly well? What have they said to you over the years? Have any of them been particularly inspiring? Are any really easy to talk to about the things that are concerning you? Most students at school or college can think of at least one teacher whom they could turn to in moments of indecision. Who is this for you?

Connexions Connexions is the place to go for everything to do with education, careers and much, much more for everyone between the ages of 13 and 19. Connexions Direct offers a whole range of advice and support for young people through an easy-to-navigate website. You can speak to a Connexions Direct adviser on the telephone or through web chat, e-mail or text. Connexions Service is a network of Connexions offices that you can drop into for information, advice and practical help about pretty much anything and everything from relationships to careers, drugs to jobs. You can do this anonymously if that will make you feel more comfortable, so

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you do not need to give your name and address. The people at Connexions do not share what you tell them with anyone unless they think that you may be in danger.

● ● ● ● ●

The main website for Connexions is www.connexions.gov.uk. You can telephone to speak to a Connexions adviser on 080 800 13 2 19. You can text Connexions on 07766 4 13 2 19. You can e-mail Connexions anonymously via the website. To find your local Connexions Service, look in your Yellow Pages or search for the details on the website.

Above all else, never feel that you have to make choices and decisions in your life alone; you don’t. There are people out there who can help you, whether they are from within your family or not. You are not alone.

Summary The key points from this chapter include the following: ● ● ●

●

If you are reading this book, it is likely that you are facing a turning point in your life. What will you do next? Making decisions can be difficult for all sorts of reasons, particularly if you tend to be a perfectionist. There are tools that you can use to help you to make effective decisions that you can stick to. These tools include brainstorming, gathering information, writing a list of pros and cons, visualisation, gaining direct experience and facing your fears. There are many sources of help for you when you face important decisions, including your parents, your siblings, your extended family and friends, your teachers, and Connexions.

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SkillsActiveCareers is the number one contact for information and advice on working in the active leisure and learning sector, to enter and progress through a career in Sport & Recreation, Health & Fitness, Playwork, The Outdoors and Caravan industries.

Around

Around

people work together in the sector.

of the workforce have achieved a level 4/5 NVQ or equivalent

adults in England were coached in 2007/08 to improve their sports performance.

But, around 29% are not

There are 1.2million coaches in the UK.

634,000

30%

If all employees were standing Wembley Stadium over 7 times.

Around

7.5million

With so many young people wanting to get into the sector, coupled with an array of entry options, what advice is the correct advice?

Visit: www.skillsactive.com/careers 1

You can view our interactive careers map:

2

Ask Dougie! Dougie is our virtual careers advisor who is available to give you a rough guide as to what jobs you may wish to consider in the sector.

3 Read real life case studies from people who are already working, and progressing their career in the active leisure and learning sector.

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Careers in sport and active leisure Have you ever considered a career in sport and active leisure? Working in sport isn’t just about playing football for Manchester United, or being the next Andy Murray; there are over 200 different job roles to choose from, including community sports coach, gym manager, personal trainer, outdoor activity leader, and pool lifeguard. SkillsActive is the organisation that offers comprehensive advice to all those wanting to work in the sport and active leisure sector, and it works closely with employers to ensure the careers advice it gives is exactly what they are looking for in new recruits. SkillsActive’s Careers Manager Katie Couchman says; “The 2012 Olympic and Paralympic Games is fast approaching. We must make sure we have the right people in place doing the right jobs, not only to deliver a world class Games, but to ensure that everyone taking part in sport and active leisure has the best possible experience. “There will be an increased demand for a skilled workforce in sport and active leisure over the next few years, and at SkillsActive, we are committed to ensuring we have more people working in the sector, who are better skilled and better qualified to do their jobs.” SkillsActive is currently developing a brand new Diploma in Sport and Active Leisure that will be available to all 14-19 year olds in England from September 2010. The Diploma will sit alongside GCSEs and offer students the choice to expand their learning by focusing on a sector that is going from strength-tostrength. The Diploma will give students the academic qualifications they need to progress to their next level, alongside the practical, hands-on learning and work experience that employers are looking for. However, there are many ways to start a career in the sector one of which is through an Apprenticeship, where you will be learning on the job, building up knowledge and skills, gaining qualifications and earning money all at the same time. There are a variety of Apprenticeships in the areas of sport and active leisure available, including fitness and personal training, activity leadership in the outdoors, operational services and facilities management, and even playwork and sports coaching. Sport and active leisure has always been an exciting and rewarding sector to be in, and with the 2012 Olympic and Paralympic Games just around the corner, there has never been a better time to get involved!

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3

Career planning

This chapter looks at: ● ●

planning your career and next steps; tracking progress.

While you cannot possibly know at the moment exactly how things are going to turn out for you as the years go by, it is important to have some idea of the direction you would like your life to take. These plans that we make for ourselves cannot be set in stone. We have to be willing and able to change our minds and direction as new opportunities present themselves. But without any plan at all, we could risk drifting without purpose, and this could be a waste of valuable time.

Planning your career and next steps When deciding what you want to do with your life, you need to keep these factors in mind: ● ● ●

your strengths; the opportunities that are open to you; the limitations that you see yourself having.

Your strengths Throughout your decision-making process you should always remember what your strengths are. You will probably have done some work on identifying these at school. If you have not, you might like to draw up a list to remind yourself about them.

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THE ACCOUNTANT. THE CABIN CREW. THE PILOT. THE GROUND CREW.

The ACA can help your career take off If you have an ambition to achieve great things, you deserve one of the leading business and finance qualifications. The ACA qualification from the ICAEW opens up a world of opportunity with the chance to work in any industry sector around the world. The ACA helps you get a career in business off the ground.

To find out more: E [email protected] www.icaew.com/careers

35

Prepare yourself for takeoff The ACA qualification can help your career in finance and business off the ground. Look closely enough and you’ll find that many of the world’s top business advisers are also chartered accountants. It’s about more than finance – they’ve typically developed skills that are essential to all types of businesses, regardless of size, location or sector. The ACA from the Institute of Chartered Accountants in England and Wales (ICAEW) is one of the leading professional finance and business qualifications. It equips you with the skills and knowledge needed to work in a variety of roles, in a diverse business environment. You’ll gain a solid foundation in finance, business, marketing, economics, management and information systems, opening the door to a wide range of career paths once qualified. The ACA puts you at the heart of business. It gives you the adaptable skills, expertise and experience needed to become a future business leader. Earn while you learn The ACA training is a mixture of classroom tuition and work experience. When studying for the ACA you will work for an ICAEW authorised training employer on a training contract. There are over 2,200 ICAEW authorised training offices of all sizes throughout the world, in practice (chartered accountancy firms) commerce and the public sector. Your employer will generally fund all of your training and pay you a competitive salary at the same time. Routes to training Organisations employ school leavers as well as graduates to study the ACA. There are a variety of opportunities available after your A-levels. You can train for the ACA straight from school or go on to study the AAT (Association of Accounting Technicians) qualification. After the AAT you can Fast Track to the ACA taking just four years in total to complete both

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qualifications. If you decide university is for you, you can train for the ACA in just three years, after you graduate. The only difference if you choose not to go to university is that you will take the first step on an exciting career ladder sooner than people who have chosen the university route. Entry Requirements Entry requirements differ across employers but as a guideline our suggested minimum entry requirements for the ACA qualification are; three GCSEs (most employers expect A or B grades in maths and English) two A-levels, or their equivalents, in any subjects. Many employers will be looking for a minimum of a 240-280 UCAS tariff score, a first or 2:1 in any degree discipline (or equivalent), if you decide to go to university.

Alex, Trainee, Business Analyst ‘I think the ACA is a great qualification to achieve even if you don’t necessarily want to become an accountant, as it gives you two key things which you need no matter what field of work you choose to be in – a sense of the numbers, and analytical skills & knowledge’.

Find out more Help your career off the ground with the ACA qualification. Visit www.icaew.com/careers E [email protected] www.icaew.com/careers

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Why Physiotherapy? ‘Words fail to describe the feeling of first seeing a patient make improvements because of my time with them’ Nick Southorn, 26, physiotherapy graduate

We’ve all hurt ourselves at some time through playing sport or an accident, and though we may first visit our family doctor, or need an operation, we often need to see a physiotherapist to ensure that our body movements return as near to normal as is possible, and our recovery is complete. Physiotherapists help and treat people of all ages (from children to the elderly), from all walks of life (from professional sports people to those with permanent disabilities), and practise in a variety of locations (from hospitals to sports clubs). No two days are the same for physiotherapists. Qualification for this hugely rewarding career is through a 3-year degree course. Find out more about entry requirements and university locations at www.csp.org.uk/careers. Or if you’d prefer a chat, call us on 020 7306 6666.

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The Marine Society & Sea Cadets

get onboard and go further join the sea cadets

If you’re between 10 and 18 you can join the Sea Cadets. Challenge yourself, have fun, meet new people and learn new skills like sailing and boating. Joining is simple, we have 400 units across the UK, visit our website to find the one nearest to you.

We are the UK’s largest maritime charity with 14,000 young people getting involved. Join our crew: www.ms-sc.org 020 7654 7000 [email protected] Registered charity number: England & Wales 313013, Scotland SC037808

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A LIFE LESS ORDINARY A CAREER AT SEA CAN BE THE GATEWAY TO NEW EXPERIENCES AND BRIGHTER HORIZONS Britain is an island, its maritime heritage is recognised across the globe and our language is peppered with references like, ‘I’m all at sea’, ‘eat my hat’ and ‘batten down the hatches’, yet how many of you reading this have considered a career at sea as a real possibility? Today Britain’s maritime sector is thriving, we import 90% of our goods by ship, and the Royal Navy, working in partnership with other countries, ensures that the worlds waters are safe to navigate. It’s an exciting time to be at sea and the career options are endless, from communications, marine engineering to oceanography, to working ashore in a marina or with a Port Authority, it’s worth investigating and talking to your careers advisor to find out what subjects will help you in your chosen field. Duncan Gebbie, an ex Sea Cadet talks below about what motivated him to go to sea. His experience we hope will encourage you to take a closer look and consider a career at sea. To find out more you could visit your local Sea Cadet Unit who will help you see if it’s for you. ‘I joined Rosyth Sea Cadets in 1994 at the age of 12. The unit had a varied range of skills training. I gained many qualifications and skills in areas like sailing, power boating and pulling. These activities were based in the summer, but during the winter season we did other things such as seamanship, communications, electrical and engineering. It was the latter that I found held most appeal for me. The engineering side of my Sea Cadet unit was run by the commanding officer, Lt Colin Butcher: he was an inspiration. Having all these things available nurtured my interest in engineering as a career, and marine engineering in particular.

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I was set on joining the RN and I did apply to go in as an artificer. But one of my friends in the Sea Cadets had just started his Cadetship with BP and suggested that I consider looking into that before I made any final decision about the RN. So I went to a Merchant Navy careers fair and had a look at a few different companies. Right away I noticed that the leave, the trip lengths – and the money – was much better in the Merchant Navy. Duncan Gebbie Fourth Officer Engineer, LNG British Trader

My mind made up, I applied to four different shipping companies. I chose BP as it offered the best training package.

Now seven years down the line I’m still happily with BP, and sailing as 4th engineer. Things have changed a lot in that time: we now do three month trips and get two months off at home: it suits me fine. The ships have been equipped with V-sat so we can access the internet and make phone calls home which is really good when the ship is on long voyages to keep in touch with friends and family. The safety standards on the ship are high and the company constantly works to improve them so consequently everyone feels safe and comfortable when working onboard. I’d really recommend this job to people who want to get ahead in life and who are up for different challenges. It’s ideal for those who like to get out and see the world – and get paid for it! And if it had not been for being in the Sea Cadets none of this would ever have happened. Thanks SCC! (Sea Cadets Corps)’ Useful contacts The Marine Society & Sea Cadets: www.ms-sc.org Sea Vision: www.seavisionuk.org MNTB (Merchant Navy Training Board) : www.mntb.org.uk Royal Navy: www.royalnavy.mod.uk

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Career planning

● ●

●

● ●

●

●

● ●

Think about what you are good at. Don’t just limit yourself to what you do at school; that is just a part of who you are! What were your best subjects at school? Are these your favourites? (Sometimes what we are best at is not necessarily what we enjoy the most.) Think about your hobbies. What do you do in your spare time? What are your real passions? Is there anything that you can’t imagine life without (for example, were you born to play football, paint, run and so on)? What do you read, watch on TV, listen to? This will give you an idea about what your interests are. Think about your preferences. Are you an indoor type or an outdoor type? Are you fashion-conscious or not? Are you easygoing or serious? How do you spend your school holidays? Are there any activities that you nearly always do when you have a break from school? Is there anything you would like to do more of? What skills do you have in addition to any qualifications you have from school? Can you swim? Drive a car? Ride a bike? Juggle? Paint? The list is endless. It doesn’t matter how frivolous you think the skill may be, add it to your list. Talk to your teachers, parents, siblings, other adults in your life. What do they say your strengths are? How do they see you? What dreams, goals and desires do you have?

Once you have written your ideas out on to a sheet of paper (be bold, don’t limit yourself), aim to organise them into groups. You are free to make up your own category headings. Ideas that may help you are listed here, but don’t let these headings limit you. Add your own or leave some of these out; whatever is most useful to you and the list of strengths that you have devised: ● ● ● ●

indoor strengths and outdoor strengths; literacy strengths; numeracy strengths; science strengths;

Action

Use a large sheet of paper and just blast out your thoughts and your strengths, scattering them on the page. Don’t aim to sort them out into logical categories at first; you can do that later on. The following ideas may help you:

41

42

Career planning

● ● ●

key skills (such as communication, information technology and so on); specialist knowledge (for example, are you an ace beekeeper or hotshot software designer?); personality traits (such as being helpful, considerate, having a sense of humour, being focused and so on).

These headings need to be devised to fit in best with your particular strengths. Have as many category headings as you need. Now you have an excellent resource to use whenever you need to identify your main strengths.

Opportunities open to you There will be certain opportunities facing you that you can take advantage of right now. It would be foolish to say that anyone can do anything, but there will be opportunities that you can go for, or at least consider going for. This book will tell you what those opportunities are, but you should also talk to your careers adviser at school and your local Connexions service. Even if you are sure about what your next move will be, always look around to see if there is an opportunity you did not know existed or had not even thought of. Remember, when you are looking at the opportunities that may be open to you, be realistic. You have to take your limitations into consideration. If you are terrified of water, training to be a lifeguard on the beach is not a realistic possibility!

Realistic opportunities… View from Naila I always had this vague idea that I wanted to be a dentist. I was always fascinated whenever I went to the dentist and thought it would be a great job to do. But actually when I sat down to write out some thoughts about my career possibilities, there were lots of things that came out that didn’t fit with being a dentist. If I’m honest, I sometimes dread going to the dentist myself, especially if I have to have treatment. That wouldn’t make me a good dentist! I also realised that I think I’d rather work outside if I can, at least for part of each day. The final thing that did it was that I hadn’t realised

Career planning

43

just how much science I’d have to study to be a dentist. That’s not a strong point for me. Realistically, it might have seemed like a good idea in the past but I can think of loads of other things that would be much more suitable for me. Being a dentist is not really an opportunity that’s open to me if I’m totally honest with myself.

Limitations If we are honest, we may feel that we do have certain limitations facing us. Someone who has a tendency to put on weight is not likely to make a prima ballerina or dancer, but need not abandon his or her dreams of a career in dance altogether. What other dance styles would be more suitable for this person? How about an ancillary role? It takes far more than just dancers to put on a performance! The team needs specialist make-up artists, lighting technicians, choreographers, costume designers… The list is long – and all these people work in the world of dance. However, there are sometimes real limitations that we have to take into consideration. For example, some medical conditions rule out certain careers, and some learning needs can limit our choices. Sometimes people can limit us if they have strong opinions about what we should or should not be doing. One famous example of this involves Robbie Williams, who was apparently told that he would never make it as a singer! Are there any limitations facing you? But remember, you never know what you cannot do until you have given it your best shot! As you read further into this book, just keep in the back of your mind all your strengths, opportunities and perceived limitations. Be open to the suggestions that you read, and follow the pointers to further information about anything that sounds interesting. The most important thing you can do for yourself right now is to believe that you can achieve!

Tracking progress You may well have been given information on ways that you can track your progress through education and work experience, especially as you

44

Career planning

work towards your qualifications and start thinking about moving into more study, travel or work. Most schools will have a method of helping you to gather information on what you have achieved to date and what you want to work towards next. This will usually involve some goal-setting exercises. Often it is up to you to decide whether or not to track your progress in this way, and, unless you are already doing this in your own manner, it is definitely going to be worth following your school’s suggestions. Organising your thoughts and plans, not to mention all your achievements such as exam results, and non-academic successes such as swimming certificates or other hobbies pursued, is a great way of keeping important information in one place and of helping to track where you have been and where you want to go. One way of starting this process, if you are not given guidance on it at school, is to think about the following: ● ● ● ● ●

●

What likes and dislikes do you have? How do you learn? What are you good at? What skills do you have? What are your successes? What have been your most important learning experiences and achievements? What do you want to achieve? What changes and improvements do you want to make and what goals do you want to reach? How will you achieve? What action plans do you have? Do you have SMART (specific, measurable, achievable, realistic and time-related) targets? Who has helped you to achieve? Who can help you in the future?

You might like to start recording your thoughts on those questions in a notebook or folder. Some kind of box or pocket file is useful for gathering certificates and other evidence of achievements together in one place. Adopting this approach helps you to get and stay organised, and to be in charge of your plans for the future. As you progress through your later years at school or college you may want to start thinking about: ●

Your personal development – what personal qualities, attitudes and interests do you have?

Career planning ● ●

45

Your experiences of work – what work skills, enterprise activities and work placements have you experienced? Career planning – what are your career management skills like? How do you apply your plans?

Once you get started, make sure you get in the habit of updating what you write in your file. This should be a living, breathing project, not a once in a lifetime effort! It is particularly important to do this to reflect your changing interests, skills and achievements. Obviously, what you were really keen on in Year 7 might not do it for you in Year 11, and having some way of tracking your progress is an excellent way of making sure that you acknowledge these developments. Think of it as a ‘working file’; in a way, it is a work in progress, and always will be as you go through your life. One word of caution: don’t use this as a way of recording what goes on at school. The idea is that it should represent the whole you. In other words, what you do and achieve outside school should be recorded too. As you get older, you can use this progress tracker to: ●

●

●

build up your confidence to make the most of yourself – understand yourself better, set goals and targets, develop your study and other skills, keep a record of all your achievements and so on; make the most of opportunities – manage your learning, make successful applications to further education (FE) or higher education (HE) or employment with training; make your experience count – give others the best possible description of yourself, your achievements and your potential.

Why track your progress? It isn’t compulsory to keep a record of your progress and future plans but there are many reasons why it is a good idea to get into the habit. Tracking your progress can help you: ● ● ●

to become more organised; to achieve higher grades or the qualifications you want; to make more informed decisions on the options facing you;

46 ●

● ● ●

Career planning

to see how what you have done in the past and what you are doing right now fits in with what you hope to do in the future – to understand how aspects and dimensions of your life interlock; to work through a personal crisis or simply to change some aspect of yourself for the better; to focus on improving your skills; to ensure that you can make the most use of the feedback you receive all the way through your education and into work, where you are likely to be appraised on how well you are doing.

Summary The key points from this chapter include the following: ● ● ● ● ● ● ●

Career plans should not be set in stone; allow yourself to change your mind as your skills and goals alter over time. Writing down your strengths will help to focus your mind on what you might like to do with your life, or for your next steps at least. You should explore the opportunities open to you even if you think you know what to do next. Not everyone can do everything, but we all have opportunities and options facing us. Even if we think we have limitations, we do not have to abandon our dreams altogether. Keeping a file to track your progress can be an excellent way of planning your development and recording your achievements. It is not compulsory to track your progress in this way, but it is useful for many reasons.

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Leiths’ reputation as a first-class training school for chefs attracts students of all ages from all over the world. With its dedicated teaching and friendly atmosphere, Leiths’ guiding principle is to impart enthusiasm for the trade and instil a lasting love of good food and wine. Whether you are going straight to university or taking a gap year, learning to cook will prepare you for the future. Leiths School of Food and Wine offers a range of courses that are ideal both for students leaving home who will have to fend for themselves and for those wishing to earn money and travel. The 4-Week Basic Certificate in practical cookery takes place in late summer every year, making it especially suitable for those starting their gap year or going to university. The course enables you to cook simple, delicious food with an emphasis on essential practical skills. You will then be able to go on and earn money cooking to a family level in the UK and abroad, or practice your skills entertaining friends at university. “Being at university means that you have to fend for yourself. The Leiths qualification has ensured that I can cook meals for not just myself but my whole house.” The 10-Week Beginners Certificate in Food and Wine is a thorough introduction to cooking. It is designed for the interested amateur and the potential professional, and includes an introduction to tasting and appreciating wine. The course teaches you to plan your time efficiently, cook with confidence, follow and understand recipes and to adapt them to suit your own cooking style. Graduates typically go on to work for ski chalets, villas, and yachts, or to cook privately in the UK.

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“Leiths is a fabulous qualification, one which will stay with you forever.” The Intermediate and Advanced Certificates follow on from the Beginners Certificate. You can return at a later date to complete them or you can take them in succession. If you are tempted by a career in food, completing all three of these certificates results in the Leiths Diploma in Food and Wine. The Diploma course may be the right choice for you if you are keen to pursue a career and start training immediately in preference to University. The Diploma is a well recognized professional qualification in the food and wine world and a springboard to an interesting and varied career. “During the holidays there are always jobs available, (via Leiths List) which is useful when cash-flow as a student is difficult!” The School works in conjunction with Leiths List, an employment agency for chefs and Leiths Food Solutions, an enterprise that offers management advice for anyone setting up or wanting to improve a food business. There are numerous employment opportunities including private catering, restaurant positions, food writing, magazine work and food styling. • Run by Managing Director Camilla Schneideman, Leiths excels on both the theoretical and the practical sides, benefiting from over 30 years’ experience, whilst remaining fully abreast of contemporary techniques, styles and methods. • The premises has a purpose-built demonstration theatre, seating 42, 4 fully-equipped teaching kitchens and a restaurant kitchen to create a realistic work environment. • Leiths teaching staff are trained professionals with first-hand experience of restaurants and commercial catering. Renowned chefs, cookery writers and Masters of Wine regularly demonstrate or lecture at the School. Leiths School of Food and Wine, 16-20 Wendell Road, London W12 9RT Tel: 020 8749 6400 www.leiths.com

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EARN MONEY COOKING DURING YOUR GAP YEAR AND BEYOND Leiths runs cookery classes ranging from 1 week to 1 year. Learn the essentials of cookery: • 4 Week Basic certificate • 10 Week Beginners Certificate • Ideal for university survival and for your gap year. Leiths List, our agency for cooks, helps find you the right job at home or abroad once qualified. WWW.LEITHS.COM | TEL: 020 8749 6400

JOIN THE WORLD’S THIRD LARGEST PRIMARY HEALTH CARE PROFESSION At the Anglo-European College of Chiropractic Europe’s largest and oldest chiropractic college

STUDY full-time for four years, working towards a Master of Chiropractic degree qualification (MChiro). GAIN extensive, hands-on chiropractic experience, treating patients in the AECC’s state-of-the art teaching clinic. LIVE in Bournemouth, Dorset. A vibrant town surrounded by some of the UK’s most beautiful coastline. BUILD towards a rewarding career, freeing people from pain and restoring mobility. ENJOY being part of one of the most diverse higher education institutions in the country, with over 50% of AECC students coming from outside the UK. FOR MORE INFORMATION VISIT www.aecc.ac.uk EMAIL [email protected] or PHONE 01202 436430

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Name: Clive Maynard Business: Chiropractor Graduate from the Anglo-European College of Chiropractic: 1996 Job: Club Chiropractor, Portsmouth FC I had dreamt about being a chiropractor from the age of 13 when I would go along to a local practitioner and observe my parents receiving treatment. The thought of being able to make a positive impact on someone’s life, by being able to relieve them from pain or improve movement, was something that greatly appealed to me. When I finished my A-levels exams, I enrolled at the Anglo-European College of Chiropractic (AECC) in Bournemouth. The volume of work was pretty intense but gave you the holistic knowledge you need to be a chiropractor. In fact, you learnt a lot more than just chiropractic. I really got into the studying side of things at AECC and thoroughly enjoyed my college days. I graduated in 1996 and set up my own practice in Hampshire. The whole experience of going from graduating to running my own practice was a surprisingly smooth process and I’ve never looked back. In 2001, I began work as a chiropractor for Tottenham Hotspur Football Club, after a couple of days a week. It was a really interesting experience and it opened my eyes to a very unique industry. After that, I gained a part-time position as club chiropractor for Portsmouth Football Club. I travel home and away with them and if there are any problems I can deal with them straight away. My travels with Pompey have included a visit to Wembley for the 2008 FA Cup Final, a day I will never forget. I love what I do and the medical team at Portsmouth is highly valued. That means a lot. The best thing about being a chiropractor is making a difference to a patient. Whether it’s a patient walking in off the street in severe pain, or a top athlete whose performance you are able to improve.

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THE RIGHT PATH If you are looking to make your next career move and are not sure where to turn, The Chartered Institute of Taxation (CIOT) and Association of Taxation Technicians (ATT) are here to help. Becoming an ATT/CTA qualified tax practitioner offers real career opportunities in a wide range of tax areas and industries. And the qualifications administered by the CIOT and ATT are regarded as ‘the gold standard’ – setting you on to the right path to a fulfilling career. THE NEXT STEP For more information visit the CIOT’s website at www.tax.org.uk, the ATT’s website at www.att.org.uk or call us on 0844 579 6700.

ACHIEVING EXCELLENCE: A CAREER IN TAX A career in tax offers a rich and rewarding experience, offering contact with people from all walks of life, providing a stimulating and fulfilling career path and a secure future. Members of the ATT and CIOT will find they have opportunities to work on a range of tax areas for a diverse group of organisations. These include the Big 4 professional service companies, the Magic Circle law firms, HM Revenue & Customs, accounting and law firms that support small and medium sized businesses, and FTSE 100 companies. In addition, many ATT and CIOT members set up and develop their own businesses providing tax advice or become partners in a variety of accountancy and legal firms. The qualifications administered by the Association of Taxation Technicians (ATT) and The Chartered Institute of Taxation (CIOT) are regarded as 'the gold standard' in the profession, giving tax practitioners a thorough grounding in all areas of tax compliance, tax law and professional responsibilities and ethics.

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53

Part Two

Education

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55

4

Looking at education

This chapter looks at: ● ●

how education is changing for 14- to 19-year-olds; thinking about further education (FE).

Reforms affecting 14- to 19-year-olds The very first thing to say about education choices facing 16-year-olds is that a lot has changed over recent years.

Transformations in learning The Government’s overall plan for young people is to ensure that they are equipped to thrive in a globalised economy in the twenty-first century. This has meant making some changes to education which you will probably have experienced to some extent in recent years. One of the Government’s main goals is to ensure that all young people participate in education and training until at least their 18th birthday. Since September 2008, schools have been teaching a new secondary curriculum. This means that all young people now study: ● ●

●

Key Stage 4 core curriculum: English, mathematics, science; Key Stage 4 foundation subjects: ICT, PE, Citizenship; – work-related learning and enterprise; – religious education; – sex, drug, alcohol and tobacco education and careers education. a course within any or all of the areas of the arts; design and technology; the humanities; modern foreign languages if they wish to.

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This means that there are now four learning routes for young people which will lead to qualifications: ● ● ● ●

Apprenticeships – with an entitlement to a place by 2013 for all 16year-olds who are suitably qualified; Foundation Learning Tier – with an entitlement by 2010 to study one of the progression pathways; General Qualifications eg GCSEs and A levels; Diplomas – with an entitlement by 2013 for all 14–16-year-olds to the first 14 Diplomas and for 16–18 years to all 17 Diplomas.

If there is a clear rationale for it, young people will be able to study qualifications that do not fall under these four routes. Throughout the curriculum and qualifications routes there will be: ●

functional skills in English, mathematics and ICT and personal, learning and thinking skills.

The Government has also promised young people that they will be given the right support, including: ● ● ● ●

excellent Information, Advice and Guidance (IAG) and support to make the right choices at 14 and 16; a 14–19 Prospectus in every area setting out the courses and support available; a Common Application Process linked to the 14–19 Prospectus that makes it easier to apply for education and training; the September Guarantee to ensure all 16- and 17-year-olds have an offer of a suitable place in learning and targeted support to those who need it most.

Diplomas A key dimension of the reforms to education for 14- to 19-year-olds is the introduction of a new qualification: the diploma. This is a real alternative to the traditional qualifications young people used to be offered. Diplomas are a combination of theoretical and applied learning, and in that way

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they are a ‘package’ of learning, which helps to make sure that those who take them are as prepared for the world of work as possible, as well as being well educated. Diplomas will develop your functional skills in English, maths and ICT, and these skills will be applicable in the work situations you find yourself in when you leave education. The diplomas will be available for students at three levels: ● ● ● ●

Level 1 (foundation, or the equivalent of around four to five GCSEs); Level 2 (higher, or the equivalent of around five to six GCSEs); Level 3 (advanced, or the equivalent of three GCE A levels); Level 3 (progression, broadly equivalent to two GCE A levels).

There has been talk that GCSEs and A levels might be abolished, but that isn’t the plan at the time of writing. The Government says that it will make improvements to them where necessary, but these changes don’t mean the end of exams!

Info

If you would like to find out more about the changes to education for 14- to 19-year-olds, you can visit the 14–19 website, www.dcsf.gov.uk/14-19, or http://yp.direct.gov.uk/diplomas/. For information about countries of the United Kingdom other than England, visit the following websites: Scotland: www.scotland.gov.uk/Topics/Education Wales: www.wales.gov.uk Northern Ireland: www.deni.gov.uk.

Thinking about further education The education choices that you make at the age of 16 are important ones; they can affect your entire future. That is why it is really important to know exactly what is on offer to you, whether in the form of so-called academic qualifications or vocational ones, so that you can make an informed decision. Staying on in FE is one of the best things that most young people can do for themselves. It offers the opportunity to gain valuable qualifications

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Action

and skills that help directly with future career goals. Besides, there is real evidence to show that the longer you stay in education, the more money you will earn when you enter the workplace (see page 76 for more details). For many, the choice is made easily and is a natural progression from their time at school, but for others it can be a difficult decision to make. Which category do you fall into?

If you are really undecided about what to do when you finish school at 16, think about your answers to the following questions. It can help to write your responses down so that you have something to read over. This also helps to make sure that you don’t forget any of your thoughts. The aim here is not to reach any mind-blowing conclusions but rather just to get you thinking about your attitude to going into FE. There is no need to show your answers to anyone unless they bring up further questions that you would like to discuss with someone. ● ● ● ● ● ● ● ●

Did you enjoy school? Did you enjoy the process of learning? Do you want to learn new subjects and skills? Was there anything that you didn’t enjoy about being at school? Is there anything that you don’t enjoy about learning? Do you think you would be best doing academic subjects in FE or vocational subjects? Or perhaps a mixture of these? Do you feel that you really can’t study any more and need to get out and go to work? How do you feel about the prospect of staying on to study? Generally positive or generally reluctant?

Reaching your conclusions There is one very important thing to remember when you are thinking about the possibility of staying on for FE, and that is that studying at the post-16 level is nothing like being at secondary school. Even if you will literally be in the same school or on the same campus as you have been so far in your school career, you will find that the attitude of your teachers will be quite different from how it was when you were doing your GCSEs. You will have passed an important turning point in your life and will be seen more as a

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59

young adult than as a child. You will have new freedoms and different treatment but there will be certain expectations of you. In return for all this, your teachers will expect you to take more responsibility for your learning. This means excellent attendance, commitment to your studies and, it goes without saying, being cooperative and switched on in class! Even if you would say that you do not exactly love studying, you will see that there are many new and exciting opportunities for you in FE that are unlike anything you have done so far. Keep an open mind as you make your decisions, and you will not miss out.

Info

Did you know there are over 500,000 courses on offer around the United Kingdom? There is bound to be something that grabs your interest from all of those! It is obviously not practical to list all of these courses here – there are far too many – but if you want to browse a courses database, log on to the Connexions website, www.connexions.gov.uk. Other sources of information are: www.direct.gov.uk for details on all the different kinds of vocational and academic courses www.bbc.co.uk/schools/16guide for the BBC’s pages on post-16 education and training www.cove.lsc.gov.uk (where you can see whether there’s a Centre of Vocational Excellence near to you). Don’t forget that you can always contact Connexions if you would like to talk to someone about your education choices at age 16 or 18: 080 800 13 2 19.

If you still conclude that going to work really would be the best thing for you, do read through the following chapter on education first just in case there is something there that can change your mind. The following chapters in this book will also be of great help in organising your next steps to find a job or some work-based training.

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Making decisions… View from Mack I always thought that I wanted to leave school as soon as I could, but everyone around me told me I was mad. I was fed up with being in classes and having to be indoors most of the day. It’s just not me. But I hadn’t looked into exactly what I could do at college, and to be honest hadn’t taken that much notice of all those careers talks at school. I just knew I wanted to get out. My mum went to the local colleges and picked up prospectuses for me to read through and I found out that I could do agricultural courses really close to where I live. This seemed to be a great solution as I wouldn’t be stuck indoors all day and could learn real skills that I could use as soon as I left college. I knew that realistically it would open up more opportunities for me and that I’d be crazy not to go. Luckily I wasn’t too late to apply and I did get on the courses I wanted to do. Looking back now, it was the best thing I could have done. I was pretty determined not to listen to anyone’s advice but I’m really glad I did in the end. I wouldn’t be in anything like such a good position if I’d just left school and tried to get a job that suited me. I think I’d probably be unemployed and getting depressed about never having any money!

Summary The key points from this chapter include the following: ● ● ● ●

Education for 14- to 19-year-olds has changed, and the changes may affect you. Going into FE is one of the best things that young people can do for themselves. It is very useful to think about your attitude to going into FE to see if this can help you to make your decisions. Studying in FE is very different from what you have known at school so far.

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5

Choices in further education (FE)

This chapter looks at: ● ● ● ●

what to study in FE; the main qualification groups; where to study in FE; choosing a college.

If you have been reading this book from its first few pages, you will know by now that it emphasises that there are many decisions to be made. But the more information you have available to you, the easier these decisions will be. Just take it one step at a time and don’t rush at anything; it is essential that you are happy with, and committed to, the decisions that you make.

There is information on work experience and apprenticeships in Chapter 8. While these do still involve learning and education, this is done alongside your work in a particular company or organisation (although you usually would spend some time on day release at a local college). For this reason, work-based training schemes are covered in the sections on work in this book.

Info

Education or training?

What to study in FE Before you can make a decision on what to study, you need to know the full range of courses out there. You can find this information out by talking

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Info

to your careers teacher at school and also by browsing the careers library at your local Connexions office. Most schools and colleges of FE have prospectuses of post-16 learning opportunities too, so it is worth gathering these to work your way through. You will need to ask your careers teacher and other teachers at your school for advice on what type of qualification you would be best suited to. They will be able to help you by talking to you about your current levels of attainment in school and what you both feel would be a good level to go for in FE. Remember, it is up to you whether you want to apply for academic and/or vocational courses. Both will give you valuable skills for the workplace, and with the ever-increasing emphasis on skills they are likely to ensure that you have the edge in the job market when you are ready for work. Don’t forget that it is possible to mix and match your studies at post-16 so that you can develop a programme that is just right for you. For example, you could combine A levels with NVQ units to build a programme of study that best suits your plans for the future.

Your school may use an online or a paper method of tracking your progress through school and beyond. You can use this to focus on organising your skills, achievements and goals. Find out from your tutor or careers adviser whether your school has such a thing for you to work with. Tracking your progress in this way can help you to: ● ● ●

organise your time so that you don’t miss any opportunities; record your achievements and track your progress against your goals; practise putting together a CV and applications for jobs and courses.

The main qualification groups Basically, if you want to study in FE, you can choose from the following main qualification types for 14- to 19-year-olds. This is not a list of courses, just a list of the groups of qualifications you may be able to choose from:

Choices in further education ● ● ● ● ● ● ● ● ● ●

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A levels; Key Skills; Skills for Life; GCSEs; Entry level; NVQs; BTECs, OCR Nationals and other vocational qualifications; Functional Skills; Diplomas; International Baccalaureate Diploma.

GCE A level The GCE A level is split into two parts: the AS and the A2. The AS (or Advanced subsidiary) is a qualification that can stand alone in its own right. It is the equivalent of half a full A level qualification and has three units (sometimes two) that are assessed as though the student is halfway through an A level course. The A2 is the second, more demanding part of a full A level. Like the AS, it has three (sometimes two) units, and students are assessed as though they are at the end of a full A level. Again it is worth half of the full A level qualification but the A2 is not a stand-alone qualification in its own right. The six (four) units of an A level are usually assessed by examination, but some are assessed by coursework, which can account for between 20 and 30 per cent of the marks.

Info

In September 2008, A levels changed slightly and now most subjects have reduced the number of units they have from six to four, although Applied A levels still have six units. Even if you know that you do not want to go on into higher education (HE), gaining A levels is still a wise move as they are so widely known and understood by employers and recruiters.

Key Skills There are certain skills that are needed for success in study, work and life in general. These are known as Key Skills, and it is possible to take Key

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Skills qualifications that explore the way that you apply the skills in different contexts. The Key Skills areas are: Main Key Skills ● communication; ● application of number; ● ICT (information and communications technology). Wider Key Skills ● working with others; ● improving own learning and performance; ● problem solving. Each Key Skill is assessed separately and assessment is based on a portfolio of evidence. For the three main Key Skills, you would also take a test.

Skills for Life Skills for Life qualifications are designed for those who need to develop skills used in everyday life, for example, reading, writing and mathematics. You can take a Skills for Life qualification if you: ● ● ●

are over 16 years of age; have left compulsory full-time education; do not have an up-to-date English or mathematics qualification at level 2 on the National Qualifications Framework (such as a GCSE).

Skills for Life are sometimes referred to as Basic Skills.

GCSEs Although GCSEs are what you do at the end of your school career at the age of 16, you can still study them post-16 (particularly if you want to go on to do A levels or other qualifications that require you to have achieved a certain number of GCSEs and you need to resit any that you did not get the required grade in). GCSEs can be taken in over 45 subjects.

Choices in further education

Info

The QCA website carries a Student GCSE Guide. You can find it at www.qca.org.uk/qca_6217.aspx.

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Entry level Entry level is the first level of the National Qualifications Framework (NQF) – see below – and entry level qualifications are pitched below GCSE grade G, NVQ level 1 or vocational qualifications at level 1. Entry level is subdivided into three levels: entry 1, entry 2 and entry 3 (the highest). From entry level 3 it is hoped that students will go on to level 1 qualifications (such as GCSEs) that appeal to them. If you opt for entrylevel qualifications, it is probably because you have a learning need in a particular area, such as numeracy or literacy.

Info

The National Qualifications Framework (NQF) for England, Wales and Northern Ireland sets out the levels at which qualifications are recognised. There are nine levels: entry level and levels 1 to 8. GCSE grades A*–C are level 2 qualifications and A levels are level 3 qualifications. There is also a Framework for Higher Education Qualification levels, which run from C (certificate), I (intermediate), H (Honours), M (Master’s) to D (doctoral).

NVQs NVQs are work-related qualifications. They focus on the skills, knowledge and competences that you need in order to do a particular job really well. There are national occupational standards that NVQs are based on. These standards tell us what people in certain jobs or professions do and the standards that they do them to. There is no specified time in which NVQs have to be completed, although they do have to be completed within a ‘reasonable’ amount of time. This is so that you could combine part-time work with study for NVQs. There are no entry requirements and no age limits. You get NVQs through a combination of assessment and training.

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NVQs have five levels. Most 14–19 learners achieve levels 1–3. Getting to level 4 in that age group would be extremely rare, but it is certainly something to aim for!

BTECs, OCR Nationals and other vocational qualifications Mainly for learners aged 16 or over, BTEC qualifications and OCR Nationals are work-related qualifications. They are available in a wide range of subjects and have mostly been designed in collaboration with industry, so they help to make sure that you have the skills and knowledge that employers want. There is a real mix of theory and practice in these qualifications and you may also do an element of work experience too. BTECs and OCR Nationals are available in a wide range of subjects, including: ● ● ● ● ● ● ● ●

art and design; business; health and social care; information technology; media; public services; science; sport.

You would usually study for these qualifications full-time at college, or possibly at school if it is collaborating with a college. It’s also possible to take them part-time at college. There are almost countless vocational qualifications that are linked in to the NQF at every level. You can really let your imagination run wild when thinking about what vocational qualifications you might like to have, because there is one to cover just about every industry sector you could imagine, from beauty to catering, secretarial skills to journalism. There is a real push right now to get more young people to go for vocational qualifications, so if you are at all tempted, ask for details at your local Connexions office or from your careers teacher. As there are so many vocational qualifications being provided by so many different organisations, they vary in length, level and assessment arrangements.

Choices in further education

Info

There are also other qualifications that you might like to look into and your careers teacher or local Connexions office can help you to do this. One such example is the Free-standing Mathematics Qualification. It is part of the NQF and is for post-16 students. There are three levels – foundation, intermediate and advanced – and they are not attached to any other qualifications.

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Functional Skills Functional Skills are practical skills in English, mathematics and information and communications technology (ICT). They will be fully launched in 2010 for all learners aged 14 and above. The key feature of Functional Skills is that they are not just about knowledge, but how and when to apply that knowledge in real life too.

Info

For the very latest information on functional skills visit: www.qcu.org.uk

Diplomas The Diploma is a new qualification for 14–19-year-olds. It is designed to be a more practical way of gaining essential skills for moving on to university or employment. Since September 2008, Diplomas have been available in selected schools in five subject areas: ● ● ● ● ●

construction and the built environment; creative and media; engineering; Information Technology; society, health and development.

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Five more Diplomas will be available from September 2009: ● ● ● ● ●

business, administration and finance; hair and beauty; hospitality; environmental and land based studies; manufacturing and product design.

Another four lines will be available in September 2010: ● ● ● ●

public services; retail; sports and leisure; travel and tourism.

It is planned that the full range of 17 subject areas will be available to all students by 2013.

The International Baccalaureate The International Baccalaureate (IB) Diploma Programme is a Level 3 qualification for students aged 16–19 that is internationally recognised. It leads to a single qualification, rather than individual qualifications for each subject (although if you don’t achieve the full diploma, you’ll be awarded a certificate for each subject taken) and it takes the form of academic study of a wide range of subjects, including languages, the arts, science, mathematics, history and geography. The IB is designed to encourage you to: ● ● ● ●

learn how to learn; ask challenging questions; develop a strong sense of your own identity and culture; develop the ability to communicate with and understand people from other countries and cultures.

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Scotland Scotland has a different education system from that in the rest of the United Kingdom, and if you want to find out about FE there, you should talk to your careers teacher at school or college as well as having a good look through the following website: www.learndirectscotland.com. In short, Scotland’s SVQs are equivalent to NVQs elsewhere in the United Kingdom, Standard Grades are equivalent to GCSEs and Highers are equivalent to A levels.

Info

You can also get information about careers and education in Scotland from the following websites: www.careers-scotland.org.uk www.bbc.co.uk/scotland/education/.

Where to study in FE You may know that you definitely want to stay on for FE, but you still have decisions to make if you are not just staying on at school. Some of your options are: ● ● ● ● ● ● ●

to stay on at school if yours has a sixth form attached; to go to the sixth form in another school; to go to a local college of FE; to go to a sixth form college; to attend a specialist college (for example one devoted to agriculture or aviation); to go to a private fee-charging college; to attend an HE college that offers some FE courses.

Sixth forms and sixth form colleges Sixth forms are attached to, or part of, a school, whereas sixth form colleges are separate establishments. You can take a range of courses at sixth forms but they do tend, still, to specialise in A levels and GCSE resits

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(although not exclusively, by any means). Sixth forms in schools can offer you the potential benefit of being taught by teachers whom you already know – but for some students this is a distinct disadvantage and they prefer the opportunity to go somewhere new and start afresh! Regardless of whether you entered a sixth form or a sixth form college, you would be expected to manage your own studies, time and deadlines.

Other colleges Other colleges of FE vary tremendously, usually depending on the quality of the alternatives on offer or the size of the town that you live in. If there are very good sixth forms around, it is likely that other colleges will specialise in more vocational courses. Here you would have the option of studying full or part time, which may help to sway your decision.

Choosing a college… View from Andy I knew that I wanted to do A levels, but when I went round the colleges on their open days I just didn’t like the local sixth form college. Most of my friends were going there but I still felt that it wasn’t right for me. The local college of FE had a really strong art department, and as that was one of my best subjects, I really wanted to go there. They do higher education courses at the FE college so it meant that I had the benefit of using the resources and equipment that the degree students were using while studying for my A levels. In the end there was no competition; I couldn’t throw away that opportunity, so chose the college of FE over the sixth form college.

Choosing a college For many students it is usually obvious which college they should attend, especially if they want to take a particular course which is only taught at one local college. However, if you have a choice to make, these ideas will help you. Ask these questions about any college you are considering attending: ●

Can you do the combinations of courses and subjects that you are interested in?

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Does it have a good reputation for the kind of subjects you want to study? What are the results like there? Are they good? Do people achieve well there? Can you imagine being happy there? Do you know others who are going there? Does it matter to you if you don’t? What is the atmosphere like? Do you think you could study there? What are the facilities like? Does it have strengths that you would be able to take advantage of? Are there any sporting opportunities? Does it matter to you if there aren’t? What are the student welfare facilities like? Is there plenty of advice on offer? What’s your gut instinct? Could you be happy and do well there?

The only really effective way of choosing where you are going to continue your studies in FE is to visit all the options that are open to you. All the colleges will have open days where you can look around, meet staff and students, try out taster sessions and chat to others who are thinking of going there. Your local paper will publish details of open days at the relevant times and your local Connexions office will have the details too. Even if you think you know where you want to go, take the time to look at the other options in your town, or within commutable distance.

Action

It’s a good idea to keep notes on the various colleges that you visit. This way, if you are stuck between a choice of two, you can use your notes to help you reach a decision.

Once you know where you would like to study, obviously you will need to apply for a place. The best advice here is to follow the guidance of your school or the Connexions service. You will need to fill in application forms and you may also be asked to attend for an interview. Colleges want to be as sure as they can about two main things before offering places: that potential students will stay on their courses and not

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drop out; and that the students will get the best results they possibly can. No college wants dropouts and flunkers as students, so convince them that you will stay and will achieve the best you can! You can get all the forms you need direct from the college itself if not from your school. Make sure that you meet all the deadlines you need to and ask for help if you are struggling with the application form. Most careers teachers and Connexions staff will be able to guide you through this process.

The section on work will have some useful advice for you on making applications generally, which you will be able to apply to any applications you make. There is also advice on interviews there too, which will be useful if you have to have one to get into the college of your choice. See page 211 for more information.

Summary The key points from this chapter include the following: ● ● ●

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It is up to you whether you study academic or vocational subjects in FE. Some people choose to study a combination of the two. There is a range of types of qualification. There are several ways of studying in FE. You may be able to stay on at school, go to a separate sixth form college or go to your local college of FE; these are just some of the options you may have. It is important to choose the college that is right for you, and there are many factors to take into consideration.

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6

Choices in higher education (HE)

This chapter will look at: ● ● ● ● ●

what to study in HE; the main qualification groups in HE; choosing a university; applying through UCAS; starting your course.

Higher education is what you progress to after completing further education (post-16) courses, should you so decide (assuming you have the necessary entry requirements). HE courses can last anything from one to four or five years or more, and there is a variety of qualifications you can gain. Going into HE is not just a matter of doing a degree or nothing. There are several options open to you, so you will need to do a little research to make sure that you take the path most suited to you.

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There is a ‘gateway to higher education’ on the internet that can be found at www.hero.ac.uk. HERO stands for Higher Education and Research Opportunities in the UK. It is well worth a visit, especially for access to online prospectuses and a wealth of other inside information on getting the most out of your time in HE.

Before you research HE courses, just take a moment to think about why you are even considering going into HE. Is it to put off getting a job or to study something you are genuinely interested in and/or to further your career? Make sure that you know what your motivations are and then read the following points:

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“STUDY AT ONE OF THE

WORLD’S LEADING CENTRES OF ART HISTORY AND CONSERVATION

“

For more information t: 020 7848 2635/2645 www.courtauld.ac.uk

The Courtauld Institute of Art is a dynamic international centre for the study of art history, curating and conservation, and is also home to one of the finest small art museums in the world. Based at Somerset House in the heart of London, The Courtauld and its Gallery are close to all the major cultural institutions of London and provide unsurpassed research resources and learning opportunities.

What is Art History? Art history is a part of the wider field of history. It investigates all forms of visual arts and design. Art history explores the making and viewing of art, the social and political uses of works of art within their respective historical contexts - economic, social, philosophical, and cultural -rather than focusing solely on their outward appearance.

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Why study Art History? Studying art history will provide you with the sophisticated skills and vocabulary of visual response and critical expertise. It will also equip you with a range of other useful skills attractive to employers in the art, heritage and creative industries and beyond, for example: analytical ability; communication skills; presentation skills; writing ability; research skills; time management and team working skills. A substantial number of Courtauld graduates progress to art-related careers both nationally and internationally as museum directors, curators, academics, conservators, critics, journalists, teachers and in the commercial art world. The most common openings are in teaching, curatorial, administration work in galleries and museums and other aspects of the heritage industry, and in commercial galleries and auction houses as well as in art publishing and journalism. Recent Courtauld graduates have gained positions at the National Gallery, Tate and the Victoria & Albert Museum, the Barbican, Historic Royal Palaces, Christie’s, New Statesman magazine, Frieze magazine and art fair, White Cube, and many other prestigious and exciting organisations. Many of our graduates also go on to further academic study either at The Courtauld or other universities in Britain and abroad in art history, conservation or museum curating.

Which A-levels should I study in order to take a BA in Art History? Students who wish to apply for art history at undergraduate degree level should study three A levels, or equivalent (such as the International Baccalaureate) in relevant subjects. History, Art History, English and modern European Languages are the most relevant, but applications will also be considered from those studying other subjects. A levels that involve independent study and essay writing will provide the best preparation for degree level study.

Student Comment Christopher Griffin BA History of Art - 2004 to 2007 MA History of Art - 2007/8 “Looking back on my time as an undergraduate, and comparing my experiences with friends at larger universities, I realise how lucky I was to learn amongst such an intimate and enthusiastic intergenerational scholarly community. Despite being a specialist institute, students at every stage of their education are encouraged to develop their own approaches to art history and to share ideas and perspectives, cultivating a collaborative research environment which served me well in preparation for my postgraduate degree. As well as fostering an environment for me to excel academically, the Courtauld offers all the social experiences anyone could want from university. With the support of a lively students’ union there are regular social events, an everexpanding selection of clubs and societies, and networks to other London colleges. The past four years really have been the best of my life and I owe them entirely to the Courtauld.” The Courtauld Institute of Art Somerset House The Strand London WC2R 0RN 0207 848 2635/2645 www.courtauld.ac.uk

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Around 22 per cent of students fail to complete their courses. Approximately 100,000 leave within a year. Estimates of student debt suggest that you could expect to graduate with around £20,000 of debt and possibly even more than that.

Are you still interested? However, there are definite advantages to think about: ● ●

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The chances of you being unemployed are thought to be cut by half when you have a degree. You can expect your salary to rise faster if you have a degree. Estimates suggest that graduates can expect to be earning as much as 30 per cent more than non-graduates in the case of men and 46 per cent more in the case of women 10 years after graduating. University-goers develop marketable transferable skills. The opportunity for an ‘all-round’ education is open for all at university; the social and cultural life that’s to be had helps to develop allrounders who are not just fixated on their subjects! You get letters after your name!

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Has that recaptured your interest?

For information about student life in the United Kingdom, log on to www.studentuk.com. Also check out www.uni360.com, providing virtual tours of universities and much more, and the National Union of Students website, www.nusonline.co.uk.

What to study in HE Not only do you need to know the full range of courses out there before you can make a decision on what you want to study in HE, but you also need to think about the following considerations: ● ●

What courses are open to you with your current qualifications? What courses are you most interested in?

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Do you need a vocational degree to achieve your goals (for example, to be a vet or a doctor)? Are you studying anything at the moment that you want to continue with? Does it look as though you will get the results you need to do the course that you are interested in? Do you have a plan B in case you don’t get enough points or the right grades? Do you have the relevant work experience you need (if this is a requirement)? Do you actually need to go to university for the career you want to pursue?

Even if you get on your perfect course, there will be times when the work seems too much (or you have put it off for too long and are now facing allnighters to get your essays done!). Just imagine how this will feel if you have allowed yourself to be persuaded to do a course that other people want you to do or that you thought sounded fun at the time but did not really have a burning passion for!

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Not all courses run to the same pattern. Some are modular (meaning that you can choose certain self-contained modules to study), others are sandwich (meaning that you will spend a year out either abroad or in industry), combined (two or more subjects making up a single course of study) and so on. Make sure that you find out exactly what kind of course it is that you are interested in. If you are unsure of any of the terms used your local Connexions office can help you. There is a huge amount of advice on the Direct.gov website, too: www.direct.gov.uk. This website aims to give you all the information you need to get started on the road to HE.

If you do not have a career path in mind, it is particularly important, essential even, to choose a course that will grab you and hold your attention until you take the final exam. University life will hold much to tempt you away from your studies, so if your heart is not completely in it, you are more likely to fall behind. Do something you get a kick out of and the chances are you will stick with it to the end.

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UCAS is the central organisation that processes applications for fulltime undergraduate courses at UK universities and colleges. You can do a full course search on the UCAS website, www.ucas.com. The UCAS website also carries invaluable advice on how to apply for HE courses. Applications must be made online. If you don’t have access to the internet at home and you have to compete to use it at school, you may want to use one of the online centres that have teamed up with UCAS to give students access to work on their applications. To find out more, visit www.ukonlinecentres.com. Other websites that can help in the search for a course are www. ukcoursefinder.co.uk and www.hotcourses.com.

The main qualification groups Basically, if you want to study in HE, you can choose from the following main qualification types. This is not a list of courses, just a list of the groups of qualifications you may be able to choose from: ● ● ●

H (Honours) – Bachelor’s degrees, graduate certificates and diplomas; I (intermediate) – Diplomas of Higher Education and Further Education, foundation degrees, Higher National Diplomas (HNDs); C (certificate) – Certificates of Higher Education.

Honours degrees Honours degrees are the most common HE qualifications. They are called Bachelor’s degrees and are either arts based (the Bachelor of Arts (BA)) or science based (the Bachelor of Science (BSc)). They take between three and five years of full-time study to complete. Honours degrees tend to be subject based rather than linked to specific careers or professions.

Foundation degrees Foundation degrees are employment-related qualifications. They have been designed with employers and aim to put an end to skills shortages.

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They combine vocational and general learning, using flexible methods of study. Full-time foundation degrees take two years to study and part-time ones usually three or four years pro rata. There are no set entry requirements, so you can apply even if you do not have other qualifications; it is up to the university or college to decide whether you are a suitable candidate or not. If you successfully complete a foundation degree, you may be able to add a further 12–15 months’ study to what you have done so far and convert it to an Honours degree. It is possible to study a foundation degree course while working.

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You can find out more about foundation degrees from the website www.findfoundationdegree.co.uk.

HNCs and HNDs Higher National Certificates or Diplomas can be done in a wide range of subjects, usually linked to specific careers. Often, HNCs and HNDs are studied part time by people who are also working. They take two or more years to complete. Having an HNC can mean you can enter the second year of a suitable Honours degree, while having an HND can mean you can enter the second or third year.

Certificates and Diplomas of Higher Education The Certificate of Higher Education is a one-year course that can be done if you feel you need to gain some confidence before starting further HE studies. The diploma is a two-year (three-year part time) course often linked to specific careers. It is like a degree but has less content. It is sometimes possible to add a year of study to the diploma to convert it into a degree.

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You can find the contact details of universities and HE colleges at www.hero.ac.uk.

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Choosing a university There are many factors to consider when choosing a university – not least, does it offer exactly the kind of course you want to do? University is about much more than the studying you will do there. It is about meeting new people, having new experiences and widening your horizons, as much as anything else. So, with this in mind, when it comes to choosing where you want to apply to, think about these considerations: ● ● ● ●

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● ● ● ● ● ● ●

Does it offer the course that interests and motivates you most? Can you meet the entry requirements for the course you want to do there? Will it give you the opportunity to build on your past achievements and strengths? Is it close enough to home (if you will be living at home through HE) or within a distance you are happy to travel (if you will be moving away)? What reputation does the university have? What reputation does the course have? Does the university excel in any particular area? Would your course be sidelined in favour of its ‘pet’ courses or are all treated equally? Would you be able to study in a way that suits you? How many lectures would you have to attend and how much private study would be expected? Is there any practical work to do? Would you get a year out in industry or abroad? Would you get any one-to-one tutoring? What weighting do exams have on the course? Is any coursework taken into consideration? If you have any particular special needs, can the university cater for you? Would you get a chance to learn skills that would make you more employable than other graduates? Would you get a chance to do some work experience? Does the university have an active student union? What entertainments would there be on offer? Does it offer a good social life? How good are the sports facilities?

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Is it a campus university (where most of the university buildings, including halls of residence, are in one area, often with green space in between) or are the buildings spread out across a town or city? What kind of student accommodation is there? Would you be guaranteed a place in a hall of residence for your first year at least? What is your instinctive feeling about the place?

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In a tough economic climate, some people question whether it’s a good idea to go to university. This has to be your decision ultimately, but you might want to consider these points: While you’re at university you’ll be gaining skills, knowledge and expertise at a time when the economy may be moving towards recovery. Just when you’re ready to leave with your qualification complete, things may have picked up a little. It is likely that the more qualifications you have, the better your chances are on the job market when you are ready to start looking. Even though things may be tough in the economy, as a student you’re still entitled to the same funding (in terms of grants and/or loans) as before the recession kicked in. It is always most positive to follow your goals if at all possible, regardless of what is happening in the wider economy. If you have always wanted to go to university, there’s no reason to put that dream on hold just because the country may be in recession.

Open days The only way to know if you will be happy at a particular university is to visit it and have a look round. All universities have open days, and you should definitely attend any at universities you are thinking of applying to. Even if the journey seems like a hassle, do it!

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For information on open days, visit www.opendays.com. This website even allows you to book an open day online.

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The online ‘Push’ guide to university is an independent guide to finding the right university for you. It can be found at www.push.co.uk. You might find www.unofficial-guides.com of interest too.

Applying – UCAS

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UCAS, pronounced ‘you-cass’, is the Universities and Colleges Admissions Service. It is responsible for handling nearly all the applications for HE courses.

To get a clear idea of the application process you need to log on to the UCAS website, www.ucas.com, where you will find detailed guidance. It’s a good idea to note key dates in your diary so that you don’t miss any important deadlines.

Applications to UCAS are made online via the UCAS website. You can apply for up to five courses in five different institutions (but you can just apply to one if there is only one course in the whole country that you want to do; alternatively, you can apply to five courses at one university if you are sure that you want to go there and are not too bothered about what you study). The UCAS application asks for details about your qualifications so far and grades achieved. You will also need to complete a personal statement to sell yourself! Your school or college can help with this, as can Connexions, and there is even a website, www.personalstatement.info, although writing from your own ideas and own ‘voice’ will always be best. Your school or college will help you through the UCAS application process. There are some important deadlines so make sure that you don’t miss them. If you are applying to Oxford, Cambridge or for medicine, dentistry or veterinary science/medicine, you will need to submit your application by 15 October of your final year of FE. Other applications need to be submitted by 15 January of the year of expected entry to HE except if you are applying for ‘Route B’ art and design courses, in which case your application needs to be in by 24 March. You can find out about ‘Route B’ from the UCAS website: www.ucas.com.

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UCAS has a tariff that compares all the different qualifications that can get you into HE. Points are assigned to each type of qualification and grade. It can seem quite daunting to go through at first, but it is not that bad if you get the help of your tutor at school or college. The Connexions service can help with this, too.

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To find out more about the UCAS tariff, visit www.ucas.com.

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There is a fee to pay. As an example, the fee for students starting university in 2008 is £17 (£7 for those who apply to one course at one university). Once your application has been submitted, UCAS will send an acknowledgement back as well as sending your application to the admissions tutors in the institutions you have chosen. UCAS will inform you whether you have been successful in your application. You may be called for an interview (see the section on page 224–25 for general advice on interviews). If you are offered a place, this will probably be conditional on your achieving certain results in your exams. If you already know your results (for example, if you have taken a year out), any offers of places are likely to be unconditional. If, when your results come out in August, you do not have exactly the grades you needed, the institution may agree to take you anyway. If you do not get offered a place when your results are known, you can enter the ‘clearing’ system. This is basically when all the courses that are not yet filled and all the students who do not yet have a place try to match up with each other! It’s a busy time as courses have to be filled between the end of August and the start of term. If you need to go through clearing, your school or college will be able to help you through the process. Basically, you will have to keep a close eye on the broadsheet newspapers and the internet to find out what courses still have places. Do not be tempted to leap at the first thing that looks vaguely interesting. Not surprisingly, of all the students who do not make it through to the end of their HE courses, a relatively high proportion have entered through clearing rather than having got on to the course of their choice. This is worth keeping in mind.

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‘yougo’ is a student community site brought to you by UCAS for year 12, S5 or equivalent students among others designed to help you to get ready for life in higher education. UCAS says that by joining yougo you’ll get a range of benefits including: ● ● ●

● ● ● ● ●

Access to the yougo community. A discount card to cut the cost of shopping at many high street outlets. Regular web chats with experts, including UCAS, universities and colleges; as well as friends of yougo, such as Lonely Planet, TARGET Jobs and the Rugby Football Union (RFU). All the essential information about higher education courses and places of study. Online UCAS advisers to help you with the UCAS application process. Regular newsletters with news and advice at key stages of the application process. Access to institution profile pages: ‘talk’ to the colleges and universities online. Three copies of The Independent’s ‘You Can’ magazine, the essential guide to higher education, delivered to your UK address.

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yougo is free to join. You can find out more by emailing support@ yougofurther.co.uk or calling 01242 544804. Register online at: www. yougofurther.co.uk.

If terms such as ‘clearing’, ‘deferral’, ‘firm offer’, ‘conditional offer’ and ‘entry profiles’ leave you a little baffled, take a look at the UCAS jargon buster. Commonly used words and phrases that you’re bound to come across during the application process are all explained here: www.ucas.com/students/ucasterms.

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Extra enables students who find themselves without an offer of a course to have an additional choice through UCAS. If you take the Extra route, you don’t have to wait until clearing to carry on with the search for a place.

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You can apply via Extra from the end of February to the end of June in the year of intended entry to HE. So, for example, if you were aiming to start a course in the autumn of 2010, you would go through Extra from the end of February of that year. You are eligible to apply if: ● ● ● ●

all five of your choices have been used up; you have not had any success with any of your choices; you have cancelled your choices and have no offers of places; you have declined all offers made to you.

You can find further information about Extra at www.ucas.com/ students/afteryouapply/extra.

Starting your course Congratulations! You are off to university! Whether you are actually leaving home or staying put, this is a good opportunity to get yourself sorted before launching into your next phase of studying. These ideas may help: ●

● ●

● ●

How prepared are you emotionally? Is there anything you want to talk about before you take the plunge? Have you got any concerns or anxieties? Make sure that you read Part Six of this book, especially the sections on finding somewhere to live and money. Is there a chance you could take a holiday before your course starts? This will give you a chance to gather your thoughts about what is ahead. Do you need anything new to take with you? Do you have enough clothes and shoes? Have you got plenty of paper (for note-taking) and any other resources you need for your course?

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Is there a book list you need to be looking at? It might be worth scouring some second-hand bookshops to see if you can get some bargains. Some online bookshops sell second-hand copies of books too, but check that you get the right editions. Do you know how you are going to get you and all your stuff to university? Spare a thought for your parents and close relatives as you are getting ready to leave. It might be incredibly exciting for you, but the chances are they will really miss you. Make a promise to keep in touch and stick to it! Set off with a really positive attitude about what is ahead of you. Aim to really enjoy it. After all, you deserve to after all your hard work so far!

Leaving home… View from Ashley It wasn’t until I had graduated that my Mum told me how upset she’d been the day she and Dad drove me to university for the first time. Apparently she had cried most of the way home that day! I really appreciated the fact that she didn’t tell me at the time as I would have thought it was a really big deal. I’m glad I made the effort to stay in touch with my family and friends when I went away, and I made sure that I didn’t go more than six weeks without going home for the weekend so that we could all catch up with each other. It was quite a learning curve for me; we don’t always realise what an impact we have on other people and I think we have to be sensitive to what others close to us might be feeling at such turning points in our lives.

Summary The key points from this chapter are: ● ●

There are distinct advantages to studying in HE, not least that graduates typically earn considerably more than those who have not studied in HE. It is essential to make the right choice over what to study in HE to give yourself the best chance of success, especially if you do not have a career choice in mind.

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Choosing a university is easier said than done. There are many factors to take into consideration. It is a good idea to go to the open days for the universities that you are interested in. Applications for most places on HE courses are handled by UCAS.

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UNIVERSITY PROFILES – CONTENTS Theology/Philosphy Belfast Bible School Heythrop College London School of Theology International Christian College Bangor University, School of Theology & Religious Studies Wales Lampeter, University of St Mary’s University College Canterbury Christchurch University Islamic College

89 89 90 93 95 97 99 102 104 107

Maths/Physics/Astronomy Queens University Belfast Strathclyde, University of Edinburgh, University of Warwick, University of Dublin City University Birmingham, University of Dublin, University College

108 108 111 113 115 117 120 122

Chemistry East Anglia, University of Reading, University of Bradford, University of Plymouth, University of Southampton, University of

125 125 127 130 132 135

Forensic/Health/Biomedical Sciences Staffordshire University Swansea University, School of Health Science Sheffield, University of Ulster, University of Liverpool, University of

137 137 140 142 145 148

Arts/Social Sciences London, City University Edinburgh Napier University, Ian Tomlinson School of Music

150 150 154

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Belfast Bible College is Ireland’s largest nondenominational theological college and a constituent college of Queen’s University Belfast, one of the UK’s leading universities. With almost two hundred full-time students, and three hundred others involved in part-time study, the college is evangelical in conviction and international in outlook. Each year, students from across the UK and Ireland join others from more than thirty different countries to create a unique community of learners who are committed to learning and growing together. Alongside academic studies we have incorporated into the timetable a range of opportunities designed to provide the conditions in which spiritual growth and maturity can occur – BBC is not just about education, but also formation and transformation. Opportunities for practical ministry within our courses provide students with avenues of influence in the lives of others in the wider community through evangelism, discipleship, small group teaching, and children’s and youth ministry. Whether studying for a Certificate or Diploma, or an Honours Degree from Queen’s University, students at the college are challenged not just practically and spiritually but also academically. According to the Principal, Dr. David Shepherd, this means that wherever they’ve come from, students leave Belfast Bible College fully equipped to serve God confidently and effectively wherever He is calling them: “Theology is far too important to be merely the preserve of the pastors of tomorrow. In fact, theology at its best, offers individuals the opportunity to develop the character and critical skills necessary to be an agent for kingdom-change, whether God is calling them to minister within the church, the marketplace, or even the public square.”

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CERTIFICATES/DIPLOMAS/DEGREES

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For further information please visit our website Kensington Square, London W8 5HN Tel: 020 7795 6600 Fax: 020 7795 4200 email: [email protected] www.heythrop.ac.uk

text 07964041398 for a prospectus

…for all ages and abilities

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WHAT NEXT AFTER SCHOOL? “In times of change, learners inherit the earth.” All life ends in death. Death, like taxes, is the one certain feature in life. Not many people want to consider such apparently depressing thoughts but Plato considered that philosophy, the search for wisdom, involved considering the inevitability of one’s own mortality. Every young person who is about to leave school will have been asked countless times where they are going to University, what they are going to do after leaving school or what career they intend to pursue – but there are, perhaps, more important questions which are very rarely asked. ‘What is life about?’, ‘Is there any meaning to life?’ ‘What sort of person do I want to become?’ ‘If the sorting hat asked me whether I would prefer to be in Slytherin or Gryffindore house, which would I choose and why?’ These are, perhaps, more important questions than what job you want to do and these are the sort of issues that a philosophy degree at the University of London’s Heythrop College addresses. Heythrop was founded 396 years ago and is, therefore, the oldest College in the University of London. It has prided itself, throughout its long history, in asking questions which go to the root of what it is to be a human being. Today, of course, there are many who reject any idea of a common human nature. We live in a post-modern world where there is an incredulity towards any form of single truth, any single way of reading a text or of interpreting art. Post-modernism has taught us a great deal – not least the importance of perspective. However, it can risk calling into question the idea of any absolutes at all and would hold that in a particular society, female circumcision, genocide or cannibalism are morally acceptable provided those that live in the society agree that

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these should be so. This was the defence of the Nazis put on trial at Nuremburg as they held that, in slaughtering 6 million Jews, homosexuals, gypsies and others they were acting according to the laws and morals of the country in which they lived and they were simply being put on trial by those who won the war who sought to impose their morality on that of Germany (this was well worked through in the recent film ‘The Reader’) After leaving University, some brighter students will go to University to study medicine or law, but what are the ethical principles on which law should operate – if there are any? In Nazi Germany most lawyers accepted the laws passed by the state – should they have done so or are there any moral principles that stand beyond law? More and more young people have Chlamydia and this means than about one in seven couples will not be able to have children naturally by the age of 30. This may mean the use of IVF and pre-implantation genetic diagnosis may be used to choose the ‘best’ embryo. To what extent should there by an increasing separation between sex for pleasure and for procreation? Some students will be interested in these wider questions and, if they are, then it may be worth considering a degree that may not be directly related to earning a living! In fact, degrees in Philosophy, Theology and Psychology tend to be taught at the best and oldest universities and to be highly valued by employers as those who have taken these degrees have been taught to think deeply and well, to think ‘outside the box’ and to challenge the prevailing accepted wisdom of society. This is how philosophy started with the ancient Greeks and, for a small minority of students, the ultimate questions of life are still the most important, exciting and rewarding of all. Dr. Peter Vardy Vice-Principal

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For more information or to order a prospectus visit our website

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Equipped for real life in the real world London School of Theology aims to equip people well to serve Christ. The world needs Christians who have thought through the implications of their faith and can relate it incisively, relevantly and practically to society. Training helps you pick up learning skills for life that you can use in many different cultural situations, and various occupations. ‘I will be graduating knowing that I have been equipped with the tools I am going to need to go on to whatever God has in store for me next, and it’s so very exciting.’ LST is a dynamic, multicultural environment where students study, live together in community and have fun! It is open to committed evangelical Christians from a variety of church backgrounds and of various ages. The School offers university validated undergraduate courses in theology; theology, music & worship, and theology and counselling. Each course

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involves studying theology in depth, understanding the Bible to a greater degree and learning how to apply this to the world around you. ‘LST provides far more than a degree, it is a training ground for those who want their lives to “make a difference” in the world.’ Developing practical skills is an important aspect to your time at LST. A supervised practical placement gives you the chance to apply and develop your skills. Term-time placements could include church work, communication/media, evangelism, children or youth work, and social action. Vacation placements give an opportunity to broaden and deepen practical experience and training with students often travelling overseas or taking part in UK missions and church-based ministries. Students go on to work in the Church, in politics, the media, the police, as counsellors, missionaries, in youth work, the music industry, as teachers and many other professions. After leaving LST, Emily Chalke moved to Bangkok, Thailand to work for NightLight, a Christian organisation aiming to combat sexual exploitation of women by providing alternative employment in the NightLight jewellery design business. Richard Pickles graduated from LST and started working for drugs charity, Cranstoun, focusing on reducing the harm caused by chaotic and hardened drug use in his clients. He shares, ‘My time at LST gave me the tools to think through how best to live and work in ways which express Christ, and reach out to those who are most excluded in our society.’ LST aims to equip people with the whole range of skills they need for work in the 21st century whether in a church context, in mission or in the secular workplace. At the forefront of theological education that equips Christians for real life, in the real world, LST helps people achieve more than they believe they’re capable of.

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Why theology? Why International Christian College? Why study theology? Well, there are lots of good reasons. When you study theology, you get to face the big questions – what does it mean to be human, how can I live well in today’s world, how can I help create communities of hope, how can I make a difference in people’s lives, how do I develop my spirituality, and where does God fit into all this? At International Christian College we approach these questions from a Christian starting point (though you don’t need to be a Christian to come here). We take students through the world of the Bible, and help them make connections between ancient words and today’s world.

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And in studying theology you develop many skills needed in a range of contexts. You’ll learn to work in teams and develop ability in leadership. You’ll learn to make presentations and improve your communication skills. You’ll learn how to assess arguments and different points of view, and how to respect and value the opinions of others, which is vital for life in a multi-cultural society. You’ll learn how to disagree and yet remain friends. And you’ll grow as a whole person, academically, spiritually and in your ability to put into practice what you’re learning Why International Christian College? Well, we’re a bit different to a regular university, though our degrees are validated by the University of Aberdeen and have the same standing as any university. Our Youth Work degree is also accredited by CeVe, who validate community education courses in Scotland, so through this course you gain a professional qualification in Youth Work as well as a degree. We are a small community, of about 180 full-time and part-time students, and around 25 staff. This means it’s easy to get to know your fellow students and to develop deep friendships. It also means that you get to know the teaching staff much more closely than you can do in a big and rather impersonal institution. We take the time to help you develop your own potential as you go through the course, and help you think through your future after you graduate. Our staff have all been involved in different types of Christian work, so when we teach it comes out of our experience. And, as our name suggests, we have an international focus to all we do. We have over twenty-five different nationalities at present among our student body, and there are opportunities for students to spend some time working overseas, This cross-cultural dimension is vital in learning to live in a globalising society. So, why not consider something a bit different to a regular university,

and check out our website to find out more about us.

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School of Theology and Religious Studies

Undergraduate and Postgraduate Study in Theology and Religious Studies leading to the degrees of BA, BD, MA, 0Th, MPhil, PhD. Old Testament Studies New Testament Studies Christian Doctrine God in Film Philosophy of Religion Women in Judaism and Christianity Pentecostalism Church History

Buddhism, Islam, Sikhism, Judaism Ritual and Religion Religious Symbols Psychology of Religion Religious Experience Fundamentalism Sociology of Religion

For further information, contact: Dr Catrin H. Williams, School of Theology and Religious Studies, Bangor University, Bangor, LL57 2DG. 01248 382079 ▪ [email protected] ▪ www.bangor.ac.uk/trs

There can be little doubt either that religion has, in the past, had a major influence on the world or that it continues to do so in the present. This influence has been both positive and negative. Many cultural and social developments, including high art and legal systems, owe their origin to religion while war, terrorism and murder have all been perpetrated in its name. To understand religion requires the study of both historical and contemporary perspectives. Bangor University’s courses in Theology and Religious Studies get the balance right. Our degrees deal with three very basic and important groups of questions: the God questions (what can be said about God and what impact does this have on people’s lives?), the religions questions (what is religion and why do people do what they do in its name?) and the existential question (who are we and what is our

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purpose in life?). Nevertheless, there are two pathways available which treat these questions in slightly different ways. First of all, we have a BA in Theology and a BD. These degrees look at answers to these questions from the perspective of Christian theology and from the Bible. As a result, these degrees concentrate on the study of Old and New Testaments, Christian Doctrine and History. (Students who register for the BD have to study New Testament Greek). Alongside this, we also have a BA in Religious Studies. This degree looks at answers to these questions from the perspective of other disciplines such as sociology, psychology, philosophy and anthropology. As a result, this degree concentrates on the study of the phenomenology and practice of religion, ritual, symbol as well as on specific religions such as Islam, Judaism, Buddhism and Sikhism. Though each pathway is clearly defined, we pride ourselves on our flexibility. First year students can study both Theology and Religious Studies and decide on their specific pathway at the beginning of their second year. We are confident that these degrees not only equip students to answer religious questions but also to prepare them for work in the world. Some graduates go on to train for ordination to ministry, but others go in to teaching, health care and social work, leisure management, tourism, marketing, broadcasting, publishing, banking, law, IT, the civil service and local government. For those looking to study in a relatively safe and beautiful environment, in a well-established University and a friendly and supportive department, the School of Theology and Religious Studies at Bangor is certainly an excellent option.

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Why Study Religion? Religious Studies has in recent years been a growth subject at A-Level, with increasing numbers of students considering further study of religion at university. Some want to explore their own faith more fully; some want to examine the faiths of others for a better understanding of multicultural society; some want to discover more about why, right around the world, religion has almost always been

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central to social life. The great thing about Christian theology, Islamic studies and Religious studies is that you can study a particular religion or religions in general, either from the inside or the outside, as a believer or a non-believer. What matters to university lecturers in these disciplines is that students learn to think for themselves, and engage critically with religion in all its richness. Religion is an enormously broad area of study, both for believers and non-believers. Religion shapes identity, and that is true both at an ethnic level and for the individual. Religion shapes culture; values and priorities, fine art and literature are all saturated with religious influences. Religion engages with philosophy and science – in constructive dialogue or sometimes in rivalry or mutual critique. Religion is full of fascinating contradictions. It produces generous living, and yet fundamentalism and fanaticism. Religion has often disempowered women and ethnic and other minorities, and yet has also been a source of empowerment to many minority groups – think of Martin Luther King’s use of biblical imagery to inspire the non-violent civil rights movement. Religion has the capacity to enhance social cohesion, and yet can fragment society into rival faith groups. Some might ask the obvious question, ‘But isn’t religion dead?’ In fact, while some forms of religion are almost certainly failing, religion itself is far from global extinction. The largest global provider of health care and education is the Roman Catholic Church. One fifth of the world’s population is Muslim, and one third is Christian. Most Christians in the world are non-white and young, and that simple fact disposes of the myth that most Christians are white and old. In religious studies you have the chance to explore all the major world religions, recent religious movements and the spiritualities of the new age. You can approach the study of religion from a wide variety of perspectives, including sociology and psychology of religion, anthropology and cultural studies, or study religion in the media. In Christian theology there is an equivalent multi-disciplinary

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richness. You can engage with the sacred texts - with the option of learning the original languages; with Church history; with systematic and philosophical theology and ethics; and with contemporary theology, including eco-theology, feminist theology, and liberation theology. In short, whether you choose religious studies or theology, or a combination of the two, you have the opportunity to develop a wide range of learning and skills, and choose modules that focus on your particular interests and aptitudes. So if you study these subjects do you have to end up as an RE teacher or a priest? Not at all. Graduates from my own university in theology and religious studies have ended up in many different careers: journalism, law, web design, media, secondary teaching, primary teaching, midwifery, inland revenue, civil service, librarianship, TEFL, fire service, police, armed forces, charity work, social work, university research and teaching, psychiatric nursing, ordained ministry and retailing. Like all arts and humanities subjects, students have the opportunity to acquire skills of research, analysis and writing that will equip them for many different future career paths. The fact is that theology and religious studies are rich fields of learning. For every student who chooses these subjects at university, there are tremendous opportunities to enjoy three years of fascinating and rewarding study. Dr Rob Warner is Head of Theology, Religious Studies and Islamic Studies (TRS) at the University of Wales, Lampeter. TRS Lampeter includes lecturers from 17 different countries, who produced 34 new books in 2007–8. The department is a community of researchers at the forefront of their profession, who are also dedicated to providing small group teaching and personal attention to undergraduates. In 2008 TRS Lampeter was ranked 9th in UK for research power in theology and religious studies (Research Research, based on RAE 2008). Lampeter is becoming part of the new University of Wales, Trinity St. David.

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THEOLOGY AND RELIGIOUS STUDIES AT ST. MARY’S UNIVERSITY COLLEGE, STRAWBERRY HILL, TWICKENHAM, LONDON

Theology & Experience Why should you come to St. Mary’s? Students in National Surveys regularly rate St. Mary’s as the most popular Theology undergraduate programme in London. This is in large part due to the varied and flexible structure of the degree and to the experiential dimension of the academic approach here since as far as we are concerned, Theology is not an abstract subject, it is at the core of what it is to be human.

Theology in Three Dimensions At St. Mary’s the undergraduate degree is pursued in three dimensions, namely, Religious Studies, Biblical Studies and Christian Theology. Students can pursue these equally or can specialize, should they choose to do so. The degree proper also offers language courses and optional modules in Philosophy and History. Broader options are also available across the Arts, Education and Business schools of the University. B.A. Honours The degree has a threefold structure

Bible New and Old Testaments, Languages, Holy Land Studies

Christian Doctrine God, Christ, Grace, Art, Liturgy, Secrements

Religious Studies World Religions & the phenomenon of religion in society

Theology & Horizons Situated by the riverside gardens of Strawberry Vale, St. Mary’s still affords the opportunity of exploring the multi-faith and multi-cultural aspects of religious expression that characterize the capital. London also boasts the British Museum & Library which house texts and artefacts of immense importance for Biblical study. The great galleries of the city are also a resource for popular modules on Religion & Art. Further afield, as part of the undergraduate programme, students may choose optional visit based study modules on Rome or Jerusalem whilst others may seek to spend 6 months on student exchange with one of our partner institutions in Europe or America.

Theology & Research St. Mary’s is the home to world leading and internationally excellent research. In the recent RAE, St. Mary’s was rated as by far the leading Church University College in

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the country for Theological research and behind only Kings College and UCL in London. The significance of this for students here is that they become part of a community of discovery alongside top scholars in the field such as Professors Gerald O’Collins (Christian Theology), Mary Grey (Ecology and Feminism), David Jones (Bioethics), Nur Masalha (Holy Land Studies), Geoffrey Hunt (Buddhism) and Dan Cohn-Sherbok (Judaism). Leading journals are also produced by the academic team – Holy Land Studies, The Pastoral Review – and The Tablet has its important archive here. Uniqueness Why is Theology at St. Mary’s rated so highly

Excellence in Teaching Student focus inc. visits to Rome & Jerusalem

Excellence in Research Thriving M.A. Ph.D Programmes & Journals

International Possibilities Europe & America – student exchanges

Theology & Action Theology students here enjoy their time at University as much as anybody, but as part of their experience here many become involved in volunteer workplace schemes and various charitable initiatives that are networked through a thriving Chaplaincy. This year projects involving Handicapped Children and the Mustard Seed AIDS charity are part of the picture. Another student initiative is LOGOS the Theology debating forum which invites distinguished speakers to lecture and answer questions on diverse controversial topics such as Faith, Secularism and Atheism, Global Warming, and Hybrid Embryos.

Theology & Employment As you may be aware, St. Mary’s students almost all find employment within months of graduation. Employers here in London look for lively minded, motivated students for all types of work in personnel, management and service industries. Specialist work-placement modules are available to Theology students in Year II and III. Pathways into teaching through the PGCE offered here are also popular since RE continues to be a ‘shortage subject’ in schools. Moreover there are increasing numbers of students pursuing post-graduate study in our M.A. pathways which include Pastoral Theology, Bioethics, Spirituality as well as History, Culture & Belief. For any more information, don’t hesitate to visit the website at www.smuc.ac.uk or contact our Administrator – Samantha Chant via [email protected] or on 0208 240 4198.

Dr. Anthony Towey, Head of Theology, Philosophy and History.

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An exciting range of programmes are available to you at your local

Degrees • Foundation Undergraduate Degrees • Postgraduate Degrees • Professional Short Courses •

See our website www.smuc.ac.uk

For more information Email [email protected] or Tel 020 8240 2314

University College

St Mary’s University College Twickenham London

www.smuc.ac.uk

Waldegrave Road, Strawberry Hill Twickenham TW1 4SX

The Department of Theology and Religious Studies is a forward-thinking and stimulating environment where you can explore traditions, ideas and questions relating to religion. We welcome students of all faiths and none, offering a warm and friendly community, with support every step of the way. The department is based just minutes from Canterbury Cathedral, the birth place of English Christianity. However, the strengths and interests within our department mean that you can study a broad range of areas including Christianity, Judaism, Buddhism, Hinduism, Chinese religions, ethics, philosophy of religion, religion and the arts, women in religion, and contemporary developments in religion. For further information please visit our website

Department of Theology and Religious Studies Canterbury Christ Church University North Holmes Road Canterbury Kent, CT1 1QU United Kingdom Tel 01227 782339 Email [email protected] http://www.canterbury.ac.uk/arts-humanities/theology-and-religious-studies/

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Welcome to the World – Thoughtfully Why theology and/or religious studies? The short answer used to be to find out more about either religion in general, or Christianity in particular. There was a more complex answer, all to do with skills and abilities, but generally the short answer was the one you heard. Today universities can offer a much more exciting possibility. For all kinds of reasons, good and bad, religion is back in the headlines. Even the dullest person can see that religion is now, once again, the most important factor in the world. Simply put, if one fails to understand the world’s religious beliefs and practices, then one fails to understand the world. If you think that statement is provocative, then look at the alternatives. Science can tell us what’s happening in the world and why. But it can’t explain people’s motives. Economics can tell us about the costs and benefits of our actions. But it won’t tell us why we still do these things. History, literature, social theory can all open up a world of ideas. But they can’t tell us, today, what people are actually believing and doing. It’s a simple thing: only theology and religious studies takes us into the world as people really live it. Only theology and religious studies can show us the world as people find it exciting, provocative, and vital. Only these disciplines show us a world people live and die for, and the God and gods people worship in their lives and deaths. So what should you be looking for in your new programme? Don’t be satisfied with programmes that simply describe what religion looks like. Description is fine and has its place, which isn’t university. Your greatest asset is the question ‘Why?’ and your gold standard is a programme, and a tutor, who keeps advertisement feature

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pushing away at the reasons why people believe what they believe. It’s nice to know about the key symbols of Sikhism. It’s vastly more important to understand why Sikhs are prepared to die to defend the Golden Temple in Amritsar. Choose a programme that asks why, therefore. But also choose a programme that takes you to places like Amritsar, the Kalahari Desert, Nanjing, Rome, Macchu Picchu. Choose a programme that takes you, intellectually and literally, to all the amazing places where people are religious. And those places aren’t just the obvious ones. At Canterbury Christ Church University we take students to mosques, synagogues, cathedrals, and shrines. But we also take students to India to meet Hindus and Buddhists in their daily lives. We take students to Africa to work with Zambians and Tanzanians, Sudanese and Zimbabweans. We take students to the battlefields of France, to Wilfred Owen’s grave and the memorials of Thiepval, Vimy Ridge, and Tyne Cot. Anywhere people express their beliefs and practice their faiths students should go, study, and think. Why not just stay at home and surf the Net? Because religion is about the three dimensions of life, not the two dimensions. Lots of things will help us measure the world. Only theology and religious studies help us understand the world people believe in, and the worlds they hope to go to one day. Is it all good news? Yes: understanding people and the ability to think for yourself are the two key skills employers need. Everything else is background. So if you want to be a civil engineer and build bridges, you’ll need some science. But if you are looking for a degree that opens up the world and all its peoples, take theology and religious studies. You won’t regret it.

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The Islamic College where Flexibility Meets Excellence There is currently an increasing demand for qualified persons with an understanding of Islam and the Muslims from a cultural point of view. The Government has designated Islamic Studies as a strategically important subject in June 2007. In a report to the Minister of Lifelong learning, further and Higher Education, the opportunities available for potential students particularly those modules related to Islamic Studies that can be integrated into wider programs of Study has been highlighted. One of the biggest drawbacks of Islamic Studies in Britain is that it is a bit too historically focused and very rarely looks at the contemporary realities and the question of what sort of actual trends there are in one billion and a third Muslim population today. This is why The Islamic College would like to introduce a fantastic new concept in education that is sure to revolutionise how a student studies. The BA in Muslim Cultures and Civilisation has been designed to give you full freedom on what modules you study, what level you study (Certificate, Diploma or full BA) and when you study (Daytimes or Evenings) and to top it all off your qualification is fully validated and presented to you by world renowned Middlesex University. This is how they work:

For more information or to register for this course please get in touch using any of the following methods; In Person The Islamic College 133 High Road Willesden London NW10 2SW

Website www.islamic-college.ac.uk

By Phone 020 8451 9993

Remember for flexibility and excellence think the Islamic college

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The Islamic College Where Flexiblity Meets Excellence 37 Modules to choose from such as: - World Religions - Islamic Economics - Islam and Gender

certificate course daytime classes Diploma course

or Evening classes

Full BA

Choose any module, any course, any time its in your hands For futher information please contact us In person: The Islamic College 133 High Road Willesden London NW10 2SW

Via Web:

by Phone

www.islamic-college.ac.uk 020 8451 9993 Islamic College the only real choice for Flexibilty and Excellence.

Discover how your Universe works... The School of Mathematics and Physics offers 3-year BSc and 4-year MSci undergraduate degrees in Mathematics, Physics and Theoretical Physics, with specialisations available in Statistics & Operational Research, Computer Science, Astrophysics and Medical Applications To find out more about our 3-year and 4-year degree programmes, visit www.qub.ac.uk/schools/SchoolofMathematicsandPhysics

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Physics and Mathematics at Queen’s University Belfast The School of Mathematics and Physics at Queen’s University Belfast offers a wide range of undergraduate degrees in these fields of study. You can specialize in Physics or Mathematics, or obtain a joint degree combining the two fields in roughly equal measures. Opportunities exist to pursue specific related fields such as astrophysics, computer science, operational research and medical applications. For the linguistically inclined student we offer degrees where a year is spent at a non-UK European University. At Queen’s you can develop in the direction of your choice. By coming to Queen’s you will engage and be taught by over 50 internationally renowned scientists and lecturers, who will take you from the interesting topics in A-levels to the very edge of current knowledge. With the International Research Centre for Experimental Physics opened in 2005 and the brand new Sir David Bates Mathematics building opened in 2008, students learn in exciting and modern University surroundings. For students obtaining excellent A-levels, bursaries are awarded both from the School and the University.

Mathematics Choose Mathematics and you choose one of the most powerful tools for analysis and problem-solving known to mankind. You also open the door to a multitude of career options. Mathematical skills in one form or another pervade our modern technological society. Examples include game theory, cryptography, the mathematics of biology and medicine, and catastrophe theory. Another field is theoretical physics, in which mathematics is used to probe the mysteries of the sub-nuclear world and to describe the elegance of the large-scale structure of the universe. Or maybe you are simply interested in the beauty of mathematics itself. Often mathematicians appear under job titles other than mathematician, for example systems analyst, weather forecaster, financial analyst, medical statistician, or under professional headings such as actuary or teacher. There are few subjects, if any, as flexible as Mathematics in providing career opportunities.

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Physics Physics is a subject of enormous breadth and depth. It provides an understanding of how the Universe works – from the smallest atomic nucleus to the largest galaxy. The subject includes enormous conceptual challenges: Relativity – What would happen if we travelled at the speed of light?; Quantum Theory – How can an electron be both a particle and a wave?. Apart from understanding the structure of our Universe big and small, Physics lies at the heart of most modern technology. From the computer and the laser, to nanotechnology, quantum computation and solar cells. If you study Physics at Queen’s, you will appreciate and understand the core ideas needed for life in the 21st century.

Degree stuctures We offer two basic honours degree structures, BSc and MSci. The BSc degree is normally a three-year programme. The prestigious MSci degree is a four-year programme designed for students wishing to make significant use of mathematics and/or physics in their subsequent careers. Students who achieve the appropriate standard at level 1 are able to switch from the BSc pathway to the MSci pathway. Undergraduate degrees currently offered within the School of Mathematics and Physics are as follows. Physics based: Physics, Physics with Astrophysics, Physics with Medical Applications, Physics with Extended Studies in Europe. Mathematics based: Mathematics, Mathematics and Statistics & Operational Research, Computational Mathematics, Mathematics with Extended Studies in Europe, Theoretical Physics. Joint degrees: Applied Mathematics and Physics, Mathematics and Computer Science, Physics and Computer Science.

Location Queen’s University is in the heart of Belfast just next to the city centre, and within easy reach of the two local airports servicing flights from across the UK and Europe. Students have a wide variety of facilities, amenities and nightlife on their doorstep, both in the University district and throughout the city. For further information, telephone 028 9097 3202, e-mail [email protected] or visit www.qub.ac.uk/schools/SchoolofMathematicsandPhysics/

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Physics: A Degree of

http://phys.strath.ac.uk/

is crucial to understanding Opportunity! Physics the world, opens the most doors,

and enables successful careers and large earnings. The Department of Physics at the University of Strathclyde is based right in the centre of Glasgow. With roughly 300 graduate students and an annual research income of £4M, we are one of the largest physics departments in Scotland. We have successful alumni, career mentoring, friendly teaching, a wide choice of subjects and, of course, great sport and recreation facilities. The department is highly ranked at 12th place, from 45 universities in the UK, in the 2009 Complete University Guide and 11th in the Guardian University Guide for 2009.

Strathclyde Physics: a Degree of Opportunity Let me begin by outlining some of the features of physics as a subject after leaving school. Firstly, physics offers more choice of careers than any other discipline. Indeed, unlike other disciplines, physicists work in diverse areas such as the many branches of engineering, other scientific disciplines, and finance. The reason for this is that physics involves a high level training that is ideal for adapting to new challenges and disciplines. Secondly, physicists are the third highest paid profession in the UK after lawyers and doctors. This is in no small part linked to their success in managing companies. For example, one of my fellow physics students at Manchester University was to become the Chief Executive of ICI. Thirdly, the numerical and practical skills derived from a training in physics are acknowledged as being enduring and applicable to any era. Most importantly, physics is also fun and hugely interesting! Given these facts, it is surprising that not more school children continue with physics after leaving

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school. Admittedly, it is not the easiest of subjects but as we all find as we move from school into the wider world, simple challenges are usually of lesser value to ourselves in the long run. When I left school, I certainly did not know what career I wanted and I suspect the same is true of most school leavers today. This is not too surprising as one of the main reasons for going to university is to help us to develop and discover ourselves and learn what we want. Therefore, if you are unsure of where your future might lie, studying physics at university is a very powerful choice to make. Sometimes choice can be a bit daunting. So in the Department of Physics at Strathclyde University, we have taken great care to enable our students to make informed choices as to what is best for them. We achieve this by embedding within the department bespoke vocational training and support from a physics perspective. This is in addition to what is generally available within the University. For example, we have a unique career mentoring system whereby all students can tap into the expertise and experience of our staff which have worked overseas, in industry, national laboratories, other disciplines, or founded successful companies. We also have an International Office in the department, which assists students coming in from or going overseas. Core and elective modules and project work emphasise the concept of “physics with....” so that from the outset students learn how to employ physics skills in other contexts and disciplines in addition to studying physics in its own right. Our degrees are accredited by the Institute of Physics and can be linked to ERASMUS collaborations whereby overseas study counts towards the overall assessment. Many of our graduates have become leaders in their fields. If you visit our Alumni pages on our website http://phys.strath.ac.uk/, you will find details of the careers of some of our graduates, which include not only the science, technology and energy industries, but also finance, movie, entertainment and defence. We would be delighted to help you to become a leader of tomorrow and if you think we can help in any way, why not drop in at one of our many school events or contact us directly? If you visit us for the first time, you will also discover what a great city Glasgow is to study in as the University is based right in its centre. David Birch Head of the Department of Physics, University of Strathclyde, Glasgow

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“With Physics… you can do anything!” Not our words, but those of a recent graduate of ours. If you’re considering Physics at University, then it’s important to realise that a degree in the subject offers many more possibilities after graduation than simply ‘going into research’ or ‘teaching’. A wide range of employers recognise that Physics graduates leave University with advanced problem-solving skills and the ability to think logically and critically about complex situations. Add to this a high level of mathematical ability, computing proficiency, and communication skills in written, oral and online media, and a degree in Physics is your springboard to a diverse range of career opportunities. Some of our recent graduate students

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have gone on to jobs with Google, the European Space Agency, the BBC, IBM and many others. The School of Physics and Astronomy at the University of Edinburgh offers Single Honours degrees in Physics, Astrophysics, Computational Physics and Mathematical Physics. Each of these offers specialist emphasis across the different methodologies of the subject: experimental, computational and theoretical. In addition, we offer Joint and Combined Honours programmes in Chemical Physics, Physics and Music, Physics with Meteorology, Physics and Mathematics and Physics and Computer Science. All these share courses drawn from a large and diverse pool, which will take you from the foundations of the subject right up to the frontiers that are the topics of active research by staff in the School. The courses in the first two years of the programmes focus on the consolidation and mastery of the fundamentals of classical and modern Physics, together with the mathematical tools that are essential for the study of the subject at Honours level. The breadth of advanced courses ranges from general relativity to biological physics, and from acoustics to advanced particle and nuclear physics and many other topics in between. A key component of the Honours programme is the research project; your chance to work directly with a member of staff on a topic of current research interest. In addition, the School has a developing reputation for innovative teaching techniques and is one of the few places in the UK where the teaching of the subject is a topic of active research: the science of science teaching, if you like. The final word on this though, should go to another of our recent graduates “I loved my degree and it really opened my eyes to the hugeness of the subject. Beyond the actual subject, you will learn so many skills which are useful in any future job - developing a clear, logical yet flexible approach to problem solving which employers in many different fields find very attractive. It's a subject which really challenges you and changes your way of thinking.”

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WHY DO PHYSICS? – AT WARWICK The number of undergraduates studying physics in the UK has been approximately constant over the past decade (around 11,000). This is about one third of those who study psychology (rising) or computer science (falling) and rather less than those who study mathematics (rising a bit) or chemistry (steady). At a time when university education has expanded significantly why isn’t physics becoming more popular? There are many possible answers, here are just three typical ones:– “It is too much like hard work, I’ll do something easier at Uni.” “It requires a lot of maths as well as physics, so I might as well do maths.” “What do physicists do anyway? I’ve never heard of physics jobs.” Well, physics is challenging and it certainly needs a high level of ability in mathematics, higher than most aspiring undergraduates initially appreciate.

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However it is rewarding intellectually and is the spring board to your career. We offer lots of tutorial help to get you up to speed in the maths and the physics, and when you graduate there are certainly lots of job opportunities. The intellectual reward comes from studying a subject that not only addresses the most fundamental questions about the physical world but also underpins much of engineering and the technologies. Magically there is one set of laws that apply across a range from the incredibly and incomprehensibly small elementary particles to the incredibly and equally incomprehensibly large cosmos. Then there is all the interesting “stuff” in between! But what do the majority of physicists do? Those who aren’t teaching undergraduates, using particle accelerators or spending their nights sleeplessly scanning the night sky? Well, much of the high tech engineering industries (aerospace, meteorology, energy production, diagnostic medicine…) employ physicists in research and development but probably call them engineers. Some will have served a research apprenticeship by getting a higher degree such as a PhD but most will have been recruited as graduates. Larger numbers work in the numerate professions: finance, accountancy, information technology, etc. and mostly move into those jobs directly after graduation. In the 2008 UK review of physics, its author Prof Wakeham noted that physics based industries added about 6.5% of the UK’s total economic activity in 2005. Referring specifically to employment in the financial sector he said. “In many cases physicists were preferred … to graduates from business studies, economics and mathematics because of their communication skills, team working experience and ability to pick apart problems”. It really is the problem-solving/model-building ability of physicists which gives them this edge, and this is reflected in pay on graduation which is similar to that of graduates in finance and accounting, i.e. above the average for UK graduates. Yes physics is one of the most rewarding subjects you could study at university and there are jobs for physicists graduating from prestigious courses like Warwick’s. You can combine training in the core discipline with the freedom to accent particular areas linked to your career aims, for example concentrating on more astronomy or complex analysis or taking foreign language or business studies modules. To those who achieve high A-level grades Warwick can offer a path to all the rewards of studying physics. See http://www2.warwick.ac.uk/fac/sci/physics/ or visit us.

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The School of Physical Sciences at DCU The School of Physical Sciences (www.dcu.ie/physics) was established in 1980. Since then almost 1000 students have been awarded a degree in physics at B.Sc., M.Sc. and Ph.D. levels. There are currently 22 academic staff members (including two Adjunct Professors) in the School covering its broad teaching and research activities in astronomy, physics education, sensors, plasma physics, nanoscience, lasers, photonics, materials, medical physics, etc. We undertake to meet the scientific and career goals of our B.Sc. (Hons) students and provide top tier classroom, laboratory and computer/IT facilities. We also offer internationally competitive research opportunities to excellent B.Sc. and M.Sc. graduates. The School has been hugely successful in winning external research funding, both national and international, in peer-reviewed competitions. Two of DCU’s four National Research Centres and DCU’s largest Science Foundation Ireland Centre (the Biomedical Diagnostics Institute) were established by School Professors. We currently offer a number of undergraduate courses that lead to a physics qualification: • B.Sc. in Physics with Biomedical Sciences • B.Sc. in Physics with Astronomy • B.Sc. in Applied Physics We also offer undergraduates courses with physics options such as: • B.Sc. in Science Education (Physics Option) • B.Sc. in Environmental Science and Health (Physics Option) • B.Sc. in Common Entry into Science (Entry to all physics courses in year 2) Why study physics ? Physics is the most fundamental of all the sciences and fuels scientific, economic and societal development. Today physicists continue to lead discovery, invention and innovation in revolutionary, but yet-to-be-exploited physics such as quantum information and communications technology (qICT), nanosystems design, ultrafast molecular switching, terahertz medical imaging, etc.

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Why study physics at DCU ? Our four year honours degree programmes combine lectures, tutorials and stimulating field/ laboratory work with fundamental physics concepts and exciting, real-life skills and applications. In Year 3, INTRA is an important opportunity to work in industry on an eight month placement, plan and execute a mission to an international observatory or undertake a research placement abroad or within one of the School research groups or centres. Throughout your course you will be working in a custom-designed physics building equipped with state-of-the art undergraduate and research laboratories. During your studies you will be encouraged to apply for research internship schemes including SFI UREKA fellowships, CERN and ESA summer student programmes and the FÁS Science Challenge among others. Careers in Physics If you train to be an accountant, you will almost certainly end up practicing as an accountant. If you study physics at DCU you could become and accountant (some have) but you could also become a company CEO like Garrett Forde of Philips Lighting Europe or a Professor of Nanotechnology like Philip Moriarty of Nottingham University or a Science Promoter like Oonagh Meighan of FORFAS or a chief medical physicist like Neil O’Hare of St James’s Hospital or a company founder like Kevin Kavanagh of Brandplate Media Ltd or one of a host of careers that our graduates enjoy. The message is that physics should be your choice, if you are truly curious and if want to keep your career options open. Physicists are natural problem solvers and, as a consequence, are hugely valued within organisations. Biopic John Costello, Head School of Physical Sciences Professor John Costello is Head of the School of Physical Sciences at Dublin City University and is a founding member of the National Centre for Plasma Science and Technology. He is a Fellow of the Institute of Physics and a Chartered Physicist. His research interests lie mainly in intense laser matter interactions. He is a member of the UK EPSRC Peer Review College, the advisory boards of a number of international research institutes and conferences and has served on the EPS-EGAS board and a number of Institute of Physics committees in addition to the Irish Government Task Force for the Physical Sciences. He is currently Chair of the Euratom Fusion Development Association (Ireland Contract).

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The unique place of Physics within the natural sciences stems from the interplay between experiments (often the most complex and demanding in science) and rigorous theory (where the necessary mathematical sophistication has spawned several new areas of mathematics). The desire to transform an initially untidy collection of different observations into a window on a general and simple description of the underlying phenomena lies behind much of Physics. This will often involve systematic experimentation and abstraction with the quantitative nature of physical experiments demanding a mathematical description. This combination of numerate generality, abstraction and experiment are reflected in the skills which a well trained physicist obtains. Physicists are sought by employers (including academics in other subjects) precisely because of their capacity to see through the complexity of the real world, to be able to predict the future or unscramble the past by use of the appropriate combination of judicious experiments or observations, mathematical analysis and computer modelling. How to provide for the world’s growing energy demands, climate change or increased stability in financial markets are examples of where physicists’ skills are perfectly suited. The boundaries of the experimental and theoretical description are extended by research, as exemplified by work in university departments. A degree in Physics provides a feeling for the frontiers of the subject. Firstly in developing well-established areas (such as looking further and further back towards the big bang). And secondly in emerging areas such as the phenomena uncovered when gases are cooled to a billionth of a degree above absolute zero or the description of “cloaking” materials.

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Physics is taught in Birmingham through a core of general principles (for example quantum mechanics, dynamics, relativity …) and a very wide choice of modules which show how these principles are applied to areas of the physical world, such as nuclear physics, quantum optics, astrophysics, medical imaging… In addition, the degree programmes allow students to follow combinations of subjects according to their interests and plans for their career; students may also choose to emphasise the experimental or theoretical sides of the subject. Laboratories and practical project work are foci in the former case and mathematics and computational work in the latter. The later parts of the degree programmes provide panoramas of both academic research and careers involving the skills outlined above. Final year project work provides a view of research, with the third year group studies providing experience of working in a team, much valued by employers. Birmingham has pioneered embedded careers training, starting with preparation for internships during the second year. There are careers events where companies are very eager to come and meet our students, with their representatives often being Birmingham graduates. Short bio Professor Mike Gunn is Head of School of Physics and Astronomy and a Professor of Theoretical Physics. He was educated at the Universities of Edinburgh and Cambridge, followed by postdoctoral work with the Nobel Laureate PW Anderson in the United States and a Research Fellowship in Cambridge. He subsequently performed research at the Rutherford Appleton Laboratory before moving to Birmingham to set up a new Theoretical Physics research group. He has worked on many aspects of theoretical physics and currently is focusing on the quantum phenomena observed in the new field of ultracold gases.

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The School of Physics and Astronomy at the University of Birmingham offers degrees in the following subjects:         

Physics Physics and Astrophysics Physics with Particle Physics and Cosmology Theoretical Physics Theoretical Physics and Applied Mathematics Physics with Nanoscale Physics Physics with Business Management Physics (International Study) Physics with Intercalated Year in Computer Science

The ALICE magnet at the Large Hadron Collider at CERN “Peter Ginter for CERN”

For details of these courses, see: http://www.ph.bham.ac.uk/admissions/ug/SchoolBooklet0809.pdf http://www.ph.bham.ac.uk/admissions/ug/SchoolBooklet0809.pdf Learn more: Dr Gron Tudor Jones / Miss Rachel Brown Tel: 0121 414 4563 Email: [email protected]

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What is Physics? Physics is concerned with discovering the fundamental laws of the universe that govern living, as well as non-living, systems. It is a fundamental science involving a deep understanding of nature derived from mathematical and experimental insights. Theoretical physicists use advanced mathematics to understand and predict the behaviour of physical systems, ranging from the subatomic to astronomical scales. Experimental physicists develop new techniques to understand the behaviour of matter and energy and invent new technologies. Astronomers pursue knowledge and understanding of the underlying processes at work in the universe on the large-scale through physics.

What will I study as part of my degree in University College Dublin? At UCD we offer honours bachelors degrees in Physics, Theoretical Physics and Physics with Astronomy & Space Science. All of our degrees are fully accredited by the Institute of Physics, the professional body of physicists, providing a high degree of international recognition. The Theoretical Physics programme puts emphasis on the mathematical description of physical phenomena and provides a unified description of the fundamental laws of nature. The degree comprehensively covers Theoretical Physics and includes areas such as Quantum Mechanics, Condensed Matter Theory, Special and General Relativity Theory and Cosmology, Quantum Field Theory, Statistical Mechanics and Theoretical Astrophysics. Students of Physics with Astronomy & Space Science gain an understanding of how ground-based and space-based technologies are used to explore the Universe and how modern science can be used to understand it. It is a cutting edge programme that offers students field-work opportunities at an international observatory in Tenerife and an international mission design project in conjunction with the University of Southampton and the University of La Laguna in Tenerife.

What are the career opportunities for UCD Physics graduates? The Physics degrees train students to think independently and to quantitatively analyse scientific and technological information. Many employers, across a wide variety of sectors, express a preference for hiring physicists because of their problem-solving abilities and their excellent mathematical and scientific literacy. Recent UCD graduates have been employed in such diverse areas as weather forecasting, medical imaging, radiation therapy, radiological protection, semiconductor fabrication, computing, telecommunications, 2nd and 3rd level teaching, research in industrial and national laboratories, insurance, financial risk management and banking. A large number of graduates pursue research degrees to MSc or PhD level and some continue their research careers both in Ireland and abroad, at institutions such as MIT, NASA, ESA and CERN. Related fields in which physicists find employment include geophysics, chemical physics, biophysics, nanoscience and, the increasingly important, energy sector. A consultant’s report has shown that physics graduates earn 30% more during their working lifetime than those without a university degree and 15% more than average degree holders in other subjects.

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What do our graduates say? “The time I spent studying in UCD was exciting and challenging. I received an exposure to a wide range of potential research and career paths. My degree from UCD was a key factor in progressing towards my career as a medical physicist. The scientific skills acquired as an undergraduate student in the laboratory have been vital in my current research, as well as in the day-to-day activities of a working physicist.” Elaine Tyner, BSc (Physics) 2003 “Physics at UCD provided me, not only with a solid grounding in both experimental and mathematical physics, but also with some of the most enjoyable years of my life, including a 2 month internship at NASA. The lecturers are enthusiastic and knowledgeable about their subject. The course allowed me to study a wide variety of topics in physics, including some specialised subjects not normally found on the undergraduate curriculum. After leaving UCD, I completed a DPhil in quantum information processing at Oxford University. I am now a Junior Research Fellow at Merton College, Oxford. I would definitely recommend UCD to anyone interested in a career in mathematical or theoretical physics.” Joseph Fitzsimons, BSc (Theoretical Physics) 2004

Biography Professor Lorraine Hanlon is currently the Head of the UCD School of Physics and Associate Professor of Astronomy. She completed a BSc (Hons) in Experimental Physics at UCD in 1987 and a PhD on the “Studies of cosmic gamma-ray bursts observed by the COMPTEL instrument” in 1996. Professor Hanlon worked as an EU and ESA Fellow in the Astrophysics Division of the European Space Agency Research Centre in the Netherlands between 1991 and 1995. Her current research activities are in the areas of space science and astrophysics, with a particular emphasis on ground-based and space-based studies of gamma-ray bursts, the most powerful and distant sources in the universe. A new research strand is the development of advanced imaging techniques for gamma-ray imaging using Laue lenses.

Lorraine Hanlon at the ESA satellite tracking centre in Madrid

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Modern chemistry embraces a wide expanse of subjects in science, technology and medicine, and this should be reflected in any good degree course that is centred on chemistry. At the University of East Anglia (UEA) the principal aim of our degree courses is to cultivate a mastery of the central facets of chemistry – but a unique feature of Chemical Sciences at UEA, since the School’s inception almost 50 years ago, has been the availability of a range of interdisciplinary topics which complement our core program, reflecting the great breadth of the subject. Among these we include: the creation of materials for solar energy harvesting; methods for forensic analysis; the design of anti-viral drugs; the origin of the elements; nanoparticle formation and applications; mechanisms for cross-membrane transport; laser methods for manipulating molecules – the scope is endless. During the degree, each student has opportunities to focus in on any of these and many other topics of interest – especially in advanced project work. A degree in chemistry provides an excellent footing in the employment market – both within the U.K. and internationally. UEA graduates are involved in the very largest industries, including pharmaceuticals, foods, plastics, transport and energy production – one of our graduates achieved the top position of Chief Executive at ICI. Others can be found applying chemical techniques at the forefront of atmospheric research, forensic science and security, medical imaging and food standards, to

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name but a few. Some individuals who enter research laboratories become involved in the development and formulation of new drugs, the determination of biomolecular structures and functions, or the devising of new synthetic polymers from sources. Yet others use their acquired knowledge in fields as diverse as financial services and teaching. Chemistry underpins a major part of the U.K. economy, and those who acquire relevant expertise have a significant asset for a wide range of employment. In every respect, the career prospects are excellent. Prospective students often ask what is distinctive about the study of chemistry at UEA. Principally it is our aim to communicate not just the subject, but the excitement and interest of chemistry. Our students are taught by enthusiastic experts – many of them internationally acclaimed authorities in their specific area of research – in a supportive and friendly atmosphere. We are committed to equip our students with all the skills needed to pursue rewarding careers, and our core chemistry degrees are accredited by the Royal Society of Chemistry. Our modern facilities and excellent student accommodation, all occupying fine buildings in a beautifully landscaped campus, provide the ideal setting for a university degree. The city of Norwich, only a ten-minute bus ride away, is consistently rated as one of the top places in the country for living, music and shopping. It has the highest concentration of music, arts and other cultural features of any city in the U.K., and it is one of the safest. It is no wonder that we consistently feature at the top of the National Student Satisfaction Surveys. David L. Andrews Head of Chemistry

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Chemistry at UEA Study at a modern friendly research lead university. Range of RSC accredited MChem degrees, including Year in Industry, Year Abroad. New Forensic and Investigative Chemistry. Scholarships for high achieving students. Excellent opportunities for research and employment. For further information contact: The Admissions Office, Faculty of Science, University of East Anglia, Norwich NR4 7TJ Tel: (+44) (0) 1603 592187 • Fax (+44) (0) 1603 591045 Email: [email protected] • Web: www.uea.ac.uk/cap

Department of Chemistry

Chemistry at Reading ‘Chemistry at Reading has been a challenging but rewarding four years. The department has a friendly atmosphere and the staff are very approachable. My experiences at Reading and during my paid placement year have convinced me to pursue a career in chemistry.’

Flexible BSc and MChem Chemistry degree programmes

Kieron O’Connell, Graduated 2007, now studying for a PhD

Beautiful parkland campus setting

Range of contemporary specialist topics New £4.5 million instrumentation laboratory Scholarships of up to £3,000 Commitment to small group teaching and student support

For more information please contact: [email protected] or call 0118 378 4701 www.reading.ac.uk/chemistry Chemistry | Chemistry with Archaeology | Chemistry with Forensic Analysis | Chemistry with Education Chemistry with Medicinal Chemistry | Chemistry with Year in Europe | Chemistry with Year in Industry

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CHEMISTRY AT THE UNIVERSITY OF READING Why Study Chemistry? Chemistry is a central science. At its simplest level it is the study of molecules, and products such as new plastics, medicines, computers, clothes all require synthesis and characterisation of new molecules by chemists. In environmental or forensic work chemists play a key role in analysis. Chemistry is the subject that shapes the world of tomorrow. If you want an exciting challenge then chemistry could be the subject for you!

Chemistry at Reading Set in a beautiful parkland campus the Department at Reading offers a wide range of degree courses. As a student at Reading you will have access to our new multi-million pound Chemical Analysis Suite which houses the very latest NMR spectrometers, Mass Spectrometers, X-ray equipment as well as numerous other spectrometers and microscopes. But what are the special features of the degree programmes at Reading?

Flexible 3-year and 4-year Degree Programmes We offer 4-year and 3-year programmes leading to MChem and BSc qualifications. The MChem programmes are aimed primarily at those who want a professional career in chemistry either in industry or in higher education. The BSc is perhaps appropriate if you want to use your chemistry degree as a more general qualification e.g. in teaching, finance, marketing or administration. However, we realise that it can be hard to choose at this stage so at Reading we offer a flexible system where during the first two years it is straightforward to transfer between BSc and MChem programmes. Moreover, we offer a 1-year stand alone MSc degree for those who have completed a BSc but would like then to obtain a masters-level qualification.

A Year in Industry? At Reading it is possible to take a year in industry as part of BSc or MChem programmes. This gives an excellent opportunity to find out what work in the chemical industry is like, to develop your laboratory techniques and to receive invaluable industrial experience. You also are paid for the year’s work. Our industrial tutor will help you to find a suitable placement.

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You may prefer to go further afield and to spend a year working in another European country. This is arranged as part of the EU Erasmus Scheme and is an invaluable cultural and scientific experience.

Specialist Courses You may wish to specialise in your degree. At Reading three of our popular specialisms are in Medicinal Chemistry, Forensic Analysis and Chemistry Education. Medicinal Chemistry involves a year working in the pharmaceutical industry. Forensic analysis concentrates on the application of analytical chemistry to forensic problems. This programme is ideal if you want to be fully qualified as a chemist but would like to apply your chemistry to forensic investigation. Chemistry with Education includes placements in schools, is an excellent preparation for a PGCE application and is ideal if you are looking for a career in chemistry teaching. Finally you may be interested in our unique course in Chemistry with Archaeology which applies chemistry to the rapidly expanding and fascinating area of scientific archaeology.

Entrance Bursaries We have many entrance bursaries for well-qualified candidates worth currently between £1000 and £3000.

Courses Available MChem Chemistry (F103) MChem Chemistry with a Year in Europe (F104) MChem Chemistry with a Year in Industry (F105) MChem Chemistry with Medicinal Chemistry (F150) BSc Chemistry (F100) BSc Chemistry with Forensic Analysis (F1F4) BSc Chemistry with Archaeology (F1V4) BSc Chemistry with Education (F1X3) BSc Chemistry with a Year in Industry (F106)

Standard Offer MChem – ABB at A level including B in chemistry BSc – 260-290 tariff points including 80 points in chemistry. For other entrance qualifications please contact the admissions tutor Contact Dr Joanne Elliott (Admissions Tutor) Tel. 0118378 6342/8454 Email:- [email protected].

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Chemistry4 at the University of Bradford The University of Bradford’s new initiative in chemistry represents the fourth phase of chemistry teaching programmes at the University. The new Chemistry4 suite of programmes has been designed in response to employers’ needs in the 21st century for graduates with sound chemical skills and an appreciation and experience of the context of their application. The four specialist pathways in the programme relate to key employment sectors for chemistry graduates: pharmaceuticals, forensic, biotechnology and QC/ analytical. Each pathway has been developed in consultation with major graduate employers to ease the transition to employment and incorporates specific additional training related to the practise of chemistry within each industry. Core chemistry principles and skills are established at early stages of the programme and these are developed with personal and professional experience in chosen application areas. Employer advice has encouraged us to establish sound fundamental bases to chemical training in the early years of the programme and you will establish the fundamentals of academic and practical chemistry in the first two years of the courses. From here, you can decide to specialise in a thematic pathway or undertake more general training into the 3rd Year. In the 4th Year, the incorporated Masters-level training focuses on developing experience in real-world settings and you can choose to incorporate academic research or industrial placement experience within final year programmes at this point. Academic research experience involves working on your own project as part of a research team alongside post-graduate and post-doctoral researchers at the University. Industrial experience will involve working as an employee in industry, usually as part of a wider team. This allows you to enhance your CV and gain real experience of chemistry applications.

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The programmes allow you considerable flexibility in the study pathway that you follow.  Chemistry  Chemistry for Analysis –

This pathway develops practical experience in Analytical Sciences and its applications in chemical, pharmaceutical, forensic and environmental sectors. The programme includes ‘hands-on’ qualification training for key techniques using instrumentation in the University of Bradford’s Analytical Centre.

 Chemistry for Drug Discovery –

With a focus on the design and synthesis of new molecular entities for therapeutic applications, this pathway develops experience of synthetic organic/organometallic chemistry including substantial practical experience of advanced laboratory techniques. Advanced programmes in this pathway will draw on the experience of Bradford’s Institute for Cancer Therapeutics and their new cancer medicines initiatives.

 Chemistry for Medicine Development –

This pathway focuses on the development of medicines from active molecule to the pharmaceutical product. The courses develop experience of drug formulation, manufacture and clinical testing within the regulatory context for the pharmaceutical industry. The programme utilises experience of Bradford’s Institute for Pharmaceutical Innovation.

 Chemistry for Forensic Sciences –

This pathway develops the legal and operational application of chemical sciences to the Forensic field. This programme draws on the long-standing and successful provision of forensic training at Bradford, providing experience of the analysis of evidential materials, crime scene management and expert witness reporting.

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Chemistry4 The University offers the following BSc/MChem Chemistry courses:  Chemistry  Chemistry for Medicines Development  Chemistry for Analysis  Chemistry for Forensic Sciences  Chemistry for Drug Discovery

For further information on any of the above courses contact: Dr Tasnim Munshi T: +44 (0)1274 236555 E: [email protected] W: www.bradford.ac.uk/times

BSc (Hons) Chemistry and BSc (Hons) Analytical Chemistry at the University of Plymouth Apply now for entry in September 2009 You will become part of our Centre for Chemical Sciences and achieve a Bachelor of Science degree that is recognised by the Royal Society of Chemistry. As a chemist with a wide range of practical and professional skills you will be in great demand in the market place. Chemistry is an established, exciting and rapidly growing science that affects all our lives. This well established subject has been a feature of the University of Plymouth for more than 20 years! You will be taught by enthusiastic professionals, who are experts in their fields. For further details contact the University of Plymouth’s Faculty of Science on +44 (0)1752 584 584 or email [email protected]. Come and visit the campus and discuss your options with our experienced academic team at our open day on Wednesday 17 June.

Visit www.plymouth.ac.uk for more details.

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The Centre for Chemical Sciences at the University of Plymouth offers two undergraduate Bachelor of Science courses in Chemistry; BSc (Hons) Chemistry and BSc (Hons) Analytical Chemistry. Chemistry is an established, exciting and rapidly growing science that affects all our lives, and this well established subject has been a feature of the University of Plymouth for more than 20 years! Those who study there are taught by enthusiastic professionals, who are experts in their fields. The University of Plymouth’s Centre for Chemical Sciences is recognised as a leading centre for studying towards a degree in Analytical Chemistry in the UK, and has even received a range of awards for teaching. Upon completion of the degree, students become part of Plymouth’s Centre for Chemical Sciences and achieve a Bachelor of Science degree that is recognised by the Royal Society of Chemistry. University of Plymouth chemistry graduates are valued by employers because of their hands-on practical experience and knowledge of chemical concepts. As a chemist with a wide range of practical and professional skills graduates are in great demand in the market place. Currently the majority of University of Plymouth chemistry graduates find employment within six months, both locally, nationally and internationally. Most of them use their chemistry either within their job or in further study. The Centre for Chemical Sciences at Plymouth comprises 13 academic staff, and they take the time to get to know the students. All teaching staff are professional chemists and Members or Fellows of the Royal Society of Chemistry. They regularly work with scientists from all over the world, visiting other research centres and hosting international visits from other researchers. Plymouth is committed to excellence in teaching and research. The Chemistry courses have been developed to make use of the latest teaching methods, materials and technology. They take pride in constantly improving teaching methods by being open to student comments, ensuring that they have a say in how the course is run.

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Plymouth continues to invest in new purpose built buildings and facilities to provide students with a first-class learning environment. Their chemistry laboratories have recently had a major refurbishment and their instrumentation and equipment are both modern and extensive. For further details on Chemistry at the University of Plymouth, contact the Faculty of Science on +44 (0)1752 584584 or email [email protected]. You can visit the campus and discuss your options with our experienced academic team at the University of Plymouth open day on Wednesday 17 June and Saturday 17 October. Visit www.plymouth.ac.uk for more details.

Brief History Dr E. Hywel Evans studied for his BSc in Chemistry with Applied Biology at the University of Plymouth where he graduated with first class honours in 1986, followed by a a PhD in Analytical Chemistry under the supervision of Prof Les Ebdon, which he gained in 1989. After this he went to work for Prof Joe Caruso as a postdoctoral research fellow at the University of Cincinnati in the USA where he worked on the development and application of novel plasma ion sources for mass spectrometry. He returned to Plymouth in 1992, and is now Head of the Centre for Chemical Sciences and Reader in Analytical Chemistry in the School of Earth Ocean and Environmental Sciences. Dr Evans’ research interests include elemental speciation at ultra-trace levels, applications and fundamental studies of atomic mass spectrometry, chemometrics, and development of novel plasmas as universal ion sources for atomic and molecular mass spectrometry. He is the author or co-author of over 60 publications, 8 books, and numerous conference presentations. Dr Evans was awarded the Hilger Spectroscopy Prize in 1994 and the SAC Silver Medal in 2000, by the Royal Society of Chemistry.

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Chemistry: leading to careers that matter All students entering the job market have expectations that their qualifications and experience will have prepared them for the challenges to be faced in the workplace. Employers have expectations too and these will relate to the knowledge and skills of a potential new member of staff, and be considerate of the point at which they leave education to start a career. A degree qualification in Chemistry is a particularly strong candidate for meeting both sets of expectations with an additional benefit thrown in: the skills picked up by chemistry graduates are adaptable to many different career paths, both inside and outside the chemical industries. Every year the School of Chemistry at the University of Southampton sees its graduates follow a number of different pathways. From 40 - 50% of them chose to take a research degree (PhD), around 20-30% start a laboratory based research career in industry and the remainder start out on careers that use their strong skills set on a day-to-day basis (e.g., teaching, finance, law, project management, IT and computing to mention just a few). In the most recent National Student Survey (NSS 2009) our students rated us highest in the UK for overall satisfaction with their course (4.7 out of 5.0) and even more highly when responding to the question of whether they felt that their degree had improved their career prospects (4.9). This is a big thumbs up recognising our efforts to ensure that career awareness, what is available and how to compete for it, is part of our learning experience for the full duration of our degree programme. What is the basis of our success in creating the right environment for our students to develop, and the subsequent success in their careers? Firstly, we exploit the fact that chemistry is a subject rich in skills development that can be provided simultaneously with learning the subject matter. The laboratory experience is one that cannot fail to enhance technical, problem

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solving, time management, safety, data acquisition, analytical, and communication related skills. Introducing more enquiry based, independent, research learning as the degree progresses reinforces all of these skills while encouraging commitment, ownership, independence and responsibility for the work and study being undertaken. Secondly, we seek every opportunity to develop the more subtle skills of team working, leadership, critical analysis, and the ability to defend a point of view, by using a mix of dedicated courses and imaginative assessment of subject knowledge. Thirdly, we create opportunities to gain relevant experience through extracurricular Summer Schools, vacation internships, volunteering, and Ambassador Schemes. All these are complemented by the assessed research placement that is a significant part of some Masters in Chemistry (MChem) degrees. These placements received another strong endorsement from our students with ratings of 4.7 and 4.8 for on-placement subject knowledge and skills development respectively (NSS 2009). Finally, we work together with careers professionals and our alumni to bring the diversity of career opportunities to the attention of our students. We support this with workshops showing how to evaluate personal skills and experience and then to support the written and verbal communication of this analysis in effective CV writing and interview performance. The job market is ever changing under the influence of socioeconomic including globalisation, sustainability, and most recently, the worldwide financial crisis. New challenges face the 21st century and chemistry is going to play a big part in solving them. Bill Gates commented on the challenges in the context of global healthcare “Without compassion we won’t do anything. Without science, we can’t do anything.” Students from the School of Chemistry in Southampton will have the skills to ‘do something’ in the future. They could help develop solutions to tomorrow’s problems, and they can do so in the knowledge that they themselves will have a satisfying and lucrative career at the same time.

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A challenging degree, a rewarding future. Careers through chemistry We offer a great combination of learning in chemistry and experience in the wider skills essential for success in the workplace. Your course will be enriched with opportunities to learn about the diversity of careers available to chemistry graduates, and how to compete for them. With a chance to gain experience in the workplace your time in Southampton will prepare you for your future. Contact us to find out more about our degrees (MChem and BSc): Tel: +44 (0)23 8059 4156 | Email: [email protected] www.southampton.ac.uk/chemistry

much more than CSI Forensic Science at Staffordshire University UÊʜ˜iʜvÊ̅iÊLiÃÌÊÀiÜÕÀVi`Ê`i«>À̓i˜ÌÃʈ˜Ê̅iÊ1 UÊÊVÀˆ“iÊÃVi˜iʅœÕÃiÊiµÕˆ««i`Ê܈̅Ê`ˆ}ˆÌ>Ê

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Forensic Science - much more than CSI Forensic Science is a subject that has captured the imagination of large numbers of people throughout the UK and beyond. Television shows, like CSI and waking the Dead, have helped to fuel interest with people of all ages. And, whilst there is great entertainment value in forensic science, there is also the much more important and serious side to it as well. Forensic Scientists and those in related occupations, including Scenes of Crime Officers, Vehicle Examiners, Fire and Accident Investigators, and Fingerprint Experts, use their knowledge of science to bring criminals to justice and provide factual evidence in a range of other legal disputes. So how can you develop a career in Forensic Science? One of the first things to consider is whether you see yourself as a ‘scientist’ where you will be working in a laboratory using your in-depth knowledge of scientific principles and techniques, or whether you are more suited to life as an ‘investigator’ and be closely involved in gathering evidence and ‘solving crimes’! Forensic Science degrees provide a well rounded education in analytical science built upon core elements of biology and chemistry that are applied to the world of forensics. In addition, there is the field of ‘criminalistics’, which includes the management, documentation and recovery of evidence from crime scenes, the analysis of evidence such as fingerprints, shoemarks and glass and paint fragments, through to the presentation of evidence in the courtroom. It is this broad coverage of scientific knowledge and practice that makes a degree in forensic science attractive to so many students. Since 2006, the Forensic Science Society, the professional body that represents forensic science and scientists in the UK, has been accrediting forensic science degrees, one indicator of the value placed on an undergraduate degree in this field. There are now a number of universities who offer accredited degrees; take a look at www.forensic-sciencesociety.org.uk for the full list and further information about the society. There are a number of other degree options that tend more towards the investigative nature of forensics and hence focus less on the biological and

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chemical aspects. Examine courses entitled Forensic Investigation or Policing and Criminal Investigation if you see yourself getting out-and-about and mainly involved in crime scene work or investigations, or just don’t fancy the idea of life in the lab. Graduates from forensic science courses posses skills and knowledge of immense value in today’s intensely competitive job market, having excellent problem solving, team working, communication, presentation and analytical skills, and it does not take them long to realise that these skills, combined with their strong scientific base, make them a valuable resource for the job market. There are clear progression routes into laboratory positions at the numerous forensic providers, such the Forensic Science Service, Forensic Alliance, Scientifics, Forensic Pathways and LGC, where many graduates have found work. Many graduates have also secured posts as crime scene or vehicle examiners, making use of their crime scene investigation and evidence analysis knowledge. However, you may want to think further afield and consider other occupations that include forensic photography, fire and explosion scenes investigation, document examination, environmental analysis, entomology, genetics, general analytical chemistry and biosciences. The fundamental thing about studying forensic science is that you are becoming a science graduate and will have scientific knowledge and skills that are applicable to many different scientific roles. Furthermore, there are opportunities to continue your studies to MSc or PhD level in a specialised area of forensic science, as well as opportunities to redirect, for examples in teaching or on fast track medical degrees to follow careers in forensic pathology. Whatever your career aspirations, another thing to bear in mind is that the vast majority of forensic science students tell us that their studies are stimulating and interesting, but also great fun! For further information: www.staffs.ac.uk/forensic e: [email protected] t: 01782 294880

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An alternative pathway into Medicine BSc Medical Sciences and Humanities BV95 Bridging the gap between the sciences and the humanities, this course at Swansea University is a proven pathway into Graduate Entry Medicine, the para-medical professions, managerial careers in healthcare, social services, local government, and the public/private sector in general. Medical Sciences and Humanities at Swansea University’s School of Health Science has consistent, year-on-year student success in applying for Graduate Entry Medicine. This innovative, interdisciplinary degree - the only one of its type in the UK was developed in conjunction with Swansea University Medical School and is designed as an ideal platform for graduate entry into medicine or to the para-medical professions (e.g. physiotherapy, health promotion etc). Medical Sciences and Humanities encourages an integrated idea of medicine and healthcare by offering a diverse range of subjects. Modules range from (patho-) physiology, anatomy, therapeutics, genetics, and the informationhandling techniques of evidence-based medicine, to ethical, legal, sociological, historical and psychological aspects of medicine. Our aim is to help students think critically about the nature of medical knowledge, as well as teaching them its technical aspects.

Recent Graduates’ Comments Aimee Calo, 22, from Swansea “I have always wanted to study medicine for as long as I can remember. I was extremely disappointed that I didn’t receive an offer to study medicine after my A levels. I decided to attend Swansea University as the Medical Sciences and Humanities course really appealed to me. I’m extremely happy to have been accepted onto Graduate Entry Medicine at Swansea”. Kim Hannam, 21, from Taunton “The Medical Sciences and Humanities course captured my interest as it had the unique combination of having science with clinical emphasis and topics relating to Medicine. The course is a really interesting mix, which helps to gain a rounded and deeper understanding of health care in the 21st century”. Thomas Donald, 21, from Lancashire “I’m very excited to be going on to Graduate Entry Medicine at Manchester University. It’s all I have ever wanted to do. Medical Sciences and Humanities is very broad, covering many aspects of medicine, not just the physiology side. It makes you think in different ways, and you begin to see problems in a different light”.

To find out more Contact Dr Andrew Hull, Admission tutor on 01792 518599 or email [email protected]. Alternatively contact admissions on 01792 518531 or [email protected].

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To Discover And Understand. To find out more about our courses in Biomedical Science visit: www.sheffield.ac.uk/bms

A degree in Biomedical Science from the University of Sheffield Biomedical Science underpins our understanding of the human body in health and disease. Our degree provides a foundation in the traditional subjects of human anatomy, physiology and pharmacology alongside innovative aspects of human stem cell biology, neuroscience and regenerative medicine. We also offer a dual degree in Biomedical Science with Enterprise. Together with our neighbouring Departments of Molecular Biology and Biotechnology and Animal and Plant Science, we are amongst the top five centres for research in Biological Sciences in the UK and Europe and have the highest reputation for teaching.

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Skills for work Our graduates play a major role in industry, society and at all levels of the government’s health agenda from medical research to health care, education and administration. We provide training in transferable Students discuss their project in one of the research laboratories skills including interview technique, oral and poster presentations and research ethics. Our students can take a year out in industry; gain research experience in our laboratories in the summer vacations; study overseas or gain experience in schools. Your future Over the last three years 94 per cent of our graduates were either in paid employment or full-time education within six months of graduation. Twenty eight per cent entered the healthcare sector and the pharmaceutical and biotechnology industries. Others went into retail, the civil service, banking, insurance, teaching, recruitment agencies, the leisure industry, estate agents and an auction house. About a third chose further or higher study, such as Masters or Doctoral degrees in subjects related to biology and medicine; undergraduate degrees in medicine or dentistry and law. Others went on to study a range of paramedical subjects such as physiotherapy, forensic science Zebrafish are used as genetic models for and ophthalmology. human disease

A degree…and more The University encourages a positive attitude not only to academic excellence but also to voluntary work and community service, enabling students to contribute to the region and to gain valuable skills that will help their employability. “The Sheffield Graduate Award”

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recognises experience gained at university outside the degree course structure. Our students enjoy many aspects of their social and educational experience in Sheffield, as reflected by one of our most recent graduates who commented that “The opportunities enable me to continue my pursuit of the science of medicine … with the skills to thrive in a surprisingly diverse range of career directions.” The University of Sheffield We are one of the UK’s leading universities. Teaching quality assessments rate our teaching very highly across a wide range of subjects, and official research assessments confirm our reputation as a centre for world-class research in many disciplines. We have nearly 24,000 students from 124 countries, and almost 6,000 staff. The University of Sheffield is a popular choice with applicants for university places, and once they arrive, our students enjoy the experience so much that many settle in Sheffield after they The Student Union is one of the most popular in the UK graduate. To learn more about our degrees in Biomedical Science and find out what it’s like to study at one of the top universities in the UK, visit: www.sheffield.ac.uk/bms/ Matthew Holley completed a BSc in Zoology at the University of Newcastle-upon-Tyne in 1979 and a DPhil from the University of Oxford in 1983. In 2001, following a series of research fellowships at the Universities of Oxford, Stockholm and Bristol he moved to a Chair in Sensory Neuroscience at the University of Sheffield, where he is now head of the Department of Biomedical Science. His research is focussed on the biology of hearing and the development of potential treatments for hearing loss.

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BSc Hons Biomedical Science - UCAS CODE: B992 C BSc/BioSc BSc Hons Biomedical Science with DIS/DAS - UCAS CODE: B991 C BSc/BSDis BSc Hons Biomedical Science Coterminous with DPP (Pathology) - UCAS CODE: B990 C BSc/BSDPP If you want an interesting, challenging, and meaningful degree that can lead to a wide range of flexible and rewarding career opportunities with direct impact on patient care - then a Biomedical Science degree at Ulster is for you ... For further details please contact: School of Biomedical Sciences t: +44 (0)28 7032 3276, e: [email protected] or visit http://www.biomedicalsciencesulster.com/ http://www.science.ulster.ac.uk/biomed/courses/

Biomedical Science: Higher education and careers Biomedical science is a diverse and exciting field encompassing the study, research, practice, and understanding of the biological and medical basis of health and disease, applying the latest scientific knowledge to the diagnosis, treatment, cure, and prevention of disease. With important roles in medical/healthcare teams Biomedical Scientists (Healthcare Scientists) are responsible for investigating and diagnosing illnesses such as cancer, diabetes, food poisoning, hepatitis, HIV, and meningitis. Laboratory-based Biomedical Scientists analyse clinical

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specimens of blood, tissues, and body-fluids, using a range of fundamental and complex tests, involving screening, interpretation, and monitoring patient treatments. Biomedical science is a dynamic and constantly evolving field, where expertise is directly informed by cutting-edge research. Sustained and rapid growth of this sector means a growing global demand for skilled graduates from Universities recognised for excellence in biomedical sciences. The University of Ulster has a distinguished track record in biomedical science and is recognised across Europe for strength in both teaching and research, highlighted by a top score in the UK Research Assessment Exercise (RAE2008) – the academic “Olympics”, and following this analogy, Biomedical Sciences at Ulster has come away with “gold” three successive times! The School of Biomedical Sciences offers a number of courses including the popular BSc Hons Biomedical Science, one of the first in Europe, and highly regarded by students, graduates, and employers. All our students receive the highest quality education and training from internationally-renowned academics making major strides and breakthroughs in understanding and treatments for major diseases, and have the opportunity to personally contribute to these ongoing efforts, particularly through project work in top-class facilities. BSc Hons Biomedical Science at Ulster comprises diverse modules, allowing students the opportunity to learn about detailed workings of the human body, through topics such as physiology, and biochemistry. This provides a solid foundation on which our students can build knowledge and understanding of the biological basis of disease, through study of core specialist biomedical disciplines including applied genetics, cellular pathology, clinical biochemistry, haematology, and medical microbiology. Many graduates wish to practice as qualified “Biomedical Scientists” within the UK health service, which requires registration with the Health Professions Council (HPC; www.hpc-uk.org). The primary route to HPC-registration is through study of a degree accredited by the Institute of Biomedical Science (IBMS; www.ibms.org) and approved by HPC. Importantly, not all Biomedical Science degrees offered by UK Universities have HPC/IBMS approval, so care should be taken during selection. The BSc Hons Biomedical Science with Diploma in

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Professional Practice (Pathology) at Ulster is approved/accredited by the HPC, IBMS, and Academy of Medical Laboratory Science (AMLS; www. amls.ie), clear benchmarks of quality, facilitating graduates attaining the IBMS ‘Certificate of Competency’, enabling application for registration as a Biomedical Scientist by the HPC, with additional employment opportunities. Biomedical scientists also make important contributions to research and development, and with highly-developed analytical and other generic and transferable skills, often find themselves on unexpected career pathways inside or outside bioscience. It is impossible to capture the full range of further education, training, or international public/private sector careers biomedical science graduates have pursued, but examples include Masters, Doctoral or other graduate degree programmes (e.g. accountancy, finance, IT, journalism, law, medicine, marketing); R&D, regulatory affairs, sales/technical representatives for pharmaceutical, veterinary, agri-food industries, and medical device manufacturers; forensic science; Government and Public Health, management; patent attorney; research; specialised laboratory work/consultancy; and teaching/education. So if you want an interesting and challenging degree that can lead to a wide range of flexible and rewarding career opportunities directly contributing to improvement of health and wellbeing the world over, you are encouraged to consider studying Biomedical Science at the University of Ulster. Biography: Dr Neville McClenaghan is Head of School of Biomedical Sciences at the University of Ulster, and Chief Operating Officer of spin-out company, Diabetica Limited. He graduated with a BSc (First Class) Honours and PhD in Biomedical Sciences at the University of Ulster, is Fellow of the Institute of Biomedical Science, and held research positions in diabetes at the University of Uppsala, Sweden, and Hannover Medical School, Germany, before taking up an academic appointment at Ulster in 1998. Dr McClenaghan is an advocate for entrepreneurship with a keen interest in diabetes, author of over 90 peerreviewed publications, and recipient of a number of awards including The Physiological Society’s prestigious Sharpey-Schafer Prize and the top European ACES Academic Enterprise Award for Innovation in Life Sciences 2008.

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School of Biomedical Sciences

B.Sc Hons Degree Programmes in Anatomy and Human Biology, Pharmacology and Physiology 100 places available each year across the three programmes. For further information and details of University Open Days contact: Lisa (0151-794-5455; email [email protected])

Additional information on our web pages at: http://www.liv.ac.uk/biomedsci/

UNIVERSITY OF

Biomedical Sciences at the University of Liverpool Biomedical Sciences cover the study of health and disease and their underlying biochemical, physiological and pathological processes. This area represents the interface between biology and medicine and captures the excitement and future aspirations of this currently booming area of medical research. With the human genome sequence, and other developments in medical research leading to new opportunities for disease therapy, Biomedical Sciences will form the foundation for future prosperity and health. Biomedical Sciences in Liverpool comprises three degree destinations: Anatomy and Human Biology, Pharmacology and Physiology. In Anatomy

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and Human Biology, the form and structure of the human body is studied at all levels, with a strong element of practical dissection. In Pharmacology, the emphasis is on understanding disease processes and how these can be modulated by drugs. In Physiology, the focus is on regulatory processes at the tissue and cell level, with particular emphasis on the control of physiological events and the changes that underlie disease. A degree from the School of Biomedical Sciences in Liverpool will prepare you for life with the learning of transferable skills. These include the ability to make an appraisal of experimental data, an appreciation of the state-of-the-art in the Honours subject, experience in researching and presenting an original hypothesis or new idea, experience in the use of information technology to professional standards. All students are taught by internationally rated scientists and experience research in the School that is currently funded by over £35 million pounds of external research grants. Graduates from Liverpool in one of the Biomedical Sciences have an excellent choice of careers. Commercial sectors that recruit Biomedical Sciences graduates include the Pharmaceutical, Food, Biotechnology and Agriculture industries. In the public sector, Biomedical graduates are in demand in research institutes, Government Departments, the Health Service, Forensic Science and drug regulatory bodies. A significant proportion of biomedical graduates enter the medical, dental and veterinary professions. Many graduates continue their study for a higher degree (MRes or PhD) in our own Graduate School or elsewhere. Biomedical Sciences graduates also have access to all the careers available to graduates in general, such as management, accountancy and human resources. A postgraduate qualification for entry into the teaching profession is another option, particularly with the current need for science teachers. Professor Bob Burgoyne has been Head of the School of Biomedical sciences since 2004. He previously worked in the Medical Research Council’s National Institute of Medical Research before coming to Liverpool in 1983 and where he is Professor of Physiology. He was awarded the Demuth Swiss Medical Research Foundation’s Annual International Award for Young Investigators in the Neurosciences. He is an elected Fellow of the Academy of Medical Sciences which selects Fellows based on their exceptional contribution to the advancement of medical science.

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Discover Arts and Social Sciences at City University London Introduction If you are a student who finds themselves fascinated by the behaviours and interactions of people and society, or if you are interested in the study and development of the arts, media and cultural enterprise; then an undergraduate degree in the realms of Social Sciences or Arts is an area of study for you. City University London is an established, forward thinking institution with a reputation for quality. As the University for business and the professions, we are committed to meeting the changing educational needs of individuals, employers and society. It is as a result of this that we have an excellent record for graduate employment, having been ranked fifth for employability by the Sunday Times (2008). A truly cosmopolitan University based in the heart of London, every year we welcome many students from across the globe creating a vibrant and lively environment in which to study and live. We are dedicated to attracting and supporting high quality and talented students irrespective of social background or nationality.

About the Schools of Arts and Social Sciences The Schools of Arts and Social Sciences at City University London have a long and distinguished record of achievement and have educated undergraduate students from all over the world for over thirty years. We are proud to continue with this tradition by providing undergraduate students with a plethora of innovative and contemporary degree courses across the disciplines of Economics, International Politics, Sociology, Psychology, Music, Journalism and Cultural Enterprise.

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The quality of teaching and education we offer is exceptional and we provide a rigorous and challenging environment in which this takes place. We consistently pursue a policy of appointing staff who are not only excellent teachers, but also internationally renowned researchers. It is this strong link between teaching excellence and quality research that enhances the learning experience for all our students. What’s more, our students have access to outstanding facilities – from the new £22m purpose built and contemporary social sciences building through to £12m investment in the School of Arts, creating a stimulating and unique environment for all our students to experience first-rate education. This impressive range of facilities includes a purpose built suite for journalism; new research and performance areas for music; experiential psychology laboratories; high performance computing suite’s and; communal learning and social spaces. The Schools work closely together on a number of programmes and our challenging but rigorous courses of study provide transferable skills, fully preparing our students with the skills they need for their chosen career from day one. Professor Christina Slade, Conjoint Dean of the Schools, has experience in both Arts and Social Sciences. Widely published, her work is interdisciplinary, crossing philosophy, politics and communication. Christina says: “City University London is an exciting place to work and study. Our location, leadership and well established centres in journalism, cultural policy, international politics, economics and sociology, to name but a few, mean we can offer a broad and challenging curriculum to students from the UK and beyond. Discovery is vital to learning and we aim to motivate our students to explore new ideas with the support and guidance from our tutors and lecturers. “ This is demonstrated through the collaborative provision of many of our undergraduate degrees including the BSc in Media Studies and

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Sociology and the BA in Journalism and a Social Science which brings together the two disciplines and provides a unique opportunity to combine a practical education in journalism or media with a social science. These courses are developed in partnership with industrial and professional practitioners and employers allowing our students to develop strong vocational skills, and in many cases, participate in work-based learning through placement schemes. Combined with a theoretical framework, the practical element of these courses enables students to put their new found knowledge and skills into practice whilst forming valuable links with potential employers.

Careers in Arts and Social Sciences Pursuing disciplines in Arts and Social Sciences can lead graduates on a pathway of discovery through a number of controversial and internationally relevant issues. Opportunities available to you on completion of an undergraduate programme will largely depend upon the programme you undertake. A combined sociology and media based degree gives students a good all round education and transferable skills and is an ideal way to extend opportunities towards working as specialists in a variety of local, national and international settings. Graduates from degrees such as this pursue careers within a variety of professions. As well as opportunities for further specialisation through postgraduate study and related research fields, our graduates are employed in areas such as journalism, public relations, advertising, marketing and the cultural industries sector. Whatever your decision, ensure that you choose the best programme to suit your personal needs and aspirations, take your time in deciding, and most importantly enjoy the Social Sciences and Arts.

Start the discussion… If you would like to find out more about the courses of study and opportunities available or for details on our undergraduate open events visit the website www.city.ac.uk/artsandsocialsciences

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A vibrant and dynamic student experience is assured while studying at Edinburgh Napier University’s Ian Tomlin Academy of Music – which is 40 years old this session. It is located at the top of one of the hills of Edinburgh Napier University’s picturesque campus at Craighouse, on the south side of Scotland’s historic capital city, Edinburgh. From almost all vantage points of the campus one can experience stunning views out across the city and its surrounding countryside – out toward the Firth of Forth and (on a clear day!) Edinburgh’s famous castle. The close-knit student community focused around the Ian Tomlin Academy of Music’s BMus undergraduate programme currently comprises of more than 150 students; complemented by a burgeoning research postgraduate contingent. Every day of the academic year is full of music making opportunities for our students, whether by taking part in our Orchestra, Choirs, Contemporary Music Ensemble, or the many other smaller chamber groups that are found practicing within our walls (string ensembles, guitar ensemble, saxophone ensemble … ). The study possibilities with us at modular level are considerably broad, all students must study a chosen instrument/voice or composition along with history, theory and critical studies, however in addition to this requirement students are free to choose from a myriad collection of modules including: keyboard accompaniment, electroacoustic composition, jazz improvisation, music aesthetics, advanced performance, world music, composition and arranging, music therapy and many many more. Essential to a positive student experience is the key element of staff commitment and professional leadership example. All of the teaching staff at the Ian Tomlin School of Music (both permanent and visiting) are deeply committed educators and are all actively engaged in the music profession in one sense or another. Indeed, in many ways our diversity of staff perspective and interest reaffirms a broad and varied student experience. While all of our permanent members of staff have firm links with the music profession as composers and performers (some with international reputations) we also have a number of dedicated high-profile positions held by distinguished musicians, which help to bridge the worlds of academia and that of professional music-making including: Ensemble in Residence ‘The Edinburgh Quartet’; Composer in Residence – Kenneth Dempster; Jazz Musician in Residence – Haftor Medboe. We continue to be active and closely involved in the promotion of many music events, concerts and festivals throughout much of the year, such as our extensive lunchtime recital series’; the Edinburgh Quartet Concert Series; the Edinburgh Organ Academy; the Jazz Summer School and the Sonic Fusion Festival to name but a few. Stephen Davismoon

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Stephen Davismoon Short Biography Stephen Davismoon was born in London and completed undergraduate studies in music at the University of Southampton in 1990, specializing in composition and performance. In 1996 he went on to complete his Doctorate in Composition at the University of Edinburgh, studying with Nigel Osborne, Peter Nelson and Edward Harper. He is currently Head of the Ian Tomlin Academy of Music at Edinburgh Napier University, where he lectures in Composition (with and without digital technologies); Contemporary Music History; Music Analysis; Music Aesthetics and Music Dissertations. As a researcher he has enjoyed a professional composition career for over 15 years; during which time he has had performances in Brazil, France, Germany, Holland, Iceland, Italy, Lithuania, Spain, Switzerland, UK, Ukraine and Uruguay. He has worked with many notable musicians and institutions and festivals along the way: Roberto Fabbriciani; Die Neuevocalsolisten; Scottish Opera; Centro Tempo Reale; Tara Boumann; CCMIX Studios; Edinburgh International Festival – ‘Behind the Scenes’; Martyn Brabbins; Chamber Group of Scotland; Le Champs Libre; Ensemble Linea; Brake Drum Percussion, Treviso Italy; Klangwerktage Hamburg; Finestre sul Novecento, Italy. Prizes include: • • •

1995 featured composer of the ECAT Young Composers Forum. 1997 won first prize and the Ricordi Publishing Prize at the 12th International Composition Seminar Boswil, Switzerland. 1998 featured composer at the 5th International Composers’ Forum Kiev, Ukraine.

As a musicologist he has developed a reputation for writing on issues concerned with Contemporary Music. In particular his studies on the work of Luigi Nono and Edgard Varese for Routledge have gained him an international readership. In 2005 he founded the Sonic Fusion Festival and The Research Ensemble and currently serves as the Artistic Director for each – details for which can be found at www.sonicfusionfestival.com.

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› S  tudyMusicinafriendly,supportive,forwardlookingandvibrantinstitutionwhereyouwill  studyaninstrument,voiceorcompositionas  amajorstrandofyourstudies › A  syouprogressyouarefreetochoosefrom alargerangeofstudyoptionsincluding:Jazz Improvisation;TechniquesofConducting; ElectroacousticComposition;WorldMusic  andmanymore › O  urProgrammeisstructuredsuchthatyour individualqualitiesareidentifiedanddeveloped  asyouprogress › E  verydayoftheacademicyearisfullofmusic makingopportunitiesforourstudents › O  urmembersofstaffhavefirmlinkswiththe musicprofessionascomposers,performersor musicologists;allaredeeplycommittededucators Edinburgh Napier University is a registered Scottish charity. Reg. No. SC018373

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Part Three

Work

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Great careers need the right space to grow.

The EU institutions offer a very wide variety of different careers, each with challenging work, early responsibility, life-long training and personal development, and opportunities to travel (also a good salary, allowances and benefits package). To work as an administrator (AD official) in the EU civil service you will need: a university degree or equivalent, a satisfactory knowledge of a second EU language and EU citizenship. Most vacancies for permanent and temporary staff within the European Commission, Council, Parliament and other institutions are filled via open selection procedures and competitions. To find out more, visit: www.eu-careers.eu

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The European Union Institutions What we are looking for The EU Institutions employ 40,000 women and men from a wide variety of cultural, educational, and professional backgrounds who are united by their passion for Europe. Staff in the EU Institutions enjoy a truly multicultural work environment. They are all professionals in their own field and excellent team players. With their enthusiasm and knowledge they contribute to the prosperity not only of Europe, but also to the world at large. That's why we are looking for people who have something more than just knowledge and professional skills: the drive to deliver results and the ability to work effectively as part of a multi-cultural team. Our offer • • • • • • •

Meaningful work Challenging, interesting and diverse objectives Dynamic career (opportunities to change direction/field throughout your career) International and multicultural work environment Access to excellent training Outstanding work-life balance (e.g. flexitime, teleworking) A competitive and progressive benefits package (medical cover, allowances, free of charge European schools for children, pension scheme).

Are you eligible? Every candidate must: • •

be a citizen of a Member State of the European Union and be entitled to full rights as such a citizen have a thorough knowledge of one of the official languages of the European Union and a satisfactory knowledge of a second.

In addition, candidates must meet the specific requirements relating to qualifications and professional experience (where applicable), as set out in the Notice of Competition. Minimum educational requirements vary according to the position. In general, a university degree is required for all Administrator level positions. Relevant work experience may be required in some cases. Linguists (interpreters, translators, lawyer-linguists) are required to demonstrate additional knowledge of languages, beyond the minimum requirements set out above. Selection procedure Candidates wishing to take part in a selection procedure need to complete an on-line application form. The selection procedure usually comprises three phases: admission test, written test and oral test. Find extensive information on www.eu-careers.eu. Contact us By e-mail via our web form on www.eu-careers.eu By phone on +32 (0)2.299.31.31 from Monday to Friday during opening hours: 9.00 -11.30 and 14.00 -16.00. By post: European Personnel Selection Office Candidate contact service Office C-80 00/40 B-1049 Brussels Belgium By fax: +32-22957488

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Earn while you learn. Around here it’s easy peasy, lemon squeezy.

APPRENTICESHIP PROGRAMME – OPPORTUNITIES ACROSS ENGLAND Some people thinkyou need to choose between working or getting a qualification in order to have a successful career. We see things a little differently. That’s why we offer our staff the chance to earn their usual wage and work towards a City & Guilds qualification at the same time on our Apprenticeship Programme. After qualifying, it is up to you what you do; whether you climb the ladder, move sideways or stay where you are. Lasting up to 12 months, the programme is available at selected stores across England and will equip you with the skills and knowledge you need for a productive and rewarding career. Meanwhile, you’ll still be learning and growing in your role as a member of our team. It’s a win-win situation. You can choose to specialise in Service, Replenishment or Express, and each programme offers a combination of practical assessments

www.tesco-careers.com Tesco is an equal opportunities employer.

and hands-on experience. Everything you need to do is completed in-store with the support of Managers. Better still, there’s no homework to worry about. The programme is available to any Tesco employee contracted to earn at least £110 per week, not currently in full-time education and aged 16-65. You’ll need to be committed to a career in retail, with the initiative and willingness to give it your all. We like to keep things fast-paced and ever-changing and we want to hear from you if you do too. Not everyone wants a qualification for the same reasons, but we know that all our Apprentices feel the same sense of pride when they gain theirs. Whether you want to climb the career ladder or just your own personal mountain, we can give you a helping hand to take that first step. To find out more, visit www.tesco-careers.com

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7

Types of work

This chapter looks at: ● ● ●

getting work at 16; getting work at 18; types of work that you can do.

Getting a job is not just about going for a cosy nine to five with one of the major employers (if there is such a thing as a ‘cosy’ job!). There are many types of job out there, not to mention the on-the-job training and apprenticeships, and work experience, that you can undertake.

Getting work at 16 As you read through the next few chapters, you’ll find out about some of the options that are open to you if you want to find work at the age of 16 (after you have left school). For example, you may start work on an apprenticeship scheme, which means that you will be working and training at the same time.

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Initially, the places to go for advice if you are thinking of getting a job straight after leaving school are your school’s careers teacher and your local Connexions office. Visit www.connexions-direct.com for further information, or telephone 080 800 13 2 19.

While the decisions you make in your life are ultimately for your benefit, it is a really good idea to get on to an apprenticeship or training scheme. You will be able to gain vocational qualifications as you are working and earning money, and keep up with the competition in the workplace. If you

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Do you know where to go for the best careers advice on the creative and cultural industries? What tools do you need to get in and on in the creative and cultural industries? www.creative-choices.co.uk is an online resource created to help you take control of your career. Creative Choices° gives you access to the right tools, knowledge and networks to make better informed decisions - whether you want to work in advertising, craft, cultural heritage, design, music, performing arts, visual arts, literature, fashion or TV. TOOLS Access a range of useful tools and resources including: Career mapping – to help you make a better informed career decision Find and compare courses within the creative and cultural industries Career clinic and helpful quick guides including CV tips KNOWLEDGE Creative Choices° holds a rich body of industry intelligence that will help you to get on in a creative or cultural career: Case studies, interviews and short films from people who are already working in the industry News, events and the latest industry information NETWORKS Connecting you with the people in the creative and cultural industries through: Blogs, mentoring, case studies, interviews and short films Share the latest views and opinions from industry, on issues that affect you Visit the site and see for yourself the range of careers advice including case studies, job profiles and industry news, as well as multimedia content such as Choices° TV, plus interviews and blogs from famous names from the creative industries. Whether you’re the next Emily Eavis, Kevin Spacey, Banksy or JK Rowling, Creative Choices° is the essential kit for your career.

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leave school and go straight into a job that offers you no further training, education or development, you could find yourself falling behind the others in your age group whom you will be competing with for jobs throughout your life.

What to do next If you know that you are going to try to get a job at 16 rather than stay on in FE, these steps might help you: ●

●

●

●

●

●

●

Ask your form tutor and careers teacher about work experience. He or she may be able to arrange something for you to do after school or in one of the school holidays in your final year to give you that little extra advantage on the job market. Attend every session that your school runs on careers. The school may have a careers fair where local employers come to talk to students about the world of work from their perspective. If your school runs a careers fair, make sure that you go; you could make really useful contacts and find out about options that you had never thought of. Ask your careers teacher about work-based training schemes and apprenticeships. He or she will be able to give you all the latest details and tell you about any local schemes that may exist. Get a notebook and write down all the information you gather. Even if it is not useful now, you never know when it might come in handy! Make sure that you read through these notes frequently to remind yourself of what tips and information you have picked up. Do not be tempted to take just any job, particularly if it doesn’t offer you any future prospects. Always think about what you can progress to. It is important to think about your working life as a series of steps or stages, and to get stuck in a dead-end job at such a young age will not be good for you. Do not take a job that you know is too easy for you. You will get bored very quickly and that will destroy your chances of getting any job satisfaction at all. Make sure that you know exactly why you want to get a job and not stay on in FE. You might consider rereading the first few chapters of this book to see what choices you have, particularly in FE.

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If your final decision is to go for work, make sure that you read this chapter thoroughly. Your CV and letter-writing skills will need to be excellent and the chapter on going to an interview will be very useful too.

Getting work at 18 If you want to get a job at the age of 18, you can still use the Connexions service for advice, as well as your local Jobcentre Plus. You may also want to consider doing a training scheme so that you learn additional skills alongside your job. This would be the best idea for most 18-year-olds who decide not to go into HE.

What to do next If you know that you are going to try to get a job at 18 rather than stay on in HE, these steps might help you: ●

●

● ●

● ● ●

Talk to as many teachers and tutors at your school or college as you can. Use their expertise and advice. In particular, make use of the careers library and any specialist careers help that might be on offer. Get into the habit of visiting your local Connexions office as often as you can. Ask about the vacancies that they know about and any training schemes that you might be suitable for. You are not too old for a training scheme such as an apprenticeship and there just might be the perfect opportunity for you! Aim to get your next move sorted out before you leave school or college so that you do not have any periods when you have nothing to do. Use the careers library at your local Connexions office. Ask for support and guidance; there may be someone there who can spend some time going over possibilities with you. Ask at your local Jobcentre Plus if they have an adviser who specialises in your age group. Ask if you can make an appointment to see him or her. Do not reject any ideas without fully considering them. You may not have thought of them as possibilities before, but could they be for you? Read all the information in this book about how to find vacancies, apply for jobs and attend interviews.

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gramme. The Tesco A-Level Options Pro nts. For the most ambitious stude MANAGEMENT CAREERS to succeed? If you have 180 Have you always been eager GCSE Maths and English and d) UCAS points (or expecte ready to head all the way to grade A-C in the bag, you’re is just the place to do it. the top. Lucky for you, Tesco mme is a 12 month, gra Our A-Level Options pro mme that’ll see your gra pro ent fast-track managem l ugh Line Manager (1st leve first 6 months working thro role ive act an ing tak ilst wh of management) modules in store as a Team Leader. Tesco, you’ll begin your Of course, as you’d expect from benefits package, plus and ry career on a competitive sala the training and support you we’ll make sure you have all . need, both on and off the job Directors joined us as a rd Boa in ma our of In fact, one sky’s the limit. Visit the see school leaver, so you can el-options for more www.tesco-careers.com/alev r career with Britain’s information about building you No1 retailer.

nities employer. Tesco is an equal opportu

Vacancies in DWP

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Various locations across Great Britain

Forget the bowler hats – the Department for Work and Pensions offers a range of rewarding careers. What we do can transform lives – helping children out of poverty, people to find jobs, supporting those out of work or providing security in retirement. Working with us you could be dealing with the public in a local Jobcentre Plus office or a regional Pension Centre, or you might be ‘behind the scenes’ in a team formulating policy or providing operational support. Our people are our most valuable asset. We develop and maximise the potential of all our employees by giving them the knowledge, skills and experience to do their job and for their career with the Department. We offer learning and development opportunities, including internal and external leadership and management programmes. Further information about working for DWP can be found at: www.dwp.gov.uk/working/ together with our current vacancies and how to apply.

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Types of work It would be impossible to list here all the possibilities that exist in the world of work today. The Information Age is helping to ensure that the pace of change is rapid and we all need to make sure that we can remain employable by: ● ● ● ● ●

getting the qualifications we need to be able to thrive and compete in the working world; developing our skills and looking out for new opportunities and experiences; having high standards in certain key skills such as ICT, communication, numeracy and literacy; being willing and able to cope with change; being willing to look at the possibility of pursuing several careers through our lifetime.

With the right attitude and a commitment to show employers that you have what it takes and that you have the qualities that are needed in the workplace, there’s every chance that you can succeed in getting a job if that is what you want.

The different sectors The world of work can be split into three main sectors: the private and public sectors, and a new non-governmental ‘Third Sector’. They all have quite different approaches and philosophies, and they feel very different to work in. You may feel that you are naturally more suited to one than another, depending on your personality and nature.

The public sector There are certain organisations that belong to the state (which means that we all ‘own’ them). These include: ● ●

the National Health Service; the maintained education system (state schools, local education authorities, the inspection service and so on);

Types of work ● ● ● ● ● ●

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the Civil Service; the police; fire and rescue services; central government; local government; a wide range of other organisations.

The public sector exists to provide a service rather than to make money (although there is a drive for the public services to save money by being more cost-effective). The wages of people working in the public sector are paid out of money that the Government has collected in tax.

The private sector The private sector includes all companies that are not owned by the state and that provide goods and services – for example, manufacturing companies, retailers (such as high street shops), the hotel industry, banks, insurance companies and so on. This sector exists to make a profit, and the wages of people working in this sector are paid out of this profit and not by the Government out of taxes.

The ‘Third Sector’ The ‘Third Sector’ is the name given to the group of organisations that can be described as being non-governmental and that typically use their profits to reinvest in social, cultural and environmental projects. These organisations might be charities, voluntary and community organisations, social enterprises, not-for-profit organisations, cooperatives or mutuals. The ‘Third Sector’ is growing in the United Kingdom and makes a huge contribution to society as well as to the economy and the environment.

●

www.cabinetoffice.gov.uk/third_sector/ – This is the website of the government department with responsibilities for the ‘Third Sector’. Here you’ll find information on the Prime Minister’s 10-year vision to support the ‘Third Sector’ as well as other information on the sector and a dedicated newsletter.

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You can find out much more about the ‘Third Sector’ and the job opportunities that it might hold for you from the following websites:

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Got an eye for fashion? Get the skills to make it happen. It takes technical skills in pattern-cutting, garment making, production and marketing to bring an idea to life. Find out about fashion’s hidden career at www.canucutit.co.uk www.skillfast-uk.org/justthejob

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Garment Technologist Transforming fashion designs from paper into production

The Work Every item of clothing you see, on the high street or the catwalk, is the result of a whole team of people’s work. One of these people is a garment technologist. Garment technologists work with the design, buying and production teams, advising them through each stage of the clothing production process from design to manufacture. They are typically employed by clothing manufacturers and large high-street retailers. A garment technologist’s role tends to be very varied. Firstly, they would discuss the design idea and concept with the designer, advising on the quality and usability of the design. A fabric which is fit for purpose can then be chosen – for example, a dress that can only be dry cleaned is not suitable for everyday use and so the market level of the garment would be discussed with the designer. After the fabric and design have been agreed, the garment technologist will work with the pattern cutter and grader to produce a sample garment. The garment will then be tested for fit and a final design approved. Garment technologists are responsible for overseeing the production of finished garments and ensuring the entire production process, including the cost of materials and labour, is within an approved budget. As well as these responsibilities, garment technologists are often involved in responding to product queries and analysing product returns and faults. Those working in this area usually split their time between

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an office and the production floor, where they are required to assist with any problems during the production run. The job can involve travel, both within the UK and overseas, to visit factories and suppliers. Extra language skills may be considered an advantage by employers in this area.

The Skills         

Knowledge of pattern cutting and grading Knowledge of garment construction Understanding of manufacturing processes Knowledge of fabric properties Commercial awareness Creativity and an eye for detail Good communication Budgeting and problem solving Ability to work under pressure to tight deadlines

Ways in Degree: A relevant degree in an area such as clothing technology or clothing production is usually required to for a career as a garment technologist. It is important to select a course which offers the technical skills needed to succeed in this area, such as pattern cutting and garment construction. Apprenticeship: Relevant apprenticeships, such as an apprenticeship in apparel, may also be available as a starting point for a career in this area.

The Money The starting salary for a garment technologist is likely to be between £15,000 and £18,000 a year. This could then increase to around £25,000 a year with experience of the job. Senior garment technologists can earn around £50,000 a year.

More information Skillfast-UK: Skillfast-UK, the Sector Skills council for fashion and textiles, exists to help employers compete in a global market, by ensuring access to a skilled workforce and by raising the profile of careers in these areas. For more information about Skillfast-UK, visit: www.skillfast-uk.org Skillfast-UK Careers: For more information about a career as a garment technologist or any other careers in fashion and textiles, visit the Skillfast-UK careers websites: www.canucutit.co.uk and www.skillfast-uk.org/justthejob

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www.thirdsector.co.uk – This is the website of a UK publication for the voluntary and not-for-profit sector. You will find information about the sector, latest news and job opportunities here.

Other ways of viewing the world of work As well as splitting the world of work into the public, private and Third sectors, we can also split it into the following: ● ● ●

● ● ● ●

the leisure industry (including hotels, sports centres, leisure centres, holiday companies and so on); the financial sector (including banks, building societies, accountants, insurance companies and so on); the health sector (including the NHS, private hospitals, private healthcare practitioners, the world of complementary and alternative medicine, and so on); the so-called ‘invisible’ sector (including tourism, imports and exports, and foreign students); the farming industry (including farms, dairies and so on); the manufacturing industry (including companies that produce goods such as cars to sell in the United Kingdom and abroad); the construction industry (including building contractors, engineers, architects and so on).

There are, of course, other sectors that could be added to this list, but this is just to give you an idea of the range that exists.

Job categories Table 7.1 shows some of the jobs that you might consider going into. It is not a definitive list by any means but will offer you some ideas.

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To find out more about work categories and the kinds of jobs they include, take a look at www.jobs.ac.uk. If you are interested in ecofriendly employment, visit www.environmentjob.co.uk, which lists jobs and volunteering opportunities in the environmental sector. There is also a ‘definitive guide to careers with a conscience’ called ‘The Ethical Careers Guide’, which can be found at www.ethicalcareers.org.

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Table 7.1 Sector

A few examples of types of work or jobs in each sector

Agriculture and food

Farming, food preparation, food science

Construction

Bricklaying and plastering, surveying, civil engineering

Health and medical

Doctor, dentist, pharmacist, homeopath, osteopath, nurse

Scientific

Zoology, botany, horticulture

Computing

Software engineer, database manager, hardware technician

Architecture and planning

Town planning, environmental technologies

Environment

Sustainability, conservation, ecology, pollution

Sport and leisure

Sports coaching, leisure management

Civil Service, politics and government

Social worker, tax inspector, administrator, clerical officer

Business administration

Marketing, human resources, land and property management

Education

Teacher, nursery nurse, classroom assistant

Financial services

Bank and building society work, insurance, sales and so on

Forces

The armed forces, police work

Librarianship

Librarian, information service work

Creative arts

Design, music, drama, beauty and hairdressing

Media

Journalism, PR, publishing and so on

Entertainment

TV work, actor, writer

Retail

Sales assistant, manager, personnel

Self-employment

Anything at all!

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The armed forces One option open to school leavers at both 16 and 18 is to enter one of the armed forces. The armed forces in the United Kingdom are the British Army, the Royal Navy and the Royal Air Force. There is an incredible array of jobs on offer in the forces and in the Ministry of Defence civilian careers (take a look at the websites below for more information). Being in the armed forces is also an opportunity to undertake FE. Welbeck – The Defence Sixth Form College – admits students ‘with a career ambition’ to join the Royal Navy, the British Army or the Royal Air Force or to become Ministry of Defence Civil Service Engineers (see the website listed below for further information). Working in the armed forces is not all about active service by any means. There are amazing opportunities to be had if you like the idea of seeing the world, or pushing your body to its ultimate in fitness. It is not for everyone, though, and if you think a career as a Royal Marine commando is up your street, remember what the advertisements say: 99.99 per cent need not apply! But the armed forces are not all like the Royal Marines, and if you think you might be tempted, do spend some time browsing the relevant websites to see exactly what opportunities are out there for you. If you thought that being in the armed forces was all about combat, think again! There are 140 different trades available across seven main job groups: engineering; logistics and support; medical; human resources and finance; intelligence; IT and communications; combat; and music and ceremonial. For just about any career path you can think of, there’s an opportunity in the forces.

Joining the army… View from Andrew I joined the Army after doing my GCSEs and I’m now an equipment mechanic in the Royal Engineers. I chose the Army as a vocation as well as an experience. My dad was in the Army and I always wanted to do the same. I was looking to get a vocation as well as gain some life experience, so I chose the Royal Engineers because of the range of trades available, plus you get to do extra tasks such as demolition and bridge building. My duties include fixing any vehicles that come in with a problem, and when preparing for an overseas tour we make sure all the vehicles and kit are ready to go.

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For more info about a career in the armed forces, take a look at the following websites:

Action

www.welbeck.mod.uk www.mod.uk www.raf.mod.uk/careers www.armyjobs.mod.uk www.royal-navy.mod.uk.

Take a few moments to think about the kind of work environment that you would like to work in. Here are some examples of the kinds of possibilities there are; you could work: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

alone; with others in a team; in a building; outside; in a factory; in a shop; in an office; on a ship; in the air; above ground; underground; with others of your age; with others of various ages; with people of the same level of education as you; with people of various degrees of education; at night; in the daytime; in uniform; in your own clothes; in smart clothes; in casual clothes.

These are just some ideas, but they should help to trigger your own thoughts on the kind of environment that you would like to work in. Aim to draw up a shortlist of possibilities. Do also pay attention to anything that you really would not like to do. For example, if you hate being on an aeroplane, a career as a flight attendant is probably not for you. Use your conclusions to help you in your job hunt.

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Summary The key points from this chapter include the following: ● ● ●

● ● ●

You need to spend time researching your job prospects if you want to leave school at age 16. Work-based training schemes are a very good idea for many 16- and 18-year-old school and college leavers. The world of work can be subdivided into many different sectors. One way is to split it into the public sector, the private sector and the ‘Third Sector’. There is an enormous range of jobs that school leavers can do. You need to think about what kind of job would suit you best of all. The armed forces are another possibility for 16- and 18-year-old school and college leavers.

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Get creative. Be at the forefront of digital technology and graphic arts. For training or careers advice in the print and graphic arts industry contact the British Printing Industries Federation on 0870 240 4085 or email [email protected]

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Join the print industry: get to the cutting edge Want a job where no two days are the same? Enjoy working as part of a team? If you've answered ‘yes’ to all of the above, the print industry could be the ideal place to start your career. Do you see yourself as a graphic designer working in a digital studio with a major food manufacturers designing the packaging for the next brand launch. Maybe you see yourself standing in front of the computer control desk of a £10 million printing press. The green light is on and in less than a minute the press will be running at speed and you will be controlling the colour balance of a household named magazine, which in days will be on every news stand in the country. Imagine you are leading a team who have precision set a production line to enable millions of supplements to be inserted into a pre printed booklet that will be in three million homes within the next 24 hours. Or maybe you have prepared the commercial costings to support the purchase of the next generation of printing presses. These are just a few of the things you could be doing. At the British Printing Industries Federation (BPIF) we can offer you solid training and advice on how to get your foot on the first rung of the ladder. We'll give you the confidence and ability to get the skills you need to get to the forefront of digital technology and graphic arts. We also offer apprenticeship schemes where you can earn as you learn. If you want to be part of a 140,000-strong team, check out our website at www.britishprint.com/training and take your next step towards an industry that never stands still.

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Career opportunities at John Lewis and Waitrose Ready to take responsibility for developing your own career? Then you’re ready for everything one of the UK’s leading retailers has to offer you. Maybe you’re leaving full-time education and looking for a full-time job with outstanding prospects? Perhaps you’re after a graduate training scheme that can turn you into a high-calibre manager? Or are you just looking to get a taste of a different kind of business? We offer a wide range of ways to find a future that’s just right for you.Take your pick. Take control.Take a closer look at www.jlpjobs.com

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COMPANY PROFILE A different kind of company There’s one thing that marks out the John Lewis Partnership from nearly every other big business in the UK, and it’s the fact that everyone who works for us co-owns the business, which means they have a say in how it’s run and a share of the profits. That means, right from the moment you join us, you’ll be a Partner, not an employee, and take ownership of everything from your own projects to your own career. And with a real commitment to growing our own talent, backed by a huge range of training programmes, whether you’re on your way from school, college or university, you could be on your way to the top sooner than you might expect. John Lewis has 27 stores across the country, plus distribution centres and production units, and was voted ‘Britain’s Favourite Retailer 2009’. We recruit people from a wide range of backgrounds into an equally wide range of roles. Whatever your background and wherever you join, we’ll invest in you and provide you with the training, support and opportunity to become a leader of our future. Waitrose currently has over 200 stores, plus a growing internet business, and was voted the nation’s favourite supermarket in a recent BBC Watchdog/Which? Magazine Survey. In whatever role you join us, we’ll give you the opportunity to develop at a pace that’s comfortable for you, introduce fresh ideas to take our business forward and follow a challenging career in this fast-moving sector. In all areas, we’re looking for ambitious people with good communication skills and the ability to work well with colleagues and customers. Finally, it’s worth mentioning that Spedan Lewis, the founder of the Partnership, entered the business in 1904, straight from school. Take ownership of your career. Visit www.jlpjobs.com

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PARTNER PROFILE Julia Fitzroy Waitrose Julia joined Waitrose as a Management Trainee in September 2007. Although she was weighing up a number of options at the time, one of the things that swung her decision was the fact that her parents had been suppliers to Waitrose. As such, she had seen first-hand the high standards this relationship was built on. Based in the London region, Julia has experienced work at a number of stores. “Spending time in different departments and stores really helps give you a depth and breadth of knowledge” Julia explains. “The experience varies so much between the stores and you get the chance to learn from a variety of people” she adds. Julia feels that one of the best things about working in the Partnership is the way it gives people the space, support and atmosphere to develop as an individual. When asked to explain this, she said, “The ethos of the Partnership puts people first, customers, suppliers and colleagues. I’ve had great support from all of the people around me during my training and the emphasis has always been on me as an individual. So I get help from my colleagues each time I move into a new hands-on role. Equally, because I have an out-of-work commitment on Thursday evenings – I play netball – people have gone to great lengths to make sure I never have to work a late shift then. That’s not the kind of support you get from every employer, especially in the retail sector.” As for the future, Julia feels there are plenty of opportunities for her to explore. What’s most important for her, though, is that she feels proud of the company she works for; “You buy into the Partnership when you join Waitrose” she says. “It’s a very caring atmosphere within a traditionally aggressive industry.”

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183 We’re DSG international but you may know us by our big brands such as Currys, Currys.Digital, Dixons.co.uk, Dixons Tax Free, PC World, PIXmania.com and The TechGuys. As one of Europe’s largest electrical retailers with stores in 28 countries, you can imagine the different career paths we could offer you. With our tailored training you could thrive in a range of careers from Retail Management to Distribution and from Buying to Finance. Take control of your future at www.dsgiplc.com/careers

nternational plc

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DSGi: building careers through real experience. DSG international is best known through brands such as Currys, Dixons.co.uk, PC World, PIXmania.com and The TechGuys. As one of Europe’s largest electrical retailers, their careers are diverse, challenging and open to ambitious people who want to prove themselves. To get an insight into their culture, we talked to Store Managers Ben Auberry and Matthew Cox. Their stories show how there’s plenty of room to develop within DSGi – and more than one way to succeed. “At school I developed a taste for retail” says Ben, who manages one of Currys’ biggest stores in Milton Keynes. “I remember enjoying the Saturday shop job I had. When it came to academic work, I did well too. But when I got to university I found it didn’t work for me. I pulled out from my degree in Accountancy and Finance and started looking for a job that would give me the independence I wanted. That’s when I found Currys, who offered me a sales role.” “It suited my personality. I wanted to get out into the real world and interact with people, and Currys inspired me to do this. After a couple of years I progressed to Team Leader, and was then encouraged to go on management training. The assessment was one of the most challenging things I’d done, but I came through well. Throughout my training I built up confidence, learned valuable techniques and was given more responsibility. Now, after working my way through a number of managerial roles, I can really say I’ve progressed. So what is it that makes DSGi such a great place in which to build a career? “It’s got to be the balance you get between responsibility and

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freedom” says Ben. “As a manager I like to make sure that my teams are given the chances and challenges I had. Sometimes that means mistakes are made, but it’s the best way to learn. You’ve got to be flexible and ready for anything, as every day is genuinely different. That’s how you progress. For me, it’s a fun thing to do.” Matthew Cox, who’s progressed from a part-time role to manage the Currys store in Cannock would agree. His DSGi experience started with a part-time role while studying towards a Geography degree. “After graduating, I didn’t find the career I’d been looking for. So in the meantime, I took on a full-time role at Currys. It wasn’t long before I was offered the chance to manage. And because I enjoyed the job, I thought I’d go for it.” As Matthew explains, the working relationships he’d already developed took his career forward. “It wasn’t so much to do with being a graduate. It was about being respected for your positive attitude. My manager recognised my potential, and I realised the path was there for me to follow. The training I received eventually helped me to become a Deputy Manager at Fosse Park, Leicester – this was taking in three or four times the amount of trade as a regular store. It was a great opportunity”. “There’s a supportive culture here, definitely” says Matthew. “If you’re looking to get into a managerial career you’ll find it’s very rewarding. You can move at the pace that’s right for you – and if you stick at it there’s definitely long-term benefits. I didn’t want to be moulded into a typical manager. DSGi allowed me to be myself while achieving results. Becoming a manager here allows you to do that.” To find out more about opportunities with DSGi, visit www.dsgiplc.com/careers

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8

Work experience, job shadowing and work-based training

This chapter looks at: ● ● ● ●

doing work experience and job shadowing; apprenticeships; Entry to Employment; the Connexions Card.

Work experience Rather than offer help to organisations as you do when volunteering, work experience and job shadowing are purely for your own benefit. That said, many companies are keen to take on young people for work experience. You never know, if they like you and you like them there may be a job for you at the end of it! Taking someone on for work experience or job shadowing does entail a fair amount of work on the part of the organisation, so they do want to see quite a high level of commitment in return. Effective work experience programmes usually involve planned and supervised activities so that you can really get a taste of what it might be like to work in that company or industry.

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If you look at everything around you, the chances are most of the items you see have arrived into this country by means of sea transport. In fact, over 95% of the UK’s imports and exports are carried by the shipping industry each year, which in turn contributes over £2.3 billion net to the UK economy annually. So who is it that runs all these ships? The Merchant Navy does. “When you mention the Merchant Navy, the response is usually a questionable glance and concern that you are about to break into a story reminiscent of Uncle Albert from Only Fools and Horses!” says Colin McMurray, Director of Clyde Marine Training. “Nowadays however there is a tremendous need for high quality and well trained personnel to manage and operate the technologically sophisticated ships of today. What’s more, this is a career where it really is different everyday”.

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Founded in 1986, Clyde Marine Training has grown to become the largest Maritime Training provider in the United Kingdom, recruiting over 50% of the UK’s annual Trainee Officers. Dealing with around 950 Trainees at any one time, they work to help each one reach their goal of becoming a fully qualified Merchant Navy Officer over a three year training period. There are three main disciplines in which to train as an officer. Deck Officers are responsible for the safe navigation of the ship, its crew and its cargo, whilst Engineer Officers onboard a vessel have the responsibility for the operation and maintenance of all machinery. Alternatively, if the prospect of being an Engineer appeals but you have a bias towards electrical and electronic equipment then perhaps a career as an Electro-Technical Officer is for you. All courses on offer allow Trainees to spend time at college in order to gain academic qualifications ranging from HNC to Degree level, in either Marine Engineering or Nautical Science. Trainees also spend time at sea in order to gain the professional qualification of a Certificate of Competency which once achieved, allows the individual to sail as an Officer onboard any Merchant Vessel in the world. There are also many opportunities ashore in the wider Maritime Industry including Port and Harbour Management, Vessel and Cargo broking, Maritime Law and Marine Insurance to name but a few. As well as being fully sponsored throughout the programme, Trainees receive a training allowance of up to £8,000 per year which is exempt from NI and tax. So if you are seeking an exciting career which allows you to get paid to travel the world, have levels of responsibility unrivalled in most careers and gain internationally recognised qualifications then this could be the one for you! For further information visit www.clydemarinetraining.com or call 0141 427 6655.

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Work experience… View from Neil Doing work experience was one of the best things I have ever done. I always thought that I wanted to be an accountant and when I was at college I got the chance to spend one afternoon a week in a local accountant’s office. It was so amazingly boring! I’m not saying that accountants are boring, but for me the time went so slowly and I hadn’t really understood how much fine detail the job involves. I got really impatient and it really taught me that the job’s not for me. I love maths and want to make sure that I can use the maths I’ve learned when I’m working, and I thought that accountancy was the obvious option. But I was glad to have had the opportunity to find out that it wasn’t before I started the training process. I was talking to one of the accountants in the office about what other options I might have and she had some really good ideas for me to follow up. So, it was definitely a worthwhile thing for me to do.

You will almost certainly have done some work experience while at school. If this is the case, think back over your experiences. What did you learn? How did you learn? If you are yet to do work experience, think carefully about what you would like to do and where. Is this something you can arrange by yourself in your own spare time?

Arranging your own work experience If you want to try out what it might be like to work in a particular place, you can arrange your own work experience to carry out in your spare time. Even if you cannot offer full days because of study commitments, you could perhaps do some hours after school or college, or spend a week or more somewhere in your holidays. You can use your initiative over this and arrange whatever would fit in with your schedule. There follows a sample letter that you might like to use when approaching companies direct to ask for work experience.

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Your address here: 2 Orchard Street Worksworth West Shire WW2 4HY Date here Address of the person you are writing to here: [Make sure you find out the name of the person you need to write to] Mrs B Short Human Resources Manager Worksworth Electronics Worksworth West Shire WW3 7RT Dear Mrs Short I am writing to request a period of work experience at Worksworth Electronics. I have just completed my GCSEs and I am very interested in working in the electronics industry. Ideally I would like to spend two weeks with your company and I would be particularly interested in experiencing the manufacturing side of your business, but I would be very grateful for any time and experience you are able to offer me. I am very willing to learn and to undertake whatever tasks you think it appropriate for me to do. I have enclosed my CV, which contains my full contact details, and I look forward to hearing from you. Yours sincerely Your name here

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If you do not hear anything within about 10 days of sending your letter, you can always ring up to check that it arrived and to see if it is possible to make arrangements over the phone. Try to be as accommodating as you can. If the organisation offers you a day’s work experience when you really want a week, take it; one day is better than nothing. Once you are doing work experience try to identify the transferable skills (more on this on page 280) that you are learning. At the end of each day it is a good idea to jot down what you have done and what you have learned. You will be really grateful for this when you come to write job applications or apply for a place at college or university.

Work experience… View from Caz I didn’t get the work experience I wanted when I was at school so I decided to arrange my own in the summer holiday after I finished my GCSEs. I’ve always wanted to be a hairdresser but thought I should really get some experience first before making a commitment to a course. I wrote to the manager of my local branch of a hairdressing chain. I wanted to go for one of the bigger salons in my town so that I could see a whole range of cuts, colours and treatments. I’m also really interested in hair fashion and styling, so I thought the bigger the salon the better. The manager invited me in for a week and asked one of the senior stylists to look after me. I was dreading it being cliquey but it wasn’t at all. They were all really friendly and even got me washing hair by the end of the week. I learned how to mix colours (although they didn’t let me loose on the customers!) and how to answer the phone and make bookings on the computer. I absolutely loved it and definitely want to go into the profession. To anyone thinking of arranging their own work experience, go for it. You’ve nothing to lose and you might have as much fun as I had. At the end of the week I really didn’t want to leave and I still go in there if I have a spare afternoon. You have to be willing to get stuck in; I swept up so much hair that week it’s untrue! But overall I found it a great experience.

Just as Caz found, there may well be certain tasks that are too difficult or technical for you to do on your work experience. If this is the case, the chances are that you will ‘job-shadow’. This simply means watching closely while someone else does the job. This is not as tedious as it might

192

HOW OFTEN DO YOU HAVE A

Want a career you’ll really enjoy? See for yourself in the case studies opposite * Good Day is brought to you by SummitSkills, the Sector Skills Council for building services engineering, making you better equipped to succeed.

Christopher Jenkins Electrical Apprentice, RDM Electrical Services

Mary-Ann Wright Senior Engineer, FaberMaunsell

Kieran Lacey Technician, Hotchkiss

You can have a every day. A comes from being part of a skilled workforce, playing an important part in peoples’ lives. A depends on good people, and a comes from a job well done.

Visit www.goodday.org.uk or call 01908 303960

The Sector Skills Council for building services engineering

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When was the last time you had a really Good Day? All the systems we take for granted, such as plumbing, heating, electrical power, air conditioning, ventilation and refrigeration, all provide the comfortable environment that we live and work in. To work in building services engineering is to play an important part in people’s lives. Read on and find out how you can have a career that you’ll actually enjoy… Kieran Lacey, a computer-aided design draftsman, completed a four-year apprenticeship. He said, “I’ve spent time in a whole range of different departments and got real experience out on-site from very early on. I completed a BTEC in Building Services Engineering and then a two-year HNC.” Mary-Ann Wright, a senior engineer, graduated in Mechanical Engineering, and completed an MSc in Building Services and Management. She said, “My ideas crystallised in the Sixth Form when I went to a lecture about women in engineering. I love the fact there’s a new challenge every day and the opportunity to help the environment by implementing new energy-efficient technologies.” Chris Jenkins left his job as a deputy manager in retail to become an apprentice electrician. He said “I felt that my career prospects in retail were limited. Building services engineering caught my imagination because there’s scope to work in all sorts of different areas. One of the things I love about the job is there’s no such thing as a typical day. Even if I’m doing the same sort of work, the challenges are always different. I’ve worked in bus stations, hotels, restaurants, offices and factories – even a holiday village!” Choosing a career is a big decision to make. Discover how you can have a Good Day, every day, in your new career - visit www.goodday.org.uk to read more about the sector, find out what training you’ll need and the options that are available to you.

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When he was 6, David dreamed of wearing a suit when he grew up.

...now he’s 29, he wears one every day thanks to new skills gained through work-based learning.

To find out if you’re eligible for fully-funded NVQ’s and Apprenticeships call us on 0845 071 9011 or email [email protected]

www.protocol-skills.co.uk NVQs and Apprenticeships available across the UK: Customer Service | Retail | Hospitality & Catering Team Leading | Business & Administration Warehousing & Storage | Management | Hairdressing | IT

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196 Work

Info

sound, especially if you give yourself mini tests on how things are done and what techniques are used. Remember, when you are job-shadowing, to ask if there is anything you do not understand. And if it looks as though there is something you can do (like Caz when she learned to wash clients’ hair), ask if you can do it. They can only say ‘no’ and just might say ‘yes’.

The National Council for Work Experience (NCWE) is an organisation that aims to provide young people and employers with everything they need to know about work experience and work-related learning. They can help students to: ● ● ● ●

put theory learning into practice; consider career options; find out what they like or do not like doing; get some practical experience and start to develop ‘employability’ skills.

You can find NCWE’s website at www.work-experience.org. The site has a great resource centre too, which is well worth checking out. As NCWE is not a placement agency, it does not accept CVs. The website carries a really useful list of links for young people wanting to do work experience. Click on the ‘15–18-year-olds’ button for more information.

Apprenticeships If you intend to leave school at 16, you may be able to get a place on an apprenticeship scheme. These schemes offer the opportunity to learn on the job and to build up the knowledge and skills that you need while also gaining qualifications and earning money at the same time. Can’t be bad! There are no set entry requirements for apprenticeships apart from the following conditions: ● ● ●

You need to be living in England (see the Information point below for details for people living in Scotland, Wales and Northern Ireland). You must be aged 16 or above. You must not be in full-time education.

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There are different kinds of apprenticeship available and it depends on your experience and the opportunities in your areas as to which one you should go for. All apprenticeships lead to NVQs, Key Skills qualifications and usually a technical certificate such as a City & Guilds, and possibly other qualifications specific to the particular occupation. Apprenticeships usually take between one and three years although they have no set time limit. On an apprenticeship you would be paid a wage by your employer (one that reflected your age, skills and abilities) and receive targeted on-the-job training. You would also spend time at a local college or other learning provider gaining all the valuable skills you would need really to understand the job and succeed in that field.

Info

The new National Apprenticeship Service has responsibility for the delivery of apprenticeships. To find out more, visit www.apprenticeships.org.uk.

Employment rights and responsibilities Employment rights and responsibilities are an important part of apprenticeships. The reason for this is to help apprentices to learn all about: ● ● ●

the rights and responsibilities of workers/employees; how workers/employees are affected by public law and policies; issues such as discipline, representation and the organisation of the relevant industry.

If you live in Wales, visit www.careerswales.com. If you live in Scotland, the website to look at is www.careers-scotland.org.uk. Those living in Northern Ireland should visit www.delni.gov.uk.

Info

To find out more about apprenticeships in England, visit www. apprenticeships.org.uk or telephone 08000 150 600 or Connexions on 080 800 13 2 19.

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Entry to Employment (E2E)

Info

To find out more about E2E, e-mail [email protected] or telephone 0870 900 6800.

Action

E2E is a scheme for people who are not yet ready or able to start an apprenticeship. It is a work-based programme that will have been devised to match individuals’ particular needs, but the schemes do have a focus on improving motivation, personal effectiveness and employability. At the end of E2E you would go through a transition programme that would help you to progress into either employment (with training), apprenticeship, FE or training.

New projects designed to help young people get into work seem to be quite common, so it is always a good idea to call into your local Connexions office to see if there is anything, whether it be a local or a national initiative, that you can take advantage of. If you are not ‘in the know’, you may be missing out on some great opportunities.

Summary The key points of this chapter include the following: ● ● ● ●

Work experience is an excellent way of finding out whether a particular job is for you. You can arrange your own work experience to do in your spare time. Apprenticeships offer school and college leavers a chance to learn and work at the same time. E2E is a scheme that people who are not yet ready to do an apprenticeship can do.

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E L I H W EARN N R A E L YOU MODERN PRODUCTION ENGINEERING APPRENTICESHIPS

A great salary from the moment you start Locations: Bury St Edmunds, Cantley (near Norwich), Newark (near Nottingham) & Wissington (near King’s Lynn)

Join us, and over the next four years we’ll give you all the support you need to achieve a recognised professional qualification, as well as first-hand experience at our state-of-the-art production plants. What’s more, at the end of the apprenticeship you could find yourself earning c30k as one of our Process Technicians.

If you have or are expecting at least 5 GCSEs or equivalent (grade C or higher), including Maths, English and a Science subject, then visit our website to find out more.

www.notjustsugar.com

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Modern Production Engineering Apprenticeships Factory Locations: Bury St Edmunds, Cantley (near Norwich), Newark (near Nottingham), Wissington (near Kings Lynn) Every year, we give talented people the chance to earn as they learn, at the heart of our varied business. It’s certainly an education. You get on-the-job training, college study and valuable qualifications to show for it – plus the chance to make friendships that could last a lifetime. The Apprenticeship scheme is a four-year course that begins with fulltime college study. During vacations, you’ll join us for a factory-based training scheme. That will prepare you for years two, three and four, which you’ll spend on site, with day release to college. During the scheme, you’ll be part of a business that’s every bit as complex as the oil, chemical and power industries. We process the UK’s entire crop of beet – that’s over 7 million tonnes – and turn it into 7,500 tonnes of sugar per day. It’s a 24/7 operation that demands the highest levels of technical expertise. With the guidance of our experts, you’ll soon begin to learn the ropes. In fact, we’ll give you your own personal mentor; a highly experienced member of our team, who’ll watch your progress and offer support. Feel free to call on them whenever you need to. Through business-specific courses and on-the-job learning, you’ll build

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excellent all-round knowledge of our whole operation – including our sophisticated processing plants. Just as importantly,

you’ll

gain

qualifications: first NVQ Level 2 Engineering Foundation and then NVQ Level 3 in Engineering Maintenance. By the time you’ve finished, you’ll have a BTEC HNC in Engineering, plus loads of practical experience. After that we’ll appoint you as a factory-based technician and help you develop over the following two years. If you’re ambitious and keen, there’s no telling how far you’ll go. Got what it takes to join us? You must be 16 or over with at least

five

GCSEs

(or

equivalent), at grade C or higher.

These

will

include

English, Maths and Science. If you can add team spirit, imagination, determination and plenty of get-up-and-go, we’d definitely like to hear from you. There's a very big team aspect to it, you feel part of one team and there's always some support there for you with the training, with the job - with everything, pretty much.” Shaun Jermy, Technician, Cantley Factory “I think it's very satisfying when you come in and something's not working, and you need to get it working, you've got the tools and the equipment there.” Matthew Goodrum, Technician, Cantley Factory

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ISBN: 978 0 7494 5635 1 Paperback 2009

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Don’t let anyone tell you that the world is flat www.koganpage.com Fresh thinking for business today You’re reading one of the thousands of books published by Kogan Page, Europe’s largest independent business publisher. We publish a range of books and electronic products covering business, management, marketing, logistics, HR, careers and education. Visit our website today and sharpen your mind with some of the world’s finest thinking.

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3KY-ODERN!PPRENTICESHIPS )FYOUWANTTHEBESTOFSTARTSTOYOURCAREERAFTERLEAVINGSCHOOL ORCOLLEGE OURTWO YEAR-ODERN!PPRENTICESHIPPROGRAMME COULDBEJUSTWHATYOURELOOKINGFOR )TSYOURCHANCETOPICKUPSOMEVALUABLENEWSKILLSANDGAIN EXPERIENCEWITHONEOFTHE5+SMOSTEXCITINGBUSINESSES .OTTOMENTIONBENEFITSTHATINCLUDEFREE3KY 3O IFYOUREACOOLCUSTOMER FINDOUTMORE ANDAPPLYATOURWEBSITE XXXXPSLGPSTLZDPN 3KYDELIVERSSOMEOFTHEMOSTDIVERSECONTENTSERVICES ONTHEPLANET ANDWEVALUETHESAMEDIVERSITYWITHINOUR BUSINESS7EPROVIDEACULTUREOFENTREPRENEURIALISMAND OPPORTUNITYFORONEANDALL

"ELIEVEINBETTER

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A Great Start to Your Career. That’s Entertainment. It’s not every day you’re given the opportunity to join one of the UK’s most exciting businesses. But, if you’re looking for the very best start to your career, that’s just what Sky are now offering One of the UK’s most recognised entertainment brands, Sky have a remarkable nine and a half million customers. Keeping them all happy is the job of the 8,500 people who work in Sky’s customer service team. The Sky Modern Apprenticeship (MA) is an opportunity to pick up some valuable new skills, as well as a recognised vocational qualification and some great benefits, including free Sky+ and their great range of entertainment packages. It sounds like it could be the perfect break for someone who wants a rewarding and interesting career. So we wondered what the MA involved, and what kind of people Sky are looking for. Well, all MAs are based at the Company’s modern contact centres in either Livingston or Dunfermline, where they spend their time on the phone answering all sorts of questions and making certain each and every customer is content and thoroughly impressed with the service they’ve received. Throughout the two-year programme, MAs benefit from lots of support from a number of teammates, including a mentor to provide them with all the guidance they need to be a real success. That’s because Sky contact centres are sociable, fun environments where everyone is encouraged to help and support one another. If you’re aged 16 or 17, then Sky say you’re the perfect age to join the MA programme. But they pointed out that if you’re over 18, you can still apply for a position in their contact centres in Dunfermline, Livingston and Uddingston. The next intake for the award winning, two-year Sky Modern Apprenticeships scheme will take place this September.

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9

Finding and applying for jobs

This chapter looks at: ● ● ● ● ● ● ● ● ●

finding out what you want to do; where to look for vacancies; researching jobs; applying for jobs; filling in application forms; writing a CV; writing a covering letter; writing a letter of application; making speculative applications.

Knowing that you really should get a job is one thing; knowing exactly where to look for what you want is another. This chapter should help to make sure that you do not miss out on the perfect vacancy for you.

What do you want to do? The level of success we have in our working lives does seem to be linked to the attitude we have to our work. We are unlikely to have a positive attitude to it if what we do for a living is far removed from our hobbies and interests. Before you can even start looking for jobs, you have to have some idea of what it is that you would be happy doing. As well as the information in this chapter, the following activity may help to give you some ideas.

Finding and applying for jobs

Answer the following questions by writing your responses down on a sheet of paper. Your answers can be as detailed as you like. They are for your eyes only, so make them as useful as they can be for you. ● ● ● ● ● ●

Action

This activity will help you to work out what it is that grabs you and what you might like to do for a job.

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What interests you? What are your hobbies? Do you have a career plan? What is it? Would you describe yourself as an indoor or an outdoor person? What are your skills? (Remember: skills are not the same as interests.) What are your abilities? (For example, can you drive? Do you have any vocational qualifications?)

Some careers experts split job activities into four categories: working with objects, information, concepts and people. ● ● ● ●

Are you an ‘objects’ person? Do you want to work with goods, building them perhaps, or designing or selling them? Are you an ‘information’ person? Do you want to analyse, gather, manipulate, record or publish information? Are you a ‘concepts’ person? Do you want to communicate, create, debate, market or teach concepts? Are you a ‘people’ person? Do you want to represent, manage, direct, guide, share with or motivate people?

These are just a few ideas. There is information in Parts Four and Five that will also help you to find out what motivates you.

Info

Your local careers or Connexions office will be able to offer more information and ideas on what you might like to do next. You can find the contact details for your local office in the Yellow Pages or at your library.

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Where to look for vacancies You have to be good at research if you are to find the right job for you. Knowing where to look for job vacancies is critical, and that does not just mean flicking through the jobs pages of your local paper. To give yourself the best chance possible, your job hunt will need to be far-reaching, covering newspapers and the internet, your personal contacts and your local Jobcentre, to name but a few. Get your vacancy radar tuned so you do not miss out! Table 9.1 will help you to focus your search. Stay positive as you look for vacancies. Even if the job market seems dead, you have to be creative and use your initiative. Is there something that you can apply for that will take you one step closer to what you really want to do? Might it open up opportunities for you once you are in post?

When to look Vacancies occur all through the year, but some may be seasonal. You will need to do some research into the kind of job that you are interested in to see whether vacancies are more likely at certain times of the year than others. Even if you find that this is the case, it is still worth looking all the time anyway. You never know when the perfect job might turn up, and if you are not looking in the right place, you will miss out on it.

Researching the job For every job advertisement you see that you would like to apply for, you need to ask yourself a few key questions: ●

● ●

Does it look like the kind of job you could do? This is not as obvious as it sounds; some job advertisements give very little away about what is involved. Do you need to find out further information before you would be in a position to apply? Do you have the appropriate skills and qualifications needed? Do you need to be knowledgeable about any current affairs or industry inside information in order to get through the application stage? Should you look at any trade publications?

Finding and applying for jobs

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Table 9.1 Where to look

What to look for

Your local library

Local and national newspapers, specialist magazines, local jobs bulletins, careers books, local business directories

Your local Jobcentre Plus

Vacancy cards, leaflets, one-to-one advice, website, books

Your local career/ Connexions service

Careers library, one-to-one advice

Your school or college

Careers section of library, careers adviser, one-to-one advice

The internet

There are literally hundreds of jobs advertised online. It is best to do a search for what you are looking for, but these are good for starters: www.direct.gov.uk www.workthing.co.uk www.jobsite.co.uk www.fish4jobs.co.uk.

Job agencies

There is almost certainly at least one job agency on your local high street. Call in or make an appointment for some one-toone advice about whether they can help you. Most will have job vacancies displayed in the office, too.

Your local radio station

Most local radio stations have a jobs slot. Ring up to find out when it is.

Your local community

Shop windows, post offices, information points and so on often have posters, leaflets and postcards about job opportunities.

Friends, family and acquaintances

Make use of all your contacts.

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Is the job with the kind of company you would like to work for? Can you find anything out about the company before applying for the job? Does it have a website? Do you know anyone who works there who can give you some inside information? Would you be able to get to work if you got the job? Could you drive there or travel by public transport? Would you have to move or could you stay living where you are now? Does the job offer any training opportunities? Is the pay good enough? Would it allow you to pay your living expenses as well as have some left over for spending money or savings? Do the prospects of the job look interesting?

Applying for jobs Everything you have read, thought about and acted on so far should help you to understand that it is best not to just go for any vacancy you see advertised. It helps tremendously if, first, you know a little about what you want to do and where you want to do it. Do not bother even applying if you cannot do it with enthusiasm and intent. You need to intend to get any job you go for. If you don’t, your lack of drive and enthusiasm will shine through far more brightly than any of your great selling points. You need to show that you are hungry for that job, not any job. Once you have found an appropriate vacancy to go for, you need to start the process of actually applying. There are usually two stages to this process: the written application stage and the interview stage. This means that you will have to be good at presenting yourself on paper as well as in person. It is not enough to be good at one and not the other. Every application you make (whether for a job or a college place) will require you to follow certain instructions. It goes without saying that you need to follow these exactly. If you are required to fill in an application form, do not send in your CV instead, however wonderful it may be! Always do exactly what is asked, otherwise you risk your application going straight in the bin without even being considered. It is well worth stocking up on some good-quality A4 writing paper and matching envelopes and blue or black ink pens that will not splodge or smudge. If you are asked to complete an application form, you will find A4 envelopes useful too so that you do not have to fold the form to send it.

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Before even making the first mark on your paper, think carefully about exactly what you have to offer. All job applications require a fair amount of ‘selling’, so do not go any further without establishing what it is that you have to sell.

While many of the activities in this book are optional (you only need to do them if you think they will help you), this one really is important. Write your answers down and use them to refer to when you are making applications. ● ● ●

Action

Your unique selling points

What have you got to offer a company? Why should they employ you? What are your unique selling points? (Think of skills, achievements, accomplishments and so on.)

These questions are deliberately open-ended so that you are not restricted in your thinking or limited by any suggestions that could have been listed here. Think as widely as you can; you will be trying to sell yourself on the job market, so make yourself as attractive as possible.

Selling skills… View from Jas I hate doing this kind of stuff. It seems a bit phoney to me. But then my mum told me that it’s just a process you have to go through. Once you’ve got your job, you don’t have to keep selling yourself unless you want to go for promotions really quickly. In a way, it’s like a game but it’s one that everyone’s playing, so if you don’t want to be left out, you have to join in. My advice would be to always be honest, though. Putting a positive spin on stuff is one thing, but lying is completely different! If you lie about your skills you’ll quickly be found out.

Mistakes to avoid Always bear in mind that most employers won’t even look at any applications that are:

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not exactly what they asked for (for example, a CV instead of their application form); not appropriate for the job (for example, it is a job that requires catering qualifications and you do not have any); messy, untidy or illegible; lacking in vital information such as your contact details; not unique to that job; no prospective employer wants to read an application that has obviously gone off to loads of different companies.

Filling in application forms Many jobs require candidates to complete application forms. This is usually so that they can be sure they get the information they need and can judge candidates equally. Although the whole form-filling process can be time-consuming, the advice here may help it to go without hitch: ● ●

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Find out when the closing date is and do not miss this deadline. Before doing anything, take several photocopies of the form so that you can have practice runs, but remember that you can only send in the original. If you have to download the form from the internet, make sure that you have the right one before starting. Gather together all the information you might need – for example, your schools and the years you attended them, qualifications and exam results, the names of your referees, your full contact details, your National Insurance number and so on. Always follow the instructions you are given exactly. Some ask you to use blue ink and some black. If this is not specified, use blue or black, but no other colour. Even in the so-called creative industries, pink or green ink would probably be frowned upon! If you make a mistake, start again. If you are using the original form, simply cross out the error with one neat line. Do not use liquid paper or multiple scribbles over the mistake. Answer every question. If a question does not apply to you, put ‘n/a’ (not applicable) in the box rather than leaving it blank. Be scrupulously honest. That said, do not be shy about your achievements.

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Aim to show what each experience has taught you. If you have spent time volunteering on a play scheme, state what transferable skills that has given you (see page 280). Look carefully at the person specification for the job. You will almost always be given an outline of the kind of person they are looking for. For example, job details might say, ‘must be motivated, honest and reasonably fit’, in which case you would need to show specifically in your application that you are all of those things, preferably with examples for each. Always get someone to check over your rough version first, before taking the plunge and doing it neatly. Ask the person to look out for spelling mistakes, grammatical errors, inconsistencies, potentially negative points and areas that simply do not come over well. If he or she helps you to do any rewrites, make sure that the language is what you would use yourself. Make sure that you have practised fitting your writing into the space available. Write a covering letter to go with the application form. This need not be lengthy, but should be on good-quality A4 paper, and laid out as you would lay out any formal letter. Make sure you have the name of the person you should send it to, and underneath where you write, ‘Dear X’, write the title of the post that you are applying for. Underline this if you are writing the letter by hand or type it in bold if you are using a word processor. Include any reference numbers the job may have, too. Do not repeat any of the information you have included on the application form but simply say, ‘Please find enclosed my application for the post of XYZ.’ You may also like to add, ‘I look forward to hearing from you.’ You then need to add something that will encourage the reader to look at your application (see the section below on writing covering letters). End your letter formally with ‘Yours sincerely’ (assuming that you know the name of the person you are writing to). Do not attach the letter to the form in any way. As long as your name is on both (which it should be), the recipient will be able to tie them up together. (See more tips on covering letters in the section below: Writing a covering letter). Take a photocopy of all the forms and letters that you send. How does the form need to be returned? Can it be e-mailed (in which case you will have completed an electronic version of it)? Or should it be posted? Or can you deliver it by hand?

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Make sure that you get the form in on time. Most companies will not consider any applications that arrive after the closing date. If you want acknowledgement that they have received your application, include a stamped addressed plain postcard that can be posted back to you. You may like to write on the postcard something like ‘confirmation of receipt of application to XYZ company’. Be sure to make a note of when you send in your application.

Referees Many application forms ask you to give the names of one or two people who would be willing to act as referees for you. This means that these people will be contacted by the company (should the company want to interview or employ you) and asked to provide a character reference about you. Most employers will look carefully at the status of the people you appoint as referees, so it is best not to list your best mate! Choose referees who will be in a position to sell your skills to the prospective employer by matching your qualities to the job’s requirements. You want them to be as supportive as possible, too, so always ask their permission first before putting their name down on the form. Good choices for referees might be a family friend who has known you for some time (especially if he or she is in business or a member of a profession) and your school or college tutor. If you have had a job already then your current or previous employer might be willing to act as a referee.

What if you do not hear anything? You may need to follow up your application if you do not hear anything within a few weeks of sending it in. Usually, all you need to do is make a quick telephone call. Look up the name of the person you need to speak to and call from somewhere quiet and private. Have with you the date when you sent the application and the exact title of the job you applied for. You should be told what stage your application is at, but if you are not, ask if it is possible to know when you might be told. Do not telephone again unless you do not hear anything by the time the person has said you will.

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What if you get turned down? It is not a disaster if you do not get invited for an interview. It may be very disappointing, but it is best to cultivate the attitude that the job obviously was not meant for you and that something better will come along in the future. That is not to say that you can sit back and wait! As soon as possible get back out there, make another application and get some more possibilities in the pipeline. One positive thing to remember is that each time you apply for a job you are gaining valuable experience. If you do not get called for an interview, look back over what you sent in and see if you would do anything differently with hindsight. Some employers will offer feedback on unsuccessful applications. If this is offered to you, take it. If it is not, ask for it. Information like this can be invaluable when it comes to applying for jobs in the future.

Writing a CV CVs (curricula vitae; in the singular, curriculum vitae) are essential in the world of job hunting. Even if you are not looking for a job, it is important to have one prepared and up to date so that when you do come to apply for jobs you have a CV ready to go. It is easy to procrastinate about preparing a CV. It can take time to get together and can be difficult to get looking just right. It helps a lot if you have access to a computer so that you can manipulate the information onscreen. In the end, though, you just have to take the plunge and get stuck into it!

Why have a CV? Your CV is your summary of your life and achievements. It is an important part of job hunting but it will not get you a job on its own. You should see it more as a useful tool. Once you have written your CV, you can either send it to prospective employers in response to a job advertisement or you can use it to make speculative applications. Even if you are asked to apply by completing an application form, the fact that most of the information that you need is

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gathered together in one document will be really helpful when it comes to filling in the form.

How to write a CV There is no single format for writing a CV, but the way in which you present the information is critical. Research has shown that it can take the average reader less than 10 seconds to glance over a CV and make a judgement. It is critical that your CV captures the interest of its reader immediately so that he or she reads it for long enough to be captivated! Your CV may have a difficult job to do in seducing readers into employing you, but that does not mean that you can misrepresent yourself in it. Honesty is always the best policy. Besides, you never know when those little white lies are going to get you! Some people choose to head their CV with ‘Curriculum Vitae’; this isn’t strictly necessary, as it should be obvious what the document is, but you won’t lose points if you decide to do this. Then you will need to divide your CV into sections under the following headings: ● ● ●

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Personal details (in which your name, address and contact details go; whether you include your date of birth is up to you). Education and training (in order, starting with your secondary school(s) and including the qualifications and grades gained). Employment (starting with your most recent experience first). Make sure that you add a little detail about your roles and responsibilities. You may also like to add work experience here, but be sure to make it clear that it is your paid work you are describing. Voluntary work. Hobbies and interests. (Aim to show all aspects of your personality but do be honest! Remember that this section should support your job application). Additional information (sometimes called a ‘skills summary’ – this is basically your best bits!). Referees (usually two – make sure that you have already asked their permission).

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There are some ‘dos and don’ts’ when it comes to preparing a CV. These ideas may help: ●

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Do type your CV or print it out from a computer. Always make sure that you have a few copies handy. Use good-quality paper and stick to one typeface. Don’t bind or staple your CV in any way. It does not need clipart or borders and should be on plain paper. Selectors want to see your skills and achievements, not your artistic talents. Do take care over the layout. Make sure that the type is well spaced yet does not cover more pages than it needs to. No more than two sides of A4 is adequate for most people. Do not include any salary information. That can all be discussed at interview. Do not include personal details such as height, weight, marital status, parenthood status and so on. Age is optional but strictly not necessary. If age restrictions apply to a job, the application form will give details. Photos should not be included either. Don’t include testimonials from other people. Do remember that skills are more important than experience, and accomplishments are more important than responsibilities. Do use short bulleted statements rather than long, flowery sentences. Do remember that your CV will develop over time. Keep it up to date and vibrant.

There are many books and websites that can help you to create a winning CV. One of the books is Preparing the Perfect CV by Rebecca Corfield (see the Appendix for details).

Writing a covering letter Covering letters are essential in the job application process. Whether you are sending in a CV or an application form, you will need to send a covering letter with it. Your covering letter does need to state that there is a CV or application form enclosed, but it also needs to grab the reader enough to make sure that he or she looks at what you have sent. Use these tips when writing a covering letter:

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Always find out the name of the person you need to write to. Do not use ‘sir’ or ‘madam’. Include a sentence or short paragraph that explains why you are enthusiastic about the job. Include a sentence that shows how appropriate you are for the job. End with an expectation of a reply (‘I look forward to hearing from you’). Always write a fresh covering letter for each job you apply for. Never be tempted to send generic letters, as the employer will not feel that you have made an effort. Remember that your covering letter is likely to be the first representation of you that a prospective employer will see. Make sure that it is concise, structured and faultless. Always keep a copy of the covering letters you send out.

Writing a letter of application Sometimes you may be asked to send a CV with a letter of application rather than fill in an application form. This can be a daunting task as you really have to sell yourself, but not having the restrictions of an application form does have its benefits. Your main goal when writing such a letter is to make sure that you can fit the profile of yourself with the profile of the person the company wants to employ. Whatever they are looking for, show that that person is you!

Selling your skills Think about this for a moment: you have unique selling points that no other person in the world has. What you can offer an employer will not be repeated in anyone else. Follow these ideas when writing a letter of application: ● ● ●

Write a list of key points that you know about the job. What sort of person are they looking for? Make a list of the unique selling points that you would like to include (use your responses from the activity on page 41 to help you here). Make sure that your first sentence really grabs the attention of the reader. Try to end with something memorable, too.

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Aim to convey a sense of your personality – let you shine through from the page. For example, what motivates you? Write about your qualities. These ideas may inspire you: – friendly; – approachable; – thoughtful; – supportive; – energetic; – enthusiastic; – open to learning new things; – fit and healthy; – non-smoker; – punctual; – neat; – hard-working; – keen for challenges. Make sure the main body of the letter is filled with your skills and achievements. Do not include anything negative, or use potentially negative language. Always emphasise positive things about yourself. Lay the letter out as you would any formal letter, with your address and the address of the person you are writing to at the top, the date and a reference to the job you are applying for. End with ‘Yours sincerely’ if you know the name of the person you are writing to. Write in concise sentences rather than lengthy scrawls. Avoid overusing ‘I did’ and go for ‘action’ words instead. These examples may help you: accomplished achieved arranged assessed compiled composed concluded conducted consolidated created

formulated generated implemented improved improvised incorporated initiated inspired instigated instructed

proposed provided recommended redesigned reduced regulated renegotiated reorganised resolved reviewed

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cultivated defined delivered demonstrated designed developed devised documented effected eliminated enacted engaged established evaluated expanded ● ●

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introduced invented launched led maintained managed modernised monitored observed organised originated performed prevented produced promoted

revised revitalised shaped simplified streamlined strengthened structured supported tightened uncovered unravelled utilised visualised vitalised volunteered

Write about what your experiences have taught you so far. If you have travelled, done voluntary work or have any hobbies that may be relevant then mention this too. Always link back to why this makes you great for the job. Never be tempted to reuse the same letter of application for different jobs. Always tweak it or rewrite it completely so that it fits the requirements of each application. End your letter of application with the expectation of a reply.

Making speculative applications You may not have seen a job vacancy but know that you want to work for a particular company. If this is the case, then make a speculative application. This means sending in your CV with a covering letter explaining why you want to work for that company and a little about yourself and your main selling points. End your letter by asking whether you can visit the company to look around or even attend for an interview. There may not be a vacancy for you to fill immediately, but most companies will keep letters and CVs sent in speculatively and look through them when a vacancy arises. Look at it this way: it is pretty flattering for most companies!

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Here are some points to remember when making speculative applications: ● ● ●

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Always telephone the company first to get the name of the person your letter should be addressed to. Include a stamped addressed envelope for a response. Plan your covering letter carefully. You need to include your achievements and outstanding skills, so refer to your responses to the activity on page 41 to help you out. In your first paragraph, state what you want – for example, ‘I am particularly interested in working for your company. I understand that there are no vacancies at present but I would like to be considered for any that arise in the near future.’ Then add a paragraph detailing your main achievements and skills. This need not be very long; it is best to make every word count and refer readers to your CV for further information. End by asking for an interview. You can even give broad suggestions of when this might be (for example, ‘I am available to attend for an interview on most days and can be available at short notice’). Say something that indicates that you expect a reply – for example, ‘I look forward to hearing from you and enclose a stamped addressed envelope.’ Keep your letter concise and punchy. If they want to know more, they will invite you for an interview. Use good-quality paper. Always check for errors. (Getting someone else to as well is a good idea; two brains are better than one, and it is easy to miss your own mistakes.) If you do not hear back within about 10 days, it is perfectly reasonable to make a follow-up call asking to speak to the person you wrote to in order to find out whether your letter has been received.

Speculative applications… View from Nick I really wanted a job in my local bookshop. It’s a really good one and one of the few independent ones left. There wasn’t anywhere else that I wanted to work at the time and I was so frustrated that they never seemed to advertise job vacancies.

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Then I decided to send in a letter to the manager just to see if they had anything going. I explained in my letter that I was really keen to work there and why, and actually asked if I could have an interview in case anything came up in the future. I included my CV too. It felt a bit pushy but I knew I didn’t have anything to lose. About a week later I had a phone call from the manager offering me a job! I couldn’t believe it! I asked him if he wanted to interview me and he said no, he liked my handwriting and was happy to offer me the job! He told me when to turn up for my first day and that was that. When I started work there, I found out that every person employed there had written in speculatively. It’s obviously how the manager found his staff. I really loved my time there and only left when I moved away. Since then I’ve got two more jobs by writing speculative applications, so I know that it works. Sometimes your letter hits the right desk at the right time and you’re in luck. I’d definitely recommend trying to get a job in this way.

Summary The key points from this chapter include the following: ● ●

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Success in life can be linked to the attitude we have to life. Job vacancies are advertised in a wide range of places. You have to make sure that you look at as many sources as possible so that you do not risk missing out on your ideal opportunity. Don’t just go for any job vacancy. Make sure that you research each possible vacancy to see if it is suitable for you to go ahead and apply. You have to sell your skills in every job application you make. A CV is a summary of your life and achievements. It is a vital part of the job application process. Even if you don’t see a vacancy advertised for a particular company, you can still make a speculative application asking if they have any jobs going and whether they would consider you for an interview.

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10

Interviews

This chapter looks at: ● ● ● ● ●

what interviews are; how to prepare for an interview; what to do on the day of an interview; psychometric testing; starting work.

What are interviews? Interviews are simply an opportunity for an employer to decide whom they want to employ for a job. They are also an opportunity for candidates to decide whether they want to work for that company or organisation. It is most definitely a two-way thing! It is a good idea to think of interviews as fun. OK, that may not sound very realistic when you are nervous about being interviewed, but the more you can think about interviews as opportunities to meet people and find out about a new workplace, the better. Regardless of the outcome, an interview is always a positive experience. Even if it goes so badly that you do not have a hope of getting the job, or you realise that the place is a dump that you could never work in, you will have learned valuable things about the whole process. For this reason, it is a good idea to jot down a few of your thoughts after an interview. For example, how did it go? Would you do or say the same things again? What would you change? And so on.

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Preparing for the big day If, after sending in your application for a job, you are invited for an interview, you will usually be given some notice. This can be valuable time to prepare for the big day. A word of warning, though: try not to get too wound up about your preparation or you will get too stressed out to perform to the best of your ability. When preparing for an interview, make sure that you: ●

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Confirm as soon as possible that you will be attending for the interview. You can do this by letter or telephone (or e-mail if the company has given you an e-mail address for correspondence). Find out all you can about the company. Work out how you will get to the interview. If possible, do a dry run so you know exactly how long it will take you to get there. Always leave extra time for traffic jams or train or bus cancellations. Some organisations will pay travel expenses but others will not, so it is worth checking in advance. If you need to stay overnight the night before in order to be there on time then make the necessary arrangements in good time. Again, check whether these expenses will be paid and what sort of budget you have to keep to. Remember to get receipts for everything that you will be claiming for. Sort out your outfit as early as possible. Make sure that it is comfortable, clean and appropriate for the job. If in doubt, wear a suit and tie, or smart jacket and trousers/skirt. Nothing too baggy, skimpy, fleshrevealing or bright! Remove piercings. Whether it is right or wrong, instant judgements will be made about you based on your appearance, so give yourself the best chance possible. Clean your shoes, too. If you are not sure about your outfit, ask the opinion of someone you trust. Do not smoke or drink alcohol anywhere near your interview clothes; the interviewers will be able to smell it a mile off! Write the name and telephone number of the contact person on a piece of paper to take with you just in case you get held up and need to ring them. Gather together any exam certificates you may be asked for. Read through your application form and CV to remind yourself what you wrote.

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Get an early night before the interview. The last thing the interviewers want to see is bags under your eyes. Be positive about the interview. If you go into it thinking, ‘I’ll never get this’, you probably won’t! A positive mental attitude is one of the most effective ways of standing out from the crowd.

The day of the interview Even though you may be nervous, make sure that you have a good breakfast so that you have the energy you need to get you through the day. Drink plenty of water, too, as this will help you to keep a clear mind. There is no real way of knowing exactly what the day will bring unless the company gives you a detailed breakdown of events in advance. However, most interviews follow this pattern: ●

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They take place in a meeting room or private office. There may be a desk between you and the interviewer(s) or you may be seated on comfortable chairs around a coffee table, or any number of scenarios. There may be one or more people interviewing you. These people should be introduced to you. They may start by asking you simple questions to break the ice: something like ‘Did you find the place OK’? or ‘How was your journey?’ There will be a period of questioning about a variety of things to do with you, the job and possibly other issues too. You will be asked if you have any questions. (Make sure that you have thought of some. If you really cannot think of anything, say, ‘No, I think all of my questions have already been answered, thank you.’) You may find that you are interviewed at the same time as other candidates in a group interview. You may be asked to do some psychometric tests (see page 229). You may be shown around the workplace either before or after the formal interview (although remember, even when you are being shown around you are being interviewed). You may be offered the job there and then or they may say that they will contact you when they have made up their minds.

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What interviewers are looking for The person or people who interview you are looking for key things. They want to make sure that the person they eventually employ will be: ● ● ● ● ● ● ● ●

able to match the job specification; able to fit in with the existing staff; willing to make a positive contribution to the organisation; respectful of the management; motivated and conscientious; able to do the job; willing to learn; very likely to stay in the job if employed.

All of this will be far easier for them to find out if you answer all the questions as fully as possible. If a question could have more than a yes or no answer, give it. They want to see that you are comfortable talking and engaging in conversation. If there is anything you do not understand, ask them to repeat the question. If you still don’t get it, say so; don’t guess at an answer!

Possible questions It is impossible to know what you will be asked at an interview, but the following could come up: ● ● ● ● ● ● ● ● ●

What can you offer this organisation? Why should we employ you? Why do you want to work here? What are your strengths? What are your weaknesses? How have your past experiences prepared you for this job? What did you enjoy most about school/college? What are your goals and aspirations? Where do you see yourself in two years’ time?

Sometimes you may be asked about your likes and dislikes, hobbies, what films you enjoy and what books you read. All of this can help an inter-

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viewer to build up a picture of what you are really like. It can also help him or her to make a decision over whether you would fit in well and make a positive contribution to the organisation.

Touring the premises A tour of the premises, whether that be an office, factory, shop or whatever, will usually be a feature of any interview. If it is not, it is well worth asking whether you can be shown around. You will probably find that certain questions come to mind as the tour progresses and it is fine to ask these as they arise. You may be shown around by yourself or with the other candidates. There are certain things to look out for and think about when looking round a potential place of work: ● ●

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Does it feel like a place you could happily go to every day to work? How are people working? Is the place in silence? Can you hear chatting? Are people working hard? Does it seem like a relaxed atmosphere? Are people talking to you as you go around? Does it seem friendly? Does it look safe? Does it feel as though there is fresh air and enough light? Is it too warm or too cold? Are you shown round the whole workplace? Do you see where you would be working? Do you get to meet your potential work colleagues? The person you would be reporting to? The boss? Do you get to speak to them and ask any questions that you have? Can you visualise yourself working there?

As you take your tour, keep all of these questions in mind. There is no need to make written responses, but it is really important to take notice of any gut feelings that you have about a potential place of work.

Body language It has been said that body language can shout louder than any words you may use. Body language is the non-verbal communication that we use.

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Without realising it, we reveal our thoughts through body language as well as reading the thoughts of others through theirs. These tips will help you in interviews: ● ● ● ● ●

Smile. It shows that you are not hostile. Give a firm handshake. It shows that you are not timid. Make eye contact. It shows that you are sincere. Nod. It shows that you are listening and ‘with’ the speaker. Sit up straight. It shows that you mean business.

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turn your body away from the speaker; cross your arms and legs; slouch; jig about or swing your leg; touch your face, hair or any other part of your body.

What if things go wrong? Once you are at an interview, don’t worry if things seem to go wrong; it really doesn’t matter. Just do the best you can. If you forget your train of thought when you are halfway through an answer, just stop, smile and say something like ‘I think I’ll start again.’ You are only human, and so is the interviewer. The chances are that he or she will know exactly how you are feeling. Remember that it is not so much the ‘mess’ you get yourself into (if you do, that is!) as the way you get yourself out of it that counts! Whatever happens at the end of an interview, don’t forget to thank your interviewer(s) as you leave. If you find that you are attending interview after interview and not getting anywhere, ask someone you trust to give you a mock interview. You may be able to get advice on this at your local Connexions office. You might also like to read a specialist book on interviews (see the Appendix for further information).

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Psychometric testing Some employers do what is known as psychometric testing on candidates for jobs. Psychometric testing falls into three main categories: ● ● ●

ability testing (testing people’s potential); aptitude testing (similar to ability testing, although aptitude testing looks at a person’s job-related abilities); personality questionnaires (testing a person’s characteristics, in particular those that may be relevant to the job).

Probably the most common of these are aptitude tests, so for the purposes of this book we will focus on these.

Aptitude tests Aptitude tests are a way of testing a person’s general intelligence as well as specific abilities such as reasoning skills and thinking skills. The tests are objective, meaning that the results should not be influenced by the personal feelings and interpretations of the employer using them. The most often used tests aim to assess verbal and numerical logical reasoning skills – in other words, how well you understand and manipulate language and numbers. Many organisations, both large and small, use aptitude tests to help them recruit new staff. The tests give them a broader picture of each candidate than a simple application form can give them. Although it might seem like a big hassle to have to go through these tests, they will almost certainly work in your favour. Many interviewers are pretty biased people. They can make snap decisions based on their first impressions of your appearance and the general feeling that you give off. Aptitude tests help them to make sure that the first impressions they had of you were not wrong. If you are going for an interview as either a potential student or an employee, you should be told in advance if you will have to sit a test as part of the interview process. It should not be sprung on you at the last minute. It is possible to prepare for taking aptitude tests. You will not know exactly what you will be faced with when attending an interview, but you

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will at least be familiar with the style of question that is likely to be asked, and this can really put you at an advantage. It is quite easy to obtain sample tests. There are several on the internet, and this book’s Appendix contains some useful book titles to look out for. Practising aptitude tests is a really good idea. Research suggests that about 3 out of every 10 people invited to sit an aptitude test do not bother to turn up on the day. It is always worth turning up; you never know, you may pass with flying colours! Aptitude test questions tend to follow particular patterns. They usually (but not always) ask you to: ● ● ● ● ● ● ● ● ●

find a missing word; spell; check for mistakes in printed text; identify the odd word out; continue a number sequence; perform mathematical calculations; fit shapes together; match symbols; ask how strongly you agree with certain statements (such as ‘I like helping people’).

Each test is usually designed to cover a broad range of skills and aptitudes. Some of the questions will have right or wrong answers, others will be more open to interpretation. Usually, these tests are not marked in terms of passing or failing, but it could be that you turn out to be so different from the intelligence or personality profile that they are looking for that your application goes no further. For example, if your test scores show that you are quite shy and introverted, despite being really good at verbal reasoning, it is unlikely you will get into training as a flight attendant. If English is not your first language, these tests can be more difficult, especially if they are testing quite high levels of language understanding. If this applies to you, make sure that you read through the section on discrimination on page 335.

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Aptitude tests… View from Pete The first aptitude test I had to take went really badly. I hadn’t done any preparation and just wasn’t into how to do them. I didn’t finish in time and probably did hopelessly. I didn’t get the job, anyway! After that I went to the library and got some books out and did practice tests. You can soon get to work out the kinds of questions they ask and it gets easier to see what each question is asking you to do. The more you practise, the easier it is when you are faced with one at an interview. I’m on my third job now since leaving school and I’ve had to do an aptitude test at every interview. Not everywhere uses them but you have to do them for a lot of office-based jobs. It really pays to focus on your weak areas. I was never that happy with the numeracy-type questions but the verbal reasoning ones were fine. I had to force myself to sit down and practise the number sequences and so on until I felt reasonably happy. I’ve done a few of the online tests too and they’re really good. My advice to anyone who hasn’t yet done an aptitude test is: don’t be afraid of them. They’re not as bad as they sound!

Graphology Some companies employ a graphologist to assess the handwriting of candidates who apply for jobs. Graphology is the study of personality and character that might be revealed in a person’s handwriting. It is thought that only around 10 per cent of companies are using the services of a graphologist, so you may never come across graphology during your entire working life, but it is still worth making sure that Word, texting and e-mail do not destroy your handwriting skills for good. If you want to know more about graphology, visit www.british graphology.org or www.handwriting.org.

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Safety When attending interviews, keep your safety in mind. Make sure that: ●

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the interview is being held on the organisation’s premises, or at least in a public place such as a hotel (not in a car or car park, or some other location that could affect your safety); you tell someone where you are going and what time you expect to be finished; you never accept a lift from your interviewer, even if you think he or she can be trusted (better to be safe than sorry); you do not answer questions of a personal nature (politely say, ‘I don’t want to answer that’, and leave if you are at all unsure).

Possible outcomes You have found a job vacancy, applied for it, got through the first stage of selection, been invited for an interview and had the interview. So, what are the possible outcomes? ●

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You are offered the job. Congratulations! Accept it if you know that you want to work at that organisation and you want that job. Then make sure that you ask what the next arrangements will be. Will they send you a letter of confirmation? Will they send you a contract? Do they need to receive your acceptance in writing? You are invited back for another interview. This is a second chance for both sides to see whether having you do this job would be the right thing. Prepare for, and treat, a second interview in exactly the same way as you would a first interview but make sure that you have thought of some specific questions to ask. Be prepared for second interviews to be quite different from first interviews. You are not offered the job. Don’t worry! This will have been an excellent experience and something that you will undoubtedly learn from. However disappointed you are, make sure that you look for another job to apply for as soon as possible. (See page 335 for information on discrimination.) Don’t let failure hold you back.

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Pay It probably goes without saying that you’ll be paid according to what you do and that different jobs offer different salaries. Generally (although this is not always the case), you will get paid more if you are: ● ● ● ● ● ● ● ●

well qualified; experienced; able to prove you have a good track record with a particular company; good at what you do; reliable; flexible; successful in promoting the cause of the company or organisation; able to negotiate a rise!

Some jobs will pay you according to where you are on a pay scale that will be relatively fixed, whereas others will have less formal pay structures, with salaries being negotiated as and when appropriate. For further details on money, taxation and the National Minimum Wage, see the chapter on money on page 307.

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How important is money to you? Of course everyone needs to earn money in order to pay their way, but do you want to earn enough or far more than that? Take a moment or two to think about how important money is to you and what your financial goals are. Do you want to be as rich as possible, or is job satisfaction, regardless of how much you earn, the most important thing to you?

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Location

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Where do you want to work? Would you be happy moving away from your family and friends? Or do you want to stay in the area in which you grew up? Or perhaps you would be happy to work abroad? Depending on where you live, it may be that there are greater opportunities open to you if you move away. However, moving away is not necessarily the best thing to do if you end up homesick or feeling socially isolated and lonely. If you are thinking about moving away, do consider how this might make you feel. A bit of mental preparation will really help you to make a success of it. Do also consider whether you want to take a job that would mean a journey into work. If you are losing an hour in the morning and an hour in the evening just in getting to and from work, will you be happy about this? Or would you prefer to live closer to your work (or for your work to be closer to where you live)? The Trades Union Congress (TUC) has published a guide on employment rights for young people. The guide, called Workwise, can be downloaded free of charge from www.tuc.org.uk/extras/ YMNWorkWise.pdf.

Starting work When you are offered a job, it can feel as though that is the goal achieved! In a way it is, but you have still got to go through the following stages: signing a contract and starting work on your first day. Before you actually start work, you should have been told all about the terms and conditions of your employment. These will usually be explained in a written contract that you will have to sign. Terms and conditions are what is expected from you and what you can expect from your employer. They cover things like the hours that you must be in attendance at work, what paid holidays you are entitled to, your job role and description, sick pay entitlements, the notice period required on both sides, your salary and so on. If you have not received a contract and the first day of the job is looming, get in touch with the person who interviewed you and ask

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whether a contract has been sent to you. Some companies cover this kind of thing on your first day at work as they ‘induct’ you into your new workplace. Before you start work, make sure that you know: ● ● ● ●

When to arrive. Where to arrive. What to wear (especially if there is a uniform). What to bring. (Is there a canteen there where you can buy lunch, or can you leave to go to local shops? Will you have to take your own lunch with you?)

On your first day: ●

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Look around to see how other people of your level dress. Do you fit in? If you are in any way unsure about how you look at work, ask the person you are working with whether your clothing is OK. It is better to be safe than sorry, and if you have asked someone’s opinion, they will know that you are serious about wanting to make a good impression. It goes without saying that personal hygiene should be excellent and your clothing should be clean and tidy. It is a good idea to take a notebook and pen with you so that you can make a note of anything you need to remember but are likely to forget. Go in with a positive attitude. Show that you are keen to do well and committed to the job and the company or organisation. Talk to people and make an effort to introduce yourself. The people you meet early on are likely to be those that you befriend as time goes on. You can expect someone to spend time with you on the first day going over all the information that you need to know such as health and safety considerations and practical things like where the toilets are. This is often known as ‘induction’ and can last anything from a few minutes to several days. Expect to be pretty tired by the end of the day. It might be a longer working day than you are used to, and the tension of starting a new job can be pretty draining, too.

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It is a good idea to keep a mini-diary of your first few weeks at work as it is likely that your boss will want to know how you are getting on after you have been there for a month or so. If there is anything that you are not enjoying, do not quit until you have really given it a good chance. You never know, there may be an opportunity to change some aspects of your work after you have been there for a while – and remember, there are aspects of any job that can be gritty and unenjoyable! It is just a question of making the most of things, and if after a few months you know that you will never be able to settle there, maybe that’s the time to start looking around for something else. For many people, starting work is an exciting time in their lives offering more advantages and opportunities than anything else. Let’s hope that this will be your experience, too.

Your local Connexions office or Citizens’ Advice Bureau can tell you all about your rights at work. If there is anything you are not sure about in your contract, you can ask someone there to read through it for you and explain the parts that you don’t understand.

Summary The key points from this chapter include the following: ●

● ● ● ● ● ●

Interviews are a two-way process for employers to see whether they want to employ you and for you to see whether you want to work for the organisation. It is essential to prepare for interviews to enhance your chances of success when interviewed. Interviews can take a variety of formats. To improve your chances during interviews, you will need to answer all the questions you are asked as fully as possible. Some interviews include psychometric tests. It is possible to prepare yourself for these. Body language can give away your inner thoughts. It is important to be aware of how you sit, stand and generally conduct yourself. Most jobs offer some form of induction for new employees.

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Part Four

Travel

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11

Studying and working abroad

This chapter looks at: ● ● ● ●

whether travelling is right for you; studying abroad; funding studies abroad; working abroad.

Travel – is it right for you? It can be easy to get swept along with the tide of opinion among your friends about travelling. In some groups it will be seen as the thing to do, and anyone not jetting off to slum it in some far-flung corner of the planet might be viewed as playing it just a little too safe for comfort. There is no doubt that travelling can be a valuable and worthwhile experience, but not everyone feels the need or the desire to do it. Don’t even think about surfing the internet for great travel deals until you have sat down and thought about whether or not travelling is really for you.

● ● ●

Do you definitely want to do it; you have no doubts at all? Would you like to do it in an ideal world but at present have too many concerns? Do you envisage difficulties but nothing that will stand in your way?

Action

When thinking about whether travel might be the right thing for you to do, consider the following points. You may like to make a note of your responses to help you to clarify your thinking:

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YOUTH IN ACTION

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www.british council.org / connectyouth

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Youth in Action programme The Youth in Action programme (2007-2013) is funded by the European Commission and provides young people with a variety of opportunities for non-formal and informal learning with a European dimension. It builds on the experience of the previous YOUTH programme (2000-2006). The programme’s general objectives are: the promotion and development of young people’s active citizenship; solidarity and social cohesion; as well as the development and promotion of quality support systems and European-wide cooperation. Specific programme priorities are: European Citizenship; participation of young people; intercultural dialogue; and the inclusion of young people with fewer opportunities. The programme is divided into 5 Actions: • Action 1 – Youth for Europe • Action 2 – European Voluntary Service • Action 3 – Youth in the World • Action 4 – Youth Support Systems • Action 5 – Support for European Cooperation The Youth in Action programme is particularly looking for new applicants to the following programmes: Action 1.1 - Youth Exchanges Youth Exchanges offer an opportunity for groups of young people from different countries to meet and learn about each other’s cultures. The groups plan together their Youth Exchange around a theme of mutual interest. Action 1.2 - Youth Initiatives Youth Initiatives support group projects designed at local, regional and national level. They also support the networking of similar projects between different countries, in order to strengthen their European aspect and to enhance cooperation and exchanges of experiences between young people. Action 1.3 - Youth Democracy Projects Youth Democracy Projects support young people’s participation in the democratic life of their local, regional or national community, and at international level. To find out more please contact: Youth in Action Programme British Council 10 Spring Gardens London SW1A 2BN Tel: +44 (0)20 7389 4030 Emai: [email protected] Internet: www.brititishcouncil.org/connectyouth

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● ● ● ● ●

Can you not see the point of it? Would you do it if you had the money but not otherwise? Do you see travel as a way to contribute to the world or a way to see the world, or perhaps both? Do you associate travel with holidays or working opportunities? Do you associate these working opportunities with volunteering or with earning money?

Aim to get to the core of why you do, or do not, want to travel. Be totally honest with yourself. There are no right or wrong answers, but you do need to work out what lies at the heart of your personal motivations before taking any further steps. If you have written your responses down, put them away for a few days and then reread them. Do you still feel the same way? Is there anything you would like to add to your responses?

Studying abroad There are many opportunities out there for young people to study abroad. You can use the services of one of the many dedicated companies and organisations offering opportunities to study abroad, or you can organise your own studies. You may even find that if you do a course in HE you get to study abroad through an exchange system or a placement abroad. The European Economic Area (EEA) agreement came into force on 1 January 1994. This agreement is concerned mainly with four freedoms: ● ● ● ●

movement of goods; movement of persons; movement of services; movement of capital.

This has helped to create many opportunities for people belonging to European Union (EU) member states such as the United Kingdom. With the barriers to movement around the European Economic Area breaking down and the European Union ever-expanding, you might want to look into the opportunities for studying, as well as working, abroad that this may offer you.

Studying and working abroad

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At the time of writing, there are 27 member states of the European Union: Austria, Belgium, Bulgaria, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden and the United Kingdom. There are also three countries that are candidates to become members of the European Union: Croatia, the Former Yugoslav Republic of Macedonia, and Turkey.

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Studying abroad is not the ‘be-all and end-all’ – there are plenty of young people who choose to stay in the United Kingdom for their studies – but there are certain advantages in taking this step if you think that it is a good idea for you: ● ● ● ● ●

It would help you to start to understand another country – which could be a distinct advantage if ever you wanted to apply to work there. It would undoubtedly show you new approaches and techniques in your chosen area of study You would learn another language as it is spoken by its people – invaluable in today’s economic climate. You would certainly be attractive to any UK business that might want to expand further into mainland Europe. It would give you invaluable experience if you think you may want to be self-employed in the future, seeking to take advantage of the markets that Europe offers.

As an EU citizen you can apply for any HE course in any EU country. That said, it would only really be wise to do this if you were fluent in the language of your chosen country and, most likely, if you had pre-existing links with that country (for example, if you had lived there for some time in the past or had relatives there). You can also apply to HE institutions around the world outside the European Union, but would need to satisfy visa requirements and have sufficient funds to pay for what could be comparatively expensive course fees. Do not forget, too, that many UK HE institutions offer the opportunity to go abroad for at least part of a course, allowing you to

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live and study in another country – usually for about a year, sometimes less.

Studying abroad… View from Mike I was offered the chance to spend a term in Sweden on an exchange programme and leapt at the opportunity. I was in my second year of a nursing degree course and couldn’t wait to see how things were done in a different country, especially one that’s got such a great reputation for healthcare. A small group of us went over there and we lived in nurses’ accommodation in Stockholm. We weren’t that far from the city centre and took every opportunity to get out and about and see what life in Sweden is really like. As well as the actual practical experience in hospitals there, which I’d say was invaluable, I found the whole thing such good grounding in so many ways. It was the longest I’d been away from the UK and I learned a lot about myself during that term; probably more than in any other term at university. I’d say to anyone who’s given the chance, do it! It doesn’t matter what you may be missing at home and on your course, the chances are you’ll be getting far more from the experience of going away than you would from staying put.

The EU Lifelong Learning Programme

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The EU Lifelong Learning Programme is made up of four main sectoral programmes, meaning that there is one for each of the main sectors of education. The Comenius programme is for school education, Erasmus is for higher education, Leonardo da Vinci is for vocational training and Grundtvig is for adult education. These programmes have the aim of promoting lifelong learning as well as fostering ‘interaction, cooperation and mobility between education and training systems within the EU’.

If you think you might be interested in taking part in one of the opportunities offered by the EU Lifelong Learning Programme, you can contact the British Council on 0161 957 7755 or general.enquiries@ britishcouncil.org. There is also a website you might find useful: www.lifelonglearningprogramme.org.uk.

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The Youth in Action Programme The Youth in Action Programme encourages the involvement of all young people, including those with fewer opportunities and those aged between 13 and 30. It has five key actions: ● ●

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Action 1 – Youth for Europe: supporting exchanges and youth initiatives and encouraging young people’s participation in democratic life; Action 2 – European Voluntary Service: encouraging young people to take part in a voluntary activity abroad that benefits the general public; Action 3 – Youth in the World: encouraging cooperation with partner countries by building networks, promoting the exchange of information and assisting with cross-border activities; Action 4 – Youth Support Systems: promoting the development of exchange, training and information schemes; Action 5 – European cooperation in the youth field contributing to the development of policy cooperation in the youth field.

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If you would like further information on the Youth in Action Programme and how it may benefit you, or if you want to become involved in the programme, you can e-mail [email protected]. You can also find out more at the programme’s website: http://ec.europa.eu/youth/index_en.htm.

IAESTE IAESTE is the International Association for the Exchange of Students for Technical Experience. It allows science, technology and engineering students to do paid work placements abroad (as long as they are course related) lasting 8–12 weeks. These placements take place in the long summer break.

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To find out more about IAESTE, log on to www.iaeste.org.uk or e-mail [email protected].

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You can find out more about the opportunities that exist for you to study abroad from the following websites. (Don’t forget that as well as doing your own searches on the internet, it’s also worth talking to your careers teacher or adviser; there are lots of opportunities out there for you.) www.britishcouncil.org/new – The British Council www.acu.ac.uk – the Association of Commonwealth Universities www.careerseurope.co.uk – for general advice www.studylink.com – particularly for opportunities in Australia Your local Connexions office will also be able to give you more information on studying overseas. Ask if they have the Exodus database for you to browse. This can also be accessed via the Careers Europe website (see above).

Funding studies abroad If you do decide to pursue the idea of studying abroad, you will need to think carefully about how you will fund yourself. Studying in a foreign institute of HE or a university will almost certainly mean paying course and tuition fees as well as your living expenses while you are abroad, and this could be more expensive than staying in the United Kingdom. There are organisations that can help with the financial aspects of your plans to study abroad. Grants and loans are available, so talk to your college’s careers adviser and also to Connexions. Do also take a good look through the Appendix to this book, as well as your local library, for further ideas and information. Do be aware of the timescales involved in applying for study places abroad. Meet all the relevant deadlines and you will not find yourself having to kill time.

Working abroad There are almost countless opportunities for young people who want to gain some experience working abroad. For example, you could:

Studying and working abroad ● ●

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teach English as a Foreign Language almost anywhere in the nonEnglish-speaking world (a TEFL qualification is nearly always needed); do childcare or domestic work, for example as an au pair (although there are age limitations, and requirements can vary from country to country); do catering work, particularly in the popular tourist areas of countries; go for seasonal work in a ski resort in the French, Swiss, Austrian, German and Italian Alps, Andorra, Spain, Scotland and elsewhere; work on a kibbutz or moshav in Israel; do farm labouring and fruit picking (particularly in hot countries); go for summer camp work as a counsellor (particularly in the United States and Canada); work as a representative for a package tour operator; work in a theme park, for example in Florida.

There are many organisations that can help you to find suitable work abroad. It is well worth talking to as many people as you can who have done it, spending some time browsing the shelves of your local library and settling in to a few hours online. Good starting points on the internet are www.ciee.org/representatives/ and www.gapwork.com. If you want to work outside the European Union, you will probably need a work permit and visa. The relevant country’s embassy in London will be able to tell you more. You can find the addresses and contact details of embassies at the Foreign and Commonwealth Office website, www.fco.gov.uk. Your local Jobcentre Plus will have a Euro adviser who will be able to offer you advice on working within the European Union as well as information about the European Employment Service (EURES). To find your local Jobcentre Plus office, visit www.jobcentreplus.gov.uk, and to find out more information about the European Employment Service, visit www. europa.eu.int/eures/index.jsp.

Working abroad… View from Natasha OK, I know it wasn’t the most glamorous of jobs, but I loved the time I spent working in a ski resort in Switzerland. The pay wasn’t exactly fantastic and it’s incredibly labour-intensive work, especially if you’re working in the chalets, preparing food for guests, cleaning and sometimes entertaining. But

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the whole experience was so good for me and I did get my accommodation and board thrown in. I met young people from all over, especially Europe and Australia, and I’m still in touch with many of them. I really improved my skiing too, which was an added bonus. I wasn’t tempted to stay there for ever, and by the end of the season I was ready to return home. I missed my own bed, my friends and family, but wouldn’t have given up my time there for anything. One of the great things about working within Europe was that you don’t have the hassle of having to get work permits or visas. It really is quite easy to organise, I think. A friend of the family got me in touch with the company that I worked for, but I know that there is plenty of information on the internet about working abroad, especially in the skiing industry. Now I’ve done it in Europe, I might try somewhere further away in the future – who knows! But for now I’m going to get into my course and try to forget about the freedom of the slopes!

Action

I’d recommend spending some time working abroad to anyone. You’re never going to make your millions out of it but it’s usually a pretty ‘casual’ way of seeing somewhere new, learning some new skills and earning enough money to get by. Although it was hard work, I found it relatively low-pressure, which meant I had plenty of time and energy to make the most of it.

Is working abroad for you? It’s all very tempting when you hear about the experiences of others and their jaunts around the world, but working abroad is not all about holidaying (although it’s usually possible to fit a fair amount of that in!). Think about your answers to these questions when deciding whether working abroad is for you: ● ● ● ● ● ●

How do you feel about possibly knowing little about the country and culture that you would be working in? How happy are you to ‘learn on the job’? Are you open to fairly menial or manual work? Do you like to make new friends and get to know strangers possibly from totally different cultures than yours? How happy are you to learn a different language? Are you likely to feel homesick? What strategies have you learned to deal with this?

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Are you happy in your own company? You may have to spend time alone. What about your religious beliefs? Would you be happy working in a country that has differing beliefs? Are you open to learning new customs? Are you open to new culinary experiences? What would you do if you really wanted to come home? What contingency plans would you make for this?

Aim to answer these questions in as much detail as possible. Note your answers down if that would help you. Add any other thoughts and reflections you have as you think about it all.

Summary The key points from this chapter include the following: ● ●

● ●

It is important to take time to think about whether you want to go travelling and, if so, what you hope to achieve by travelling. There are many opportunities for young people to study abroad. Some of the programmes are Erasmus, Leonardo da Vinci, Youth in Action and IAESTE. It is possible to get grants and financial help to study abroad. There is a wide range of jobs that young people can do abroad.

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12

Taking a gap year and volunteering

This chapter looks at: ● ● ● ● ● ● ●

what gap years are; what gap years can give you and why you might want to take a gap year; gap year guides; travel precautions; volunteering abroad and in the United Kingdom; vinvolved; coming home.

A gap year Taking a gap year simply means taking time out from your life plans to do some other activity, either paid or voluntary, or to take an extended holiday. Although the majority of people taking a gap year do it after university, a significant number do it before university. Each year, it is estimated that around 50,000 18-year-olds take a gap year, each spending an average of £3,000–£4,000 on their trip. Most stay away from the United Kingdom for around four months. If you decide to take a gap year, be really clear in your mind about what it is that you want to achieve. It is all too easy to let the time, which usually runs to a full academic year plus a few summer months, slip away if you are not focused and committed to making the most of it.

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Filling the gap closer to home Gap years aren’t all about sunshine and surfing. For 22 years, young people with a passion for social justice have been spending their gap year in Britain, living and working in the inner cities as volunteers with the Jesuit Volunteer Community (JVC). Volunteers live in independent communities with all expenses paid and a modest allowance. During the year, they take 15 days holiday, and the JVC development programme provides further opportunities to unwind and have fun on five residential trips to the countryside. The JVC experience provides personal development and valuable skills for future careers. In any one day, JVC volunteers will be accompanying an asylum seeker to court; baking bread with homeless people; teaching someone to read; growing vegetables with refugees; organising an action campaign - the list goes on. For more information on gap year and summer programmes, see JVC Britain’s website at www.jvcbritain.org. advertisement feature

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What can a gap year give you? ●

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The chance to save money for your time in HE. Even if you have managed to finish college without having any debts, the chances are that if you go into HE, you will need to take out student loans and an overdraft. Although you can start to repay these loans only when you are earning a certain amount (there is more on this subject in Part Six), obviously the more you borrow, the longer it will take you to repay, despite the fact that student loan interest rates are relatively low. The more money you have saved to begin with, the easier your financial situation will be. That said, the other side of this argument is that you should be able to earn more money when you have left HE than before you start your course, so some may say that this should be taken into consideration. However, many students do report that the more money they have in the bank before starting in HE, the more secure they feel. This depends entirely on the kind of person you are and how comfortable (or otherwise) you feel about being in debt. A break from formal education while you recharge your batteries; completing A levels can leave some students pretty exhausted and in need of a decent break from studying. This does not mean that you will not go back to studying the following year, but taking a gap year can allow you to indulge in some interests that you are not going to be tested on! If you’re interested in doing this, the Universities and Colleges Admissions Service (UCAS – www.ucas.com) has further information for you on deferring entry to HE. The chance to ‘see the world’. Think about it! You could travel by train, yacht, aeroplane, car, bike or foot! The opportunities are seemingly endless. And for someone of student age, there are amazingly goodvalue deals to be had. However, do not fall into the trap of thinking that this is the only chance you will get to travel. At present, the fastestgrowing group of ‘gappers’ is people from the 25–35 age bracket seeking a break from their careers. A way of helping others through voluntary work. Doing something useful will nearly always lead to a sense of satisfaction. You do not need to jet off halfway round the world to achieve this, although of course if that is what you fancy, there are plenty of opportunities out there for you. Just remember that voluntary work can start at home, too. Employers will generally be impressed by time spent doing volun-

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tary work, and there is no doubt that this can help you to gain invaluable life skills, too. An opportunity to gain work experience to kick-start your career. There is a developing trend, particularly in some professions, for employers to want prospective employees to have gained some practical experience in the field before they are taken on. In some professions, such as teaching, practical experience is pretty essential before even getting on a training course. Taking time out to gain this, either in a paid capacity or as a volunteer, is invaluable for those who know exactly what direction they want their career to head in. The chance to taste the world of work before continuing your plans. Whether you want to go into HE or straight into work, taking time out to try different kinds of workplace can help you to decide where you really want to be. There are some organisations that sponsor students through their degrees, and they often want them to spend some time working in the field before committing to a course. Getting stuck in is the only way really to know whether the job will be right for you. Leaping in one particular direction could see you feeling trapped and wanting to backtrack to take a different path; work experience can help you avoid that. Time to think about what direction you truly want to take in life. For some people, taking a year out can give them the time and space they need to make some long-term plans about their lives. The pace of life up to the age of 18 can be so fast that this is the only chance to think clearly about the future. If this is the case for you, it is really important that you take steps to make your decision rather than putting it off indefinitely. If you know you want to study but you are unsure about what course to go for, take some advice from your school or college. You could even start by making a list of what you do not want. That can sometimes help you to focus on exactly what it is that you do want.

Who is impressed by gap years? Generally, employers and institutes of FE and HE are pretty impressed by those who have taken a gap year to do a structured and specific activity, even if that activity is travelling on an extended holiday. It helps if you can answer questions on why you did it, what you got out of it, the changes

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you think it brought about in you and the benefits you could bring to a university, say, or a company because of it. If you have taken, or are considering taking, a gap year, make sure that you can answer the questions mentioned above. Ultimately, you need to be able to explain to an admissions tutor or employer precisely what your gap year gave you. Here are some ideas to get you started: ● ● ● ● ● ●

knowledge of different communities; increased confidence; physical fitness; valuable work experience; specific skills such as keyboard skills; a greater understanding of yourself.

Make sure that you think as widely as you can about your gap year so that you can paint the picture of it in the best colours possible.

Gap years… View from Alice I definitely knew that I wanted to take a gap year but I just wasn’t sure when. In the end, I decided to take one after my A levels and before going to university. I knew that many universities run taster courses, but I decided that I wanted to have a break from academic study. My long-term plan is to be a teacher, so to me it was important to give myself the opportunity to see different parts of the world and have a bit of fun before getting back down to work and three years at university followed by another for my PGCE. I didn’t want to go from school to college to university and then back to school as a teacher without ever taking a year out. My cousin and I decided to go travelling for six months. This gave us time to work and save up some money. I worked in a day nursery during the day and at my local theatre in the front-of-house team in the evenings. I didn’t have much spare time but I wanted to be focused on saving as much money as possible. Sometimes it was hard, but you have to keep your mind on what you’re going to be doing later in the year! We didn’t want to have to work while we were travelling, and this seemed to be the best way of achieving that.

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There were key places that we wanted to see. Mostly these were in Europe, so we decided to plan a roughly circular train trip taking in all that we wanted to see. This took us six weeks, and then, after a brief visit home to get our stuff washed and to repack, we flew out to Australia. We have family out there so we were able to stay and sample real Australian life rather than just the backpackers’ trails, which was an amazing experience. From there we went to New Zealand and then back home via Malaysia. It cost more than we’d anticipated, but once you’re out there, you may as well take advantage of the opportunities you’ve got. I think it was the best thing I could have done with that year. Working in the nursery really confirmed to me that I definitely want to be a teacher, and seeing so many places abroad not only helped me feel a little more ‘worldly’ but also helped me to realise that I love living in this country!

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Will I be able to get the most out of a gap year? Can I afford to take a gap year? Am I motivated enough to plan it and save for it if necessary? Do I know what I want to do when I return from whatever gap year activity I choose to do? Can I create a gap year that will fit in with my plans for the future? Overall, will my life be enhanced by taking a gap year or will I just be killing time? Do I want to do this with all my heart?

Action

Before you even start planning a gap year, think carefully about your answers to the following questions. Jot down your responses if you think it will help you to make your decision.

Gap-year guides Gap years need meticulous planning if you are to get the most out of them. There are many sources of information on this for young people now and most of the formerly broadsheet newspapers such as The Times, the Independent and the Guardian run stories about gap years in the

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summer months following exams. A list of gap-year guides can be found in the Appendix. There are a number of excellent websites that can help you to learn about, plan and prepare for taking a gap year. While it is usually a good idea to do an internet search on the kinds of activities you are specifically interested in, the following websites will also be helpful: www.gapadvice.org www.statravel.co.uk/gapyear www.gapyear.com www.gapyearjobs.co.uk www.gap-year.com www.lattitude.org.uk www.yearoutgroup.org.

Travel precautions Plan any travel that you do in your gap year very carefully. There are many books and websites available to help you to do this. Talk to the adults in your life about your plans, too. Those close to you are bound to have concerns about your jetting off, and if you talk through your plans and all the precautions you have in place, they will feel happier and more able to support you. Remember, this plan may be as new for them as it is for you! Wherever you decide to travel to, make sure that you have a passport that will be valid right through until after you plan to return to the United Kingdom, and adequate insurance, including health insurance. There have been some reports recently of Britons abroad who were not given the medical treatment they needed until they could prove that they had insurance to cover the cost. Make sure that you carry all the relevant documents with you at all times and have photocopies of them in your luggage as well as leaving copies behind at home. It’s an old cliché, but it’s better to be safe than sorry! A search on the internet will bring up companies to approach for insurance quotes. Always read the small print; cheapest is not necessarily best. You may be feeling daring, but there is little point in putting yourself in undue danger. The Foreign and Commonwealth Office (FCO) website is packed with current information on where not to travel in the world

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because of political instability, and, although you may be able to get to these places, you’d be well advised to heed what the FCO says. Besides, if you did travel to one of the countries currently off limits, your travel insurance might well be invalidated.

Personal safety Whatever you do in your life and whenever you do it, being aware of your personal safety is really important. Although attacks on travellers are relatively rare, some countries are deemed more dangerous than others, and it will always be worth knowing how to look after yourself and others in the event of trouble. Be realistic about it: in all likelihood you will be perfectly safe, but it can be all too easy to throw caution to the wind when you’re away from home and having a great time. This isn’t about not having fun; it’s about going about it as safely as possible. As the Ultimate Gap Year website (www.ultimategapyear.co.uk) says, ‘Travel is not without risk. The risk needs to be kept to a minimum acceptable level without eliminating the sense of fulfilment for individuals.’ There are several courses that would-be travellers can attend to learn all about staying safe while taking a gap year. You can find out about these from the website mentioned in the previous paragraph, and your school may also run sessions on how to stay safe while travelling. There is essential safety advice and knowledge that you should have before setting out, so be sure to find out as much as you can. Don’t assume that you are streetwise and know all there is to know, and likewise don’t let fears about safety put you off from travelling at all! To find out more about travel safety, try these sites for starters: www.ultimategapyear.co.uk www.safetrek.co.uk www.suzylamplugh.org.

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For further information on this, visit www.fco.gov.uk or telephone 0845 850 2829 for travel advice and 020 7008 1500 for general enquiries.

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Books and websites (particularly those listed in the Appendix) will be invaluable in planning your gap year. Taking the time to focus on exactly what it is you want to achieve from your year out will help to ensure that you reach your goals, even if they are simply to relax and have fun.

The Year in Industry scheme If you think you may want to work for a full year before starting HE, consider taking part in The Year in Industry. This is a scheme, administered by the Engineering Development Trust, for gap-year students to gain experience of industry, before or during university, backed by comprehensive ‘off-the-job’ training. The main features of The Year in Industry are that it: ● ● ● ● ● ● ●

is tried and tested; is available nationwide; targets the most able young people; matches students to companies’ needs; arranges real work in industry; selects students pre-degree, at their most receptive and enthusiastic; fosters continuing links between companies and undergraduates.

Students taking part in The Year in Industry agree to: ● ● ●

follow the company’s terms and conditions of employment; show initiative and self-motivation; be present for all training sessions offered.

In return, the company agrees to: ● ● ● ●

employ the student between September and July; offer ‘useful and challenging’ work; free students up to attend The Year in Industry training courses; pay students a wage, typically from £9,000 to £14,000.

Each year, approximately 650 students are placed with over 250 companies throughout the United Kingdom. Interestingly, 25 per cent of those taking

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part have gone on to get a first-class Honours degree and 35 per cent get upper seconds.

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For further information on The Year in Industry, visit www.yini.org.uk.

Volunteering If taking an extended holiday for your gap year does not quite do it for you, there are plenty of opportunities to take part in volunteer projects all around the world. Many agencies exist to help young people find suitable voluntary work, for example Camp America (recruiting people to work with children on summer camps in the United States), GAP Activity Projects or au pair agencies (looking for people to work in families looking after children and generally helping in the house). With these kinds of projects you may need to supply the money for your air fares.

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www.worldwidevolunteering.org.uk is an enormous database of organisations and volunteer placements. Your local Connexions office may have access to it, so if volunteering is for you, it is well worth asking.

There are also opportunities to volunteer closer to home. Volunteering England and Community Service Volunteers are just two of the organisations in the United Kingdom that help find placements for would-be volunteers. There are many conservation organisations, too, and these are often seeking volunteers. This is a great way of getting involved in helping to preserve nature or your local heritage, as well as making sure that you are not going to be stuck behind a desk from nine to five!

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Community Service Volunteers (CSV) offer what they describe as highquality volunteering and training opportunities. Through taking part in a CSV project, you would have the chance to help real people, significantly improving their lives. Check out www.csv.org.uk for more information.

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v is an independent charity which seeks to inspire volunteers aged 16–25 in England. The way it works is by funding voluntary organisations all over England to create inspiring, diverse opportunities. It also helps to overcome barriers that stop people from taking action to improve lives, communities and the planet. v aims to create a culture where volunteering comes naturally, so that the benefits of volunteering are understood and celebrated by all. vinvolved is the national youth volunteering programme which is split into two strands: vinvolved teams and vinvolved projects.

You can find out all about v and vinvolved from the website: www. vinspired.com.

Coming home If you are planning to spend any time away from home during your gap year, or as part of your studies, make sure that you do some mental preparation about returning home. The chances are you will have had some amazing experiences – possibly even life-changing experiences – and you may have a slightly altered perception of your home life as a result. Before you even start packing your rucksack for your outward journey, make sure that you have firm plans for what you are going to do when you return, even if those plans are simply to spend a fortnight fully researching your options and re-evaluating your life after the experiences that you will have had. Above all else, you need to avoid coming back to an apparently empty life as this could lead to huge feelings of anticlimax.

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That said, you should be aware that what you thought you wanted to do before you ever set foot on the plane may be very different from what you now want to do having spent six months in the Australian outback! Be open to the changes and personal developments that take place and do not try to squeeze yourself into plans that no longer fit you. The pitfall you need to avoid is drifting on your return until something as exciting as what you have just been doing turns up. With that frame of mind, it probably never will!

Coming home… View from Jon I was so excited about getting away from my village that I didn’t put any thought into what it would be like when I got back. I got really depressed and demoralised because I’d been working on a kibbutz among other things; it’d been fantastically hot and a totally new experience for me. I got back to my quaintly English village in the middle of winter and everything felt wrong. I know I upset my family and I felt really bad about that. It wasn’t their fault; they’d always supported me. Looking back, I can see that I was just kicking out because I didn’t want to face up to the fact that I needed to get on with the rest of my life. It really helps if you can get something organised before you leave so you don’t end up in the state I was in. The lower I felt, the harder it was to get up off my backside and make future plans. I ended up wasting a year when I got back from travelling just trying to get my head around what course I wanted to do and where I wanted to be. I don’t recommend that to anyone. If you’re not careful, all the benefits you gain from travelling and working abroad can be lost in a second if you just go home and coast. Get it sorted! Just make sure that even if you’re not exactly sure about what you want to do next, you’re at least thinking about it and not putting off the decision making until some point in the future. If you’re not careful, that point will never arrive – and then what?

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Summary The key points from this chapter include the following: ● ● ● ● ● ● ●

Each year, around 50,000 18-year-olds take a gap year. Gap years can give you a wide variety of experiences and opportunities. It is essential to plan your gap year as much as possible. Don’t drift into it, or you may fritter the time away. Employers and university admissions tutors are generally impressed by people who take a gap year. There is a tremendous amount of advice out there for young people who are thinking of taking a gap year. Voluntary work can be an excellent way of spending all, or at least part, of a gap year. If you are planning to spend any time abroad, you must think first about what you plan to do on your return. Don’t drift!

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Self-employment and beyond

This chapter looks at: ● ● ● ● ●

all you need to know about self-employment; other options such as franchises and cooperatives; job sharing; portfolio working; work–life balance.

Leaving school at the age of 16 or 18 means that you face many choices. The obvious ones are either to go into FE or HE, or to get a job, but there are other options that you may not have thought of. Self-employment is something that many people consider at some point in their lives. It would be relatively unusual for someone to go into it straight from school, but if you think that it might be something you would like to explore later on in your life then you could bear this in mind when making choices now. Voluntary work or unpaid work such as job shadowing are two other choices. It is important to take time to make sure that you opt for what is best for you at the moment. Above all else, think about your options in the broadest way possible. So-called conventional employment is not all that is open to you. Let’s just get real for a moment, though. Doing anything other than getting a job can lead to periods of what some may describe as ‘intense poverty’. Unless they have a private income from a loaded family, probably every student, entrepreneur, volunteer and self-employed person has been through it. Opting for one of the alternatives can mean risk taking and insecurity; it takes guts and commitment. That said, the benefits are potentially immense. Are you up for that?

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Self-employment Not many school leavers go straight into self-employment, and even at graduate level the figure stands at only about 2 per cent, although this is thought to be rising. But self-employment shows all the signs of being a growth area of the UK economy. You may have long-term plans for selfemployment, so this chapter could offer you some useful ideas.

What is self-employment? Self-employment literally means employing yourself – being your own boss. Whether this is a lifetime choice or a lifestyle choice – that is, either permanent or temporary – is down to you. Most self-employed people get work (or contracts or customers/clients) from many sources, yet no single company or client is responsible for them. This has its advantages and disadvantages, but one thing to keep firmly in mind is that as a self-employed person you do not get sick pay, paid holidays, a regular salary, or any of the other benefits or bonuses associated with being employed, such as medical insurance and access to a company pension scheme. As a self-employed person, your income would come from work completed that you then invoice your customer for. You would need a steady flow of contracts to ensure that you do not have any periods with nothing to do. This would also ensure that your cash flow remained healthy. Being self-employed means having to be responsible for your tax and National Insurance. When you are employed by a company, these would be taken ‘at source’, meaning that tax and National Insurance are collected before your wages reach you. Consequently, all the money you earn is yours to spend (once all your bills are paid!). When you are self-employed, you have to make sure you save some money from each cheque received to pay for tax and National Insurance (in two lump sums through each year). Any profits you have left when your bills are paid (including any savings and pension contributions you may be making) could be put back into your business. For example, you might need to buy a newer vehicle or rent larger premises.

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Types of self-owned business If you start up your own business (as opposed to simply working for yourself on a freelance basis), you will probably choose to run your business as either a sole trader, a partnership or a limited company.

Sole trader A sole trader runs a business in which just that one person is the owner. As a sole trader, it is still possible to employ other people, but you do not need to go into the complexities of setting up a formal business. Another term for a sole trader is an ‘unincorporated business’. Any profits made belong to the sole trader (although they will be subject to tax as appropriate).

Partnership A partnership is a relationship between two or more (usually up to 20) people for the purposes of running a business and making a profit. Profits are split between all the partners and taxed as appropriate.

Limited company Limited companies must have at least one shareholder, at least one director and a company secretary. If you run a limited company you will need to submit certain documents to the Registrar of Companies as well as produce accounts and file an annual report. It is probably best, if you are thinking of self-employment as an option, to start out as a sole trader or partnership.

Why be self-employed? There are many reasons for being self-employed. For many people, the example of their family has a large influence. If self-employment is a way of life for your parents or siblings, you are more likely to view it as a viable option for yourself – provided they run successful businesses, that is! In addition, some people are just better suited to it than others. Whether you know this from early on or learn it as a result of work experience, you will know whether self-employment is a way of life that you could thrive in.

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Certain types of work are typically more usual for the self-employed. For example, jobs in the media seem increasingly so, as are many artistic and design-based jobs.

Pros and cons of self-employment Pros

Cons

You can be your own boss.

You are the only one in charge.

You can set your own hours.

You need strong motivation and drive.

You can promote your own ideas.

Your ideas and concept may be ‘stolen’.

You may be able to work from home.

If working from home, you can never get away from your home office.

You can build up many sources of income.

You have to deal with job insecurity.

It may not matter where in the country you live.

You can end up feeling socially isolated.

You can decide when to take time off.

You do not get holiday and sick pay (nor the time to have a break!).

You have greater control of your life.

You have to stay on top of your business’s direction.

You can dictate what your prices are.

Clients rarely pay on time.

You get to use a wide range of skills.

You do not have time to update your skills.

The profits you make are yours to keep.

You will have no retirement income if you do not make your own arrangements for a private pension.

Is self-employment for you? To be self-employed, you need to offer a product or a service, preferably something that is not commonly being offered already (or that has a unique selling point). If nothing springs automatically to mind, think about

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your skills and aptitudes, hobbies and talents. Is there anything in that lot that you can market as being unique? Remember, too, that if you take the plunge and go self-employed you will need to become expert at finance, sales and marketing, advertising, management, administration, human resources (if you employ others), ICT, the law as it relates to your business, and much, much more. Your levels of self-motivation will need to be so honed and so reliable that you will be able to ride out every storm as it strikes. You will need excellent support to draw on as and when necessary, and a very friendly bank manager! Above all else, your vision must be realistic yet ambitious. There has to be a genuine need for what you want to offer and a willingness in you to reach the prize you desire through creativity, honesty and innovation. Does that sound like you?

Is self-employment for you?… View from Neil I’ve always known that I want to run my own business. I don’t want to spend my entire working life being someone else’s employee. But I’ve watched my dad run his own business and have seen how much work is involved. I knew I wasn’t ready for that when I left school, so I got a job with him and I’m earning money and learning about running a business now. At the moment I have fairly fixed hours, so I can make the most of my time off, too. But I will be starting my own business within the next five years. I don’t want to leave it any later than that. I know what I want to offer and am in the process of doing some research into how viable my idea is. It’s looking good at the moment, so I won’t reveal anything about it!

Help starting up A quick search on the internet will confirm just how much support there is out there for young people wanting to start up their own businesses. In particular, contact: ● ● ●

Livewire – www.shell-livewire.org; The Prince’s Trust – Business – www.princes-trust.org.uk; the New Deal – www.jobcentreplus.gov.uk.

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You will find a lot of information on starting up as a self-employed person on the HM Revenue and Customs website, www.hmrc.gov.uk/ startingup. In particular, take a look at the booklet Are You Thinking of Working for Yourself?, which you can download free of charge from http://www.hmrc.gov.uk/leaflets/se1.pdf. There is also a helpline for the newly self-employed: 08459 15 45 15. For help with self-assessment tax you can call 0845 9000 444, and advice on National Insurance can be found at www.hmrc.gov.uk/nic. The self-employment contact centre can be reached on 08459 15 46 55.

What if your business fails? Many small businesses do not make it through their first two years, so it is important to be prepared for possible failure. This in itself is not a reason to back out of your dream if you really want to be self-employed, but it is certainly something to be aware of. Success for the self-employed person is not a foregone conclusion. There are sometimes wider factors that have an influence on how successful your business can be – factors such as the state of the national and global economies, interest rates, house prices, domestic politics, international politics (such as wars and conflicts), trends and fads for and against the product or service you are providing and so on, all of which have an impact on the profits that businesses can make. Even if you are doing the best you can, working as hard as is humanly possible, these other factors could conspire to make your business fail. As a self-employed person you need to be as forward-thinking as possible. Taking out relevant insurances and expanding at a sensible pace will help, as will seeking advice and support as soon as you detect problems, but there are still no guarantees that you will succeed. That said, the belief that self-employment is the riskiest way to earn money no longer holds true. Your income may be irregular and working hours long, but this can also apply when you are employed by another person or organisation.

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Alternatives As well as being employed, or going for self-employment, there are still other options that you might want to consider.

Buying a franchise Franchises are other people’s business ideas, sold on. Rather than growing their business in the conventional way, some business owners (franchisers) choose to sell a licence for other people to use their idea, allowing the franchisee to trade under that company’s name. Business outlets are owned by the individual franchisees, while the franchiser retains control over key aspects such as marketing, quality and standards. Franchises can be shops, restaurants, clubs – almost anything! Examples of franchises that you might have heard of (and may have used) include the following: ● ● ● ● ● ● ● ● ●

Alldays; Clarks Shoes; Coffee Republic; Haagen-Dazs Café; Hobgoblin Music; Jo Jingles; Millie’s Cookies; Neal’s Yard Remedies; Specsavers.

There are many advantages to buying a franchise, not least that it is a tried and tested business idea that is known to work. As you can see from the list above, many franchises are household names, and it is an opportunity to have a relatively independent role in a nationally recognised business. However, one potential disadvantage is the amount of money that wouldbe franchisees have to put up front. Franchises are not altogether risk-free, either, so, as with any business proposition, careful thought and planning would be required before proceeding.

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Other options

For further information and all you need to know about taking out a franchise, make sure that you visit the British Franchise Association website: www.thebfa.org.

Job sharing There are many jobs that can be split and shared between two (or sometimes more) people. Even some headteacher posts in schools are shared between two people. Although job sharing is still pretty rare, it is on the increase, and employers do generally seem to be quite supportive of the idea. Job sharing is different from basic part-time work. When job sharing, although you would be working part time, you would be contributing, with your job-share partner, to a full-time post. This means that you are more likely to be able to do fairly ‘high-level’ work, whereas if you were to take a part-time post it would be less likely to be particularly highflying. Getting promotions as a part-timer (as opposed to job sharer) does seem to be potentially difficult, too. There are pros and cons to job sharing; really, whether it appeals comes down to personal preference. Ultimately, people choose to job-share if it means they can pursue other goals such as further study, building up their own business in their spare time or looking after a family or a sick relative. Job sharers usually split the tasks of the role, pay, holiday and any other benefits that the job may have according to the hours each person works. Needless to say, job shares are as successful as the relationship between the job sharers. If that is based on trust, cooperation, support and respect, among other things, the job share has a far better chance of working. There are several options open to job sharers when dividing out the work. The job could be shared by: ● ● ● ● ●

working alternate weeks; splitting the week into two full days and one half-day each; splitting the day into a morning and afternoon session; working two days one week and three days the next; working to an uneven split, with salary and tasks reflecting this pro rata.

Self-employment and beyond

If you think you might like the opportunities that job sharing can offer you, take a moment to think about the questions below as to whether you fit the profile of an effective job sharer. In order to job-share successfully, you need to be a particular type of person. Job sharing is no good for ‘control freaks’ who like everything to be just so! Could you job-share in the future? To help job-sharing arrangements work effectively, job sharers need, at the very least, the following: ● ● ● ● ● ●

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excellent communication skills; skills of cooperation rather than competition; flexibility; compatible, but not necessarily identical, methods of working; commitment to the arrangement; complementary knowledge and skills.

The question is: how well do you fit this profile?

Portfolio working It is probably true to say that there is no longer any such thing as a ‘job for life’, if there ever was. Many people are now wanting to work to a different pattern rather than the traditional Monday to Friday, nine to five, and employers are responding to this by offering a range of possible contracts. This means that one person may have a portfolio of several jobs. For example, you might be employed on a part-time contract for one company for 15 hours a week, do some freelance work for another 15 hours and teach an evening class for 5 hours a week. ‘Outsourcing’ has increased over recent years, meaning that freelance employees and contractors have to be relied upon. This has helped to change many people’s views about work. We all need to make sure that we remain employable, whether on a short-term or a permanent basis, by keeping our skills up to date and our minds tuned to the idea of lifelong learning. This can greatly help the portfolio worker. Portfolio working may not suit everyone; some prefer the thought of being employed full time by one company. But for others, it is the ideal way of working, as it best suits their personality.

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Portfolio working… View from Dave I think I’m pretty unusual among my friends because they’ve all got full-time jobs but I knew that wouldn’t be right for me. My main interest is music. I love everything about it. I know that ultimately I’d love to record my own; not necessarily to be famous, but for the pure pleasure of creating something that I can keep for ever. If I make anything out of it, that would be great! I wanted to get a job in a record shop, and not just for the discount! I work three days a week in a small independent shop and I get given a budget to order some of the stock. That’s brilliant, seeing what deals I can get, trying to research stuff that I think will sell well, getting to know customers and their tastes and so on. It’s fascinating being that bridge between musicians and record producers and listeners. You find out so much about the whole industry from that central point. On my other two days I work (for peanuts!) in a recording studio. Again, I see it as a way of gaining valuable knowledge and insight into the way the music industry works. Sometimes I’m little more than the tea boy, but I have worked on some interesting projects and learned so much. I also play the guitar and keyboard myself and am gaining in confidence as a singer. I play in a band and we often get gigs at the weekends, so that also brings in extra money. I see everything that I’m doing now as a route to my ultimate goal. I’ve got a portfolio of jobs but they are all connected and are teaching me different skills from various angles of the same business. I’ve got no regrets at all about choosing to do things this way. And if I’m honest, many of my friends are quite jealous, even though I’m sure they’re probably earning a bit more than me right now!

Short-term contracts Short-term contracts can have various names, for example specific task contracts (where you would be employed to cover, for example, a maternity leave) or fixed-term (for example, to cover the busy Christmas season in a shop). The contracts have a fixed finishing date and help to allow employers to increase or decrease their workforce as and when they need to. Some people thrive on short-term contracts, liking the variety and flexibility that they offer. They can also mean the opportunity to gain experience in a wide variety of work settings, which can be particularly useful if you are not completely sure of what you want to do and where you want to do it.

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Cooperatives Cooperatives are democratic organisations owned and run jointly by their members, who share their profits among themselves. These profits shares usually depend on an employee’s level within the company (often linked to salary). People choose to work in cooperatives as a way of starting a new business while having the security of working with others. There are many different types of cooperatives, from those offering transport services to a community to babysitting circles, building services to wholesale food supplies. Some even operate their own forms of currency as a way of trading skills within a group. Info The Co-operative Group is an example of a large and successful cooperative in the United Kingdom. Infinity Foods is another example. Visit their respective websites for further information: www.co-operative.coop www.infinityfoods.co.uk.

Communes and communities OK, it is just a relatively tiny percentage of people who live and work in communes, but rising numbers have passed through one at some stage of their lives. Communes appeal to those people who do not feel completely comfortable with the realities of the world of work, seeking to do things in an alternative way. Different communes have different reasons for being, but, in general, members share accommodation and resources (to a certain extent) and work together on a common project such as making things or growing crops, to be self-sustaining or offering educational programmes. Info Two examples of successful communities are the Findhorn Community in Scotland, www.findhorn.org, and the Pilsdon Community in Dorset, www.pilsdon.org. uk.

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Work–life balance Rather shockingly, employees in the United Kingdom work the longest hours in Europe. In fact, only employees in the United States work longer hours out of the whole of the developed world! This, combined with the way that new technologies have impacted on our lives, means that personal time is being squeezed. There is no doubt about it, you will need to work hard at creating a division between work and leisure and ensuring that your life has a healthy work–life balance. Whether you live to work or work to live is up to you, but you will need to leave time to relax and pursue hobbies and leisure if you are to avoid the strains of negative stress.

Working hours Full-time, permanent jobs used, in the main, to mean being in your place of work from nine to five, Monday to Friday. Now, flexible hours (flexitime), shift work, opportunities for part-time and term-time work, working from home and so-called hot-desking (shared desks for employees such as sales representatives who are not in the office long enough to have a desk each) mean that there is far more variety in working hours to be had out there. Overall, it is estimated that over 2 million people work from home, and the number of those who do at least some work at home is likely to be far higher. In fact, some people estimate that as many as 60 per cent of us will be working from home, whether employed by a company or selfemployed, by 2010. Do not get locked into thinking that you will be doing the same thing in the same place at the same time each day; working life does not need to be like that any more.

Summary The key points in this chapter include the following: ● ●

Self-employment means employing yourself, or being your own boss. Although not many school leavers go straight into self-employment, it is something that many people consider at some stage of their lives.

Self-employment and beyond ● ● ● ● ● ● ● ● ●

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There are several types of business that you can set up, including being a sole trader, or running a partnership or a limited company. There are pros and cons of self-employment that need to be fully considered before taking the plunge. There is plenty of help available to you if you want to start up your own business. If you have difficulties running your own business, there are several sources of support. Buying a franchise can be one way of running your own business in a relatively safe way, although there are still risks attached. Job sharing is another possibility for young people who want some time spare to pursue their own interests or to continue studying. Portfolio working is when you have several jobs from different sources or employers. Cooperatives are democratic organisations that are owned and run jointly by their members. Whatever you decide to do, it is important to pay attention to your work–life balance.

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14

Voluntary work

This chapter looks at: ● ● ●

voluntary work as an alternative to paid work; reasons to be a volunteer; transferable skills.

The voluntary sector Rather than getting a job or starting your own business, you may want to spend some time doing voluntary work. (For information on doing work experience and job shadowing, see Chapter 8; for information on volunteering in a gap year, see Chapter 12.) Although doing voluntary work will not provide you with an income (although expenses may be paid), it does offer the chance to gain useful experience, to develop skills and to find out exactly what it is like to do a certain job. Many feel that it is worth going without an income for a period in return for these benefits. The voluntary sector in the United Kingdom is huge and covers just about every area of society. The turnover of the voluntary sector is around £16 billion and there is every indication that this will only go one way – up. Around 5,000 new charities are registered each year and add to the approximately 150,000 charities already in existence. Some can afford to have paid staff (such as Oxfam), whereas others are run almost entirely by unpaid volunteers. International agencies make up by far the largest part of the voluntary sector. After them come the cancer charities and a little further down the list come animal protection charities (interestingly, above children’s charities). Working in the voluntary sector as an unpaid member of staff can be a great way of eventually getting a paid post there. Charities nearly always need administrators, fundraisers, project managers, press and PR staff and

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many more. If you have got your eye on any of those roles, starting out as a volunteer could be a wise career move.

Do you want to work for no pay? Working unpaid is not such a weird concept, really. In fact, some people go so far as to pay their own travel and living costs in order to work for free! It all depends on what the perceived benefits are. If you think about it, there will be jobs and activities in your life that you will be happy to do for no immediate financial gain (although it is important to remember that you may well end up earning slightly more because of your experience than you would have done had you not volunteered). Doing voluntary work is simply about expanding that outwards into your community to see whether you can spend some time helping others and achieving an end goal.

Why be a volunteer? There are many motivating reasons to choose to do a period of voluntary work. Have a think about these ideas. You could do voluntary work in order to: ● ● ● ● ● ● ●

gain knowledge and skills that will be useful in the future; benefit society and your local community; try out new ways of working; be part of a team of people working together to achieve a common goal; gain a way into an organisation; gain experience of a career you might like to enter; travel.

Why be a volunteer?… View from Geraint I’ve been working part-time in my local Oxfam shop for the past two years. It’s not staffed entirely by old ladies! Most of the volunteers are about my age and we’ve all got our own areas of interest. Because the shop’s in quite a wealthy area we get a lot of decent clothes to sort through. Some are vintage originals, which we have to get advice on; others aren’t up to much

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but still sell. Any clothing we can’t sell to customers can be sold to a recycling company. Nothing gets wasted. My favourite part of the job is sorting through the books as they come in. We’ve had quite a few first editions and some really valuable titles. I’m getting far better at spotting the potentially valuable stuff, but again, we can get advice on this.

Info

Obviously I can’t do this for ever; I’ve got to earn enough money to live. But I’ve never wanted to be rich. I just want enough to get by. I hope I never have to give up doing some voluntary work as it really keeps me grounded. It’s a great way of knowing that you’re giving something back to your local community as well as learning first-hand about other people’s experiences of life. It’s easy to shut yourself off from the needs of others if you never give your time to a charitable cause. I don’t want to preach about it, but for me, I need this kind of constant reminder.

There is information on volunteering in a gap year in Chapter 12 and you can also look for voluntary work at your local Volunteering England. You will find the contact details in the Yellow Pages. Alternatively, visit www.do-it.org.uk or www.volunteering.org.uk. It is not necessary to commit to a full working week of voluntary work. Often there is the chance to do as much or as little as you like. You may want to fit volunteering around other commitments. Don’t forget the Community Service Volunteers website, www.csv.org.uk.

Transferable skills Spending time working in any organisation, whether paid or otherwise, will teach you skills that can be transferred to other jobs or placements. These skills are known as transferable skills. Some people believe that being able to identify the transferable skills that you have is one of the most important things that you can do when you are thinking about applying for jobs or courses. Transferable skills can be divided into different categories. These categories can include communication skills, interpersonal skills (relating to

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other people), organisation skills and general work skills. Take a look at the lists below for examples of all of these. Communication skills include: ● ● ● ● ● ● ● ● ● ● ● ●

speaking effectively to others; listening with attention; being able to express your ideas; being able to take part in group discussions; conveying information; being able to negotiate; being able to ‘read’ the non-verbal communication of others (such as body language); writing effectively and concisely; summarising and editing; handling electronic communication such as e-mails; being able to communicate effectively on the telephone; skills of self-expression.

Interpersonal skills include: ● ● ● ● ● ● ● ●

being sensitive to the needs of others; being able to express your own needs assertively; getting on with people and developing rapport; supporting others; motivating others; being able to cooperate; managing conflict; having skills of perception.

Organisation skills include: ● ● ● ● ● ●

being able to pace and organise your workload; noticing details; coordinating the tasks that you have to do; making decisions; solving problems; handling information and data;

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working to deadlines; leadership skills; goal-setting skills; goal-realisation skills; being able to cope with change.

General work skills include: ● ● ● ● ● ● ● ● ● ● ●

literacy and numeracy skills; being able to follow instructions; accepting responsibility; being able to implement decisions; punctuality; time-management skills; skills of self-motivation; creativity; commercial understanding; research and information-gathering skills; skills of analysis and evaluation.

The list is virtually endless; there are many more that could be added here. There is no way that a single employer or course admissions tutor would expect you to have all of these skills under your belt, but you will almost certainly be very good at a few of them, reasonably good at others, have just a little knowledge of some and be ready to learn the rest. That’s fine; as long as you can identify some of these skills in yourself, you will have an excellent base on which to build in the future. The thing to remember with transferable skills is that it is not necessarily what you are doing in a job or placement that matters. You might be washing glasses in a restaurant and may never again do that in your working life, but the experience will still have taught you how to take instructions, how to work in a team and how to work safely, to name just a few. These are all skills that will be useful in future jobs.

Voluntary work

First of all, add any transferable skills that you can think of that have been left off the lists above. Now go through each one and think about what situations in your life may have taught you each skill. For example, you may have learned about teamwork through playing in a sports team or you may have learned some commercial understanding from your Saturday job in a clothes shop. Aim to think as widely as you can about it. Do not worry if there are some skills there that you just cannot account for; that does not matter. What you are aiming for is as long a list as possible of your own personal transferable skills (with examples of how and where you learned them) that you can refer to when you make your job applications.

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You have probably realised by now that simply identifying transferable skills is not enough. A potential employer or course admissions tutor does not want to read that you have an array of transferable skills unless they are related directly to the job or course that you want to do. Being able to facilitate group discussions is not necessarily going to help you in your application for a holiday job in a call centre! However, being able to negotiate and listen attentively will. Transferable skills have to be applicable to the job, placement or course that you want to transfer them to. For every transferable skill, ask yourself: how will this help to support my application or future life direction?

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Look at Table 14.1. It shows possible interview questions and the responses of two imaginary candidates. Which one would you rather employ, A or B? Think about why you made that decision. Table 14.1 Interview question

Response from candidate A

Response from candidate B

You left school six months ago. What have you been doing since then?

Applying for jobs.

As well as applying for jobs I’ve been working as a volunteer in my local library.

Do you work well with other people?

I prefer to work on my own.

Yes, I really enjoy working with others. I’m on the children’s homework team at the library and we help them with their homework and coursework problems. It’s good fun.

Have you had experiences of working with the general public?

No, but I can learn.

Yes, working at the library has given me lots of experience of working with the public, especially when it’s really busy at the weekend and we have to deal with one question after another.

Are you confident dealing with telephone and e-mail enquiries?

Yes, I’ve got my own mobile phone and computer, so I know how they work.

Yes, I was trained at the library, so I can take telephone enquiries, and I help my Dad out answering the e-mails he gets for his business.

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Summary The key points from this chapter include the following: ●

● ● ● ● ●

Being a volunteer can give you many benefits such as useful experience, developing skills and knowledge of exactly what it is like to do a certain job or activity. The voluntary sector in the United Kingdom is huge and covers just about every area of society. There are many places to find information on volunteering. Volunteering gives you valuable transferable skills. Transferable skills can be very useful to add depth to job and course applications. Being aware of what skills you are learning, and how and when you are learning them, is crucial.

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15

Being unemployed

This chapter looks at: ● ● ● ● ● ● ●

unemployment statistics; what happens when you visit your local Jobcentre Plus office; the Jobseeker Direct telephone service; Income Support; Jobseeker’s Allowance; New Deal; Work Trial and Employment on Trial.

Unemployment statistics Being unemployed literally means not having a job. The latest unemployment figures (February 2009) showed that there were 616,000 18- to 24-year-olds classified as unemployed. This figure is substantially higher than the one for the year before. If you are facing unemployment for whatever reason, you are not alone. Sadly, it does seem that young people aged 16–25 are twice as likely to be unemployed compared to those in older age groups in the labour market (which is defined as men aged 16–64 and women aged 16–59). There is a link to qualifications here. Surveys in the past have found that someone with no qualifications is 1.8 times more likely to be unemployed than someone with GCSEs (grades A*–C) and 4.6 times more likely to be unemployed than someone with A levels. For this reason alone it is best to stay on in FE if you possibly can.

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Jobcentre Plus If you are looking for work, you will be familiar with your local Jobcentre Plus office. When you first visit one of these offices you will meet a personal adviser who will need to take some personal details and will probably want you to prove your identity, so it is worth taking some documents with you, such as your passport. You will be told about the vacancies that suit you and arrangements will be made for you to be sent the relevant claim forms for any benefits that you are entitled to (see below).

● ● ●

Info

Jobcentre Plus is part of the Department of Work and Pensions. It provides services to people who are of ‘working age’. This means people between the ages of 16 and 65. The aims of Jobcentre Plus include: helping to get more people into paid work; helping employers to fill their vacancies; giving people support if they cannot work.

You can find out all about Jobcentre Plus by visiting www.job centreplus.gov.uk.

Visiting your local Jobcentre Plus office When you meet the personal adviser, he or she will want to talk to you about the following: ●

●

●

The work experience that you have so far. This could be paid work in the form of previous jobs, including part-time ones, or unpaid in the form of work experience you did at school or college or have arranged for yourself. Your skills. This is why it is really important to have thought about what you have to offer. See the chapters on looking for a job in Part Three for more information. Any training and qualifications that you have. Your working file (if you are using Progress File) will be useful here as you will already have gathered all the relevant information together.

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The education and training opportunities that you are interested in taking up. The support that you might need in order to do a job or take part in further training and education (such as childcare, or special help if you have a disability).

Info

You will also get the chance to discuss what kind of jobs might suit you, the amount of money you can expect to earn and the support that Jobcentre Plus may be able to give you once you have started work.

Jobseeker Direct is a telephone service that can help you find a job. When you ring up, the advisers will be able to tell you about the vacancies that exist in your area. You can telephone Jobseeker Direct on 0845 6060 234. Lines are open between 8.00 am and 6.00 pm Monday to Friday and 9.00 am and 1.00 pm on Saturday. It is helpful if you have your full address, your National Insurance number, your date of birth and the vacancy job reference ready when you call.

Benefits

Info

There are two main benefits that young unemployed people can claim: Income Support and Jobseeker’s Allowance. There may be other benefits that you are entitled to, and when you go to your local Connexions office or Jobcentre Plus office the advisers there will be able to go through exactly what you can claim.

For further information and a rough guide as to how much you may be able to claim, contact your local Jobcentre Plus or visit the Connexions website, www.connexions.gov.uk. The Jobcentre Plus website has useful information too: www.jobcentreplus.gov.uk.

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New Deal for Young People New Deal is designed to help unemployed people aged 18 upwards (16 for lone parents) to find employment by preparing them for work. It could be that they need further training, education or experience, or simply need to brush up on the kinds of skills that employers are looking for. New Deal for Young People (18–24) offers the chance to work in the voluntary sector, the Environment Task Force or full-time education and training. Everyone on New Deal gets a personal adviser who will help them to sort out their experiences, interests and goals and make a plan that suits them best to enable them to get a job. This adviser is the person to contact with any queries or concerns throughout the programme.

Info

In order to qualify for New Deal you need to have been claiming Jobseeker’s Allowance for six months or more. You can find out more about New Deal by visiting www.direct.gov.uk and putting ‘New Deal’ in the search facility on the site.

Work Trial and Employment on Trial The Jobcentre Plus Network runs several schemes to help people find jobs. One such scheme is Work Trial. This is usually open to people who are aged 25 years or over and who have been out of work for six months or more. However, there are exceptions to this rule, so it is well worth checking with your local Jobcentre Plus office or Jobcentre to see whether you could benefit from this scheme. During a work trial you would: ● ● ●

fill an actual vacancy for up to 30 working days; continue to receive any benefits that you are entitled to; be paid travel expenses of up to £10 per day and meal expenses of up to £3 per day.

Employment on Trial gives you the opportunity to try out a job if you are not certain whether it is the right one for you. To be eligible for the scheme

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Info

(which basically means that if the job does not work out, you will not jeopardise any benefits you may be entitled to) you have to stay in the job for over 4 weeks but not more than 13, working at least 16 hours in each week. The scheme is only open to those who have been out of work or full-time education for 13 weeks before the job starts.

For more information on these schemes, visit www.jobcentreplus.gov.uk.

Info

If you are unemployed, it goes without saying that you should be doing everything you can to get a job. See Part Three of this book for all the information you need.

Don’t forget that Jobseeker Direct can help you to find a job if you are aged 18 or over. You can telephone Jobseeker Direct on 0845 6060 234. Lines are open between 8.00 am and 6.00 pm Monday to Friday and between 9.00 am and 1.00 pm on Saturdays.

Being unemployed… View from Chris Having been unemployed and now working, I think I’m in a good position to say what’s best. I thought that if I was unemployed I’d get loads of benefits and wouldn’t have to bother working, but it’s not like that at all. You have to show all the time that you’re actively seeking work, and that’s like a fulltime job itself. I also got really bored because most of my mates got jobs really easily and all I was doing was looking for work (not very well) and getting more and more depressed about always being skint. I started to feel like I was wasting my life. Not having to get up in the mornings isn’t fun for long when you know that other people are all going to work, having a laugh with their mates and earning money. That’s what I wanted. I was lucky that I got a job that gave me one day a week to go to college. I’m working towards an NVQ now and I’m earning money too (although I wish it was more!). I’m much happier now than I was this time last year.

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The advisers I saw at the Jobcentre Plus office were good for me. They weren’t really pushy – I hate that. But they do keep you thinking about what you want to do and the kinds of jobs you might be good at. I think that’s important – to try to get something you’re good at. After being unemployed you need something that will make you feel good about yourself. I’m really glad I’ve got that now.

Summary The key points from this chapter include the following: ● ● ● ● ● ● ●

● ●

Young people aged 16–25 are twice as likely to be unemployed as those in older age groups. Not having any qualifications further increases the likelihood of being unemployed. If you are aged 16 or over, your local Jobcentre Plus office is the place to go for help if you are unemployed. If you are aged between 16 and 18 then you can also call in to your local Connexions office if you are unemployed. Jobseeker Direct is a telephone service that can help you to find a job. The two main benefits that you may be able to claim if you are unemployed are Income Support and Jobseeker’s Allowance. New Deal for Young People offers 18- to 25-year-olds the chance to work in the voluntary sector, the Environment Task Force or full-time education and training, among others. Work Trial is a scheme that is usually open to people who are aged 25 years or over and who have been out of work for six months or more. Employment on Trial gives you the opportunity to try out a job if you are not certain whether it is the right one for you.

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Practical issues

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16

Moving away from home

This chapter looks at: ● ● ● ● ●

living away from home; going to university; finding accommodation; moving away for work; making new friends.

Living away from home Whatever you decide to do when you leave school, there is a possibility that you will have to live away from home, for at least part of the time, to do it.

Going to university Going to university is an amazing experience for many students. It is exciting and challenging, new and yet daunting all at once. There is a lot to think about, though. For most students this is their first time away from home and the thought of being responsible for all the things you have had help with up until now can be scary! If you are leaving home, there will be no one to do your washing and ironing, no one to do the food shopping, no free taxi service and no one to remind you to get on with your work. But on the positive side, you will be leaving home in a relatively gentle and safe way, and will probably still go home for the holidays! Although increasing numbers of students are choosing to live at home while they study at university (usually to save money), you may be one of

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those who decide to leave home. If this is the case, the first thing you will need to do is to find somewhere to live.

Finding accommodation

Info

You should be given advice from your university on how to go about getting accommodation. You will probably be faced with two choices: living in a university-owned hall of residence; or renting a room in a house or a flat close to where you will be studying. This house or flat may be university owned or leased, or it may be on the private rental market. As soon as you have your place confirmed, get in touch with the university’s accommodation office. They will be able to give you all the information you need. If you want to apply for university accommodation, make sure that you get your forms in on time. You may want to visit the university again to look round some of the accommodation options open to you. If you do this, be sure to talk to as many students as you can for some firsthand opinions. If you apply for university accommodation but do not get a place, ask to go on a waiting list. There are bound to be would-be students dropping out before the first term starts, so you never know, you may be lucky!

Take a look at your university’s website for more information about finding somewhere to live. The site might include some students’ experiences to help you decide what you want to go for.

Making new friends When you start at university it is really important to make new friends. You will be taking part in new experiences, and so many opportunities will be open to you (not just related to studying, either!). Unless you are happy to integrate with others you could be in for a lonely and isolated time. Sure, it is wise to remember that you are at university to study, but being there also gives you a chance to take part in non-academic activities, even if that is just a prolonged chat over coffee with your mates. Friendships are often made early on in the term – even in the first week. You will probably find that those you befriend in your first few days will stay friends throughout your course. It goes without saying that you need to trust your instincts when making friends at university. Make sure that

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the people you befriend want you purely for your friendship and that they have no ulterior motives (such as getting you to join a club or organisation that you are simply not interested in). If you are living at home and going to university, as increasing numbers of students are choosing to do now, be sure to make friends with other students who are doing the same. Perhaps there is someone you can travel in with or share lifts with? Your experience of university will be slightly different from that of students who are living in halls of residence or house and flat shares around campus, so it will be important to make friends with those who are having a similar experience as you as well as other students.

Making new friends… View from Al When I first went to university I lived in a hall of residence. It’s fairly easy to make friends as you’re all together, all in the same circumstances. You naturally have quite a bit in common with each other. I found that the older students were pretty good at making sure that all the freshers were looked after, and within no time at all, people had formed friendship groups. Certain corridors got certain reputations, too! There were some people who seemed to prefer to be on their own rather than part of a big group. In a strange way, these people kind of found each other, too. I was really surprised when one girl along my corridor suddenly left hall. Apparently she hadn’t been happy living like that and wanted to live in a family group. So she left and rented a room in a local family’s house. I guess hall isn’t for everyone. Even though being in hall means that you have loads of people around you really close by, it’s still important to make friends with people on your course and from other halls. Join societies and get out there so you don’t just rely on your mates from hall. It can get pretty intense living and socialising with the same people, so you need to be willing to take part in other activities. I joined the countryside conservers, so we often went out on Sundays to do conservation work. I was also in the rowing club, and that took up quite a bit of time but I did make great friends through it. I think making friends at uni is just like anything else: the more you put into it, the more you get out of it.

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The friends that you make at university could well be friends you keep for life. They will certainly be an important dimension of your enjoyment while studying, so it is worth putting as much into your friendships as you can (provided you have the time, that is!). Not making friends can leave you feeling isolated and lonely and may even have an impact on the way in which you settle into your course. Some people even leave because they have not managed to settle in. If you are having trouble settling in, there will be help available. All universities have student welfare counsellors who can talk things through with you and help you to see a way forward. Whatever you do, don’t attempt to get through these feelings alone; you don’t have to. There will always be help out there for you. It is usually a good idea to find out where you can get this help should you ever need it. There will probably be posters up in the student union building or contact numbers in the information that you are given.

Insuring your possessions

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Some universities suffer from more crime than others, but it is worth being aware that as a first-year student you may be slightly more vulnerable to theft than other people. Some estimates suggest that one in four students is a victim of crime. Taking out insurance for your possessions is one way of guarding against the misery and inconvenience that theft can cause. Endsleigh Insurance specialises in student packages. For further information, visit www.endsleigh.co.uk or telephone 0800 028 3571. There are other companies that offer policies to students, so do ask around for ideas.

Personal safety at university Although campuses can be relatively safe places to be, you do need to make sure that you are aware of any potential risk situations that you are putting yourself in. You will almost certainly be given advice on your personal safety when you arrive at university. If you are not, find out for yourself what measures the university has taken to ensure your safety as you live and study there. Never walk alone after dark, or in isolated places

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even with friends, and get into the habit of telling each other what you are doing each day and roughly when you will be back. If a friend is later than you expect, ring his or her mobile or just be aware of watching out for them. In short, look out for each other. There are specialist books about going to university that will give you more detailed guidance on personal safety. Above all, never takes risks, and trust your instincts. It may be a cliché, but it’s better to be safe than sorry.

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You can find out more about keeping safe from the Suzy Lamplugh Trust website, www.suzylamplugh.org.

Staying healthy at university Going to university is a great experience, not least because of the relative freedom you have to start living your life in your own way. For many, this can mean making some choices that aren’t exactly supportive of great health! Mostly this doesn’t matter, and within reason your body can cope with what you throw at it, but it’s always worth taking care of your physical body. That can sometimes mean taking additional food supplements or making certain food and lifestyle choices when you’re feeling shattered or facing difficult deadlines. Interestingly, when you’re at rest, your brain uses about 20 per cent of your body’s energy, and if you’re really exerting yourself mentally, this energy consumption will increase. That’s why you need to make sure you’re putting in good enough fuel to keep everything going so you don’t waste valuable socialising time because you’ve been too sluggish to get your work done! There are many ways of boosting your brain power through food and drink. These ideas may help: ●

Believe it or not, your brain is over 60 per cent fat, so it’s really important to make sure that you take in the right amounts of essential fatty acids such as those found in oily fish like salmon and mackerel as well as nuts and seeds. Omega 3 in particular will help to keep your brain healthy.

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Ever been dehydrated and tried to concentrate? It’s virtually impossible! Your brain really needs to be properly hydrated in order to operate to its full potential, so make sure you drink plenty of water, especially if you have been drinking alcohol, which can dehydrate you. If you want to feel the difference, try drinking at least 2 litres of water a day. Eat breakfast! Skipping this all-important meal has been shown so many times to be a bad thing, so however busy you are, make time for it. Your performance will improve and you’ll have more energy through the day, too. Eating a healthy breakfast is even thought to help maintain a healthy weight, so don’t ever be tempted to skip it. Move more. Exercise is great for getting blood pumping and sending oxygen to the brain, and that’s what’s going to make it work more efficiently, so take every opportunity to get moving. Choose a sport or activity that you know you’ll enjoy so that you actually do it. Also, try to incorporate walking into your daily life as much as possible. You’ll save money and stay fit at the same time. Top up the healthy bacteria in your gut with a serving of probiotics. Keep your iron levels topped up. Foods such as dark-green leafy vegetables, red meat (make sure it’s lean), liver (if that’s your thing!) and tuna are good sources. Protein is great for brain health. Go for beans or poached eggs on toast. Chicken or fish are good choices, too. Carbohydrates provide the body with glucose, which is vital for brain health as it cannot store energy. In order to make sure it has a steady supply, go for slow-release carbohydrates such as whole grains and unrefined cereals. Wholewheat pasta is a great choice, and go for brown bread rather than white. And in order for your body to make good use of the carbohydrates you give it, it needs vitamin B1, also found in wholegrains as well as nuts and seeds, among others. Don’t forget to relax. There will be loads going on when you get to university and it’s easy to get caught up in it all without appreciating that you do need to recharge every now and then. Don’t wait until you get struck down with a cold or flu before giving yourself some rest time. If you know you’re going to be drinking, eat a big meal before you go out. If this is a starchy one (containing bread, potatoes or pasta, for example), even better. Always be mindful of the number of units of alcohol you are consuming. It’s easy to get totally carried away, but

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alcohol affects your health and possibly your life, and when you’re drunk, your judgement is seriously impaired. Take care of your liver (you only get one, and you need it to function for life) by choosing to drink in moderation. More than 3–4 units a day for men and 2–3 units for women and you just might be developing a problem. If you think this might apply to you, your university’s health centre will have advice on sensible drinking and how you might best cut back. Just about every aspect of your life will be adversely affected by excessive alcohol consumption, particularly your love life, so it is definitely a trap worth avoiding. Find out more at www.units.nhs.uk. If you know you’ll be drinking through the evening, make sure you have plenty of water, too, and try not to mix alcoholic drinks, as this will give your liver twice as much work to do.

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If you’re unsure exactly how many units you are drinking, the Drink Aware website has a useful unit calculator as well as other information on the hows and whys of being alcohol-aware. Visit the website at: www.drinkaware.co.uk.

Moving away for work If your new job requires you to be mobile, or it is simply too far away for you to continue living at home, you will have to move. This means finding suitable accommodation that is safe, comfortable and affordable. It is probably wise to do this only if there are no other alternatives. Staying at home with your parents for a while can help you to save some money and decide what you want to do: get your own place (if you can afford it), lodge in someone’s house, share a house or flat with friends or stay put where you are. If you will be moving away from home, here are the options open to you: ●

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Privately rented flats, houses and an array of other possibilities such as mobile homes and houseboats. These could be either furnished or unfurnished. Housing association properties. Lodging in a spare room in someone’s house. Some meals may be provided, too. Hostel or hotel/B&B accommodation.

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Buying your own home (although unless you have a very good salary and pretty big deposit, or the assistance of a member of your family, for example, you are unlikely to be able to afford to do this in most parts of the country).

Living anywhere other than your parents’ house is going to feel expensive. The first thing you need to do when deciding where to live is to work out what you can realistically afford to pay. Once you have done this, here are some other factors that you will need to take into consideration: ● ● ● ● ●

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How will you get to work? (Will you go by foot, use public transport, or go by car or bike?) How close you realistically need to live to your place of work. (You can save money by being within walking distance.) The additional bills you will have to pay on top of rent. (You can ask to see recent bills, and be sure to find out what is included in the cost.) Any hidden costs there may be. Always ask for the full details of what you would be financially responsible for so that there are no hidden shocks! If the place is furnished, is there an inventory of what items of furniture, kitchen equipment, etc are there? There should be, and only when you have been through it to check that what should be there really is there should you sign it. How is rent to be paid? The usual arrangement is payment one month in advance with a month’s rent as a deposit. You should get the deposit back unless you have caused any damage that needs to be repaired. Find out about rent deposit schemes at www.communities.gov.uk. How much notice of leaving would you have to give? Do not get locked into lengthy contracts in case you need to get out fairly quickly. A month’s notice is common. You may be asked by the landlord or landlady for a reference. Don’t forget, though, that the rental contract is a two-way thing. Are you happy with the landlord or landlady? Always trust your gut instincts and get advice from your family or friends if you are at all unsure. Landlords are bound by various laws and should provide a good standard of housing. They are providing a service, and if it isn’t good enough for you, find somewhere else. If you are lodging in someone’s house, find out what they do and who else lives in the house. How much of the house would you have access

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to? Would your room be secure and private? Would you be able to use the washing machine? Would you get a shelf in the fridge? Make sure that the place is clean and dry. Are there any telltale signs of damp? Does it smell musty? Are the windows secure? Consider the location of the property. Is it in a safe part of town? Is it near a busy main road? Is it somewhere you could envisage living? It may feel more like home if you can give it a fresh coat of paint and add your own personal touch to it. Do, however, check with the landlord or landlady before doing anything!

You may have to resort to living somewhere that does not match your ideal, but the chances are that you will be able to make a go of it.

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Always ask your boss to be if he or she knows of any accommodation that you could rent. There may be someone who works at the organisation that you are about to join who has a spare room or flat to rent out, or you may be able to share a house with some of the other people starting at the same time as you. There is absolutely no harm in asking, and your new place of work is likely to be a great source of contacts. Other places to look for accommodation are: local lettings agencies; the Yellow Pages; the local paper and local radio stations; newsagents’ and post office windows; the human resources department at the organisation you are going to join.

Lodging in a house… View from Anna When I first left home, I lodged in a house owned by an elderly lady. She took lodgers so she didn’t get lonely. I had to leave really early for work but she always got up even earlier than me to make my breakfast! When I got in from work she always wanted to know what sort of day I’d had and really took an interest in me. Although I really appreciated all that she did for me, it did get a bit claustrophobic after a while. I wanted to move to be nearer some of the friends

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I’d made, so I left and rented a room in a big family house. I’d really hoped that it would be a better situation, but the family rowed all the time and sometimes the dad was in such a bad mood that everyone had to get out of his way. I’d have to wait until they were all out of the way before I could use the kitchen, and when I was home I spent most of the time in my room regretting that I’d ever left my first place! In the end I joined a house share with my mates, which was best of all. We had a real laugh and if I hadn’t changed my job I’d still be there. I guess the lesson I learned is that you don’t know what you like and don’t like until you give it a go.

If you do leave home, make sure that you stay in touch with the friends and family that you leave behind. They will be a great source of support for you and will almost certainly appreciate your letters, phone calls and e-mails home. If you do write regularly, ask the recipient to keep the correspondence (especially if it is to your parents) as this could become your diary or record of this time in your life.

Making friends If you have just left school or college and started work for the first time, it may seem a little strange having to start out making friends again. However, it is likely that there will be other people starting at the company at the same time, and even if they are not exactly your type, you can support each other through the first few months as you all find your feet. And they may turn out to be good friends anyway! You can also make friends by joining local clubs and societies or by doing some voluntary work in your spare time. Your local Citizens’ Advice Bureau may have some contact details for you, as might the local Connexions office or local paper. Many towns have their own websites, too, listing details of what’s on. The local library will also be a great source of information.

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Making friends at work… View from Nikki I found it really hard to make friends when I first started work. They were all older than me and it felt so different from when I was at college. I got quite down about it, especially as I’d chosen not to go to university, but a lot of my friends had gone and I was getting e-mails from them about what great times they were having. I knew I had to do something about it, and when I overheard a couple of the others talking about going to the local gym I actually asked if I could go, too. They were fine about it! I felt really embarrassed about butting in like that but I just thought I’d got nothing to lose. We go out quite a lot now and I invited some of them round to my house and cooked a meal. It was a laugh and I think I’m quite accepted now. I’d always found it really easy to make friends at school but starting out at work is completely different. You really have to make an effort and not expect everything to come to you. I’ve also joined my local Green Drinks group and that’s been a great way to meet people. At least all my friends aren’t from work!

Nikki joined her local Green Drinks group. These are set up for people who are interested in the environment, sustainability and all things ‘green’. To find out if there is one run in your town, take a look at www.greendrinks.org.

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If you are finding it difficult to make friends, make a pact with yourself to do at least one thing a week that will help you to meet new people. Take a deep breath and go for it. Sometimes all it takes is a smile and you’ve broken the ice.

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Summary The key points from this chapter include the following: ● ● ● ● ● ● ●

Going to university is an amazing experience for many students. It is exciting and challenging, new and yet daunting all at once. You should be given advice from your university on how to go about getting accommodation. When you start at university it is really important to make new friends. Taking out insurance for your possessions is one way of guarding against the misery and inconvenience that theft can cause. Living anywhere other than your parents’ house is going to feel expensive. There are many sources of information about finding accommodation, so it is important to look at as many of those as possible. Even if making friends and joining clubs and societies might seem daunting when you are in a new location, it is worth the effort and will help you to settle in.

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17

Money

This chapter looks at: ● ● ● ● ● ● ● ● ●

what money means to you; money management; opening a bank account; budgeting; ‘cheap money’; getting into debt; FE and money; HE and money; your first job and money.

Whether you are starting work or going to university, money is about to gain a whole new significance! Money means different things to different people, and this greatly affects the way they use it, so it is well worth taking a moment to think about what money means to you.

Action

What does money mean to you? Are you a spender or a saver? A risk taker or someone who always likes to play it safe? Can you stick to a budget or do you always overspend? Is money a means to take part in the world or a hindrance? Are you in control of your money or do you need people to bale you out? Do you see yourself as someone who wants enough money or as someone who wants to be rich? Take some time to think about your answers to these questions. There is no real need to write your answers down, but do think hard about what your conclusions are.

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Money management It is essential that you manage your money, otherwise the consequences of debt and all the problems that brings could rule your life for decades to come. That may sound gloomy, but the importance of sound money management cannot be overstressed.

Opening a bank account The easiest way of getting in control of your finances is to have a bank account. If you have not opened one already, these ideas may help: ●

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Do you have any strong feelings over whether your money should be with a so-called ethical bank? If so, your choices are slightly more limited (see the Information point below). Forget the freebies, gimmicks and promotions. For each bank, look closely at the charges you would pay, what would happen if you went overdrawn (took more money out of your account than there was in it) or over your agreed overdraft limit, interest rates, and whether socalled interest-free loans or overdrafts really are that (ask what happens in the long term). Think about where you will be able to get cash out. Most banks have cash machines (check that you will not be charged for using another bank’s cash machine), and you can often get ‘cash back’ in many shops, as well as the Post Office. Will there be opportunities near you? Does it matter if there are not? Does the bank offer telephone and internet banking? What banking services, exactly, would you have to pay for? Shop around and make sure you open an account with the bank that will serve your needs best. Always ask them direct questions about the level of support and understanding they would be prepared to give you in your circumstances.

Your bank will send you a statement of your account showing all incoming money and all outgoing expenditure. Banks usually send these out once a month, although some banks are making statements available to view anytime online. Make sure that you read these statements and check every

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item. It is a good idea to keep all your receipts at least until the item appears on the statement. Do not throw these statements away when you have checked every item. Always file them away in case you need to refer to them at a later date. Ask your bank about anything on your statement that you do not understand or that you want to question. Never leave statements unopened for weeks on end! Open them as soon as you receive them. Get into this habit and money problems are unlikely to get on top of you before you have a chance to realise what is happening. It is extremely important to remember that the financial advice you get from a bank is not independent advice. It will be geared towards ‘selling’ you one of their products, so always be hyper-vigilant. Independent financial advice is quite hard to come by, and you should be aware that some so-called financial advisers are simply promoting the financial products (such as accounts and pensions) of one particular company. If you need financial advice, ask at your Connexions office to see what they suggest for your area.

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Two banks that work to strict ethical codes are The Co-operative Bank and Triodos Bank. Neither have as many branches as some of the other banks, but that is not a problem with telephone, internet and postal banking. If you would like to find out more, visit www.co-operative bank.co.uk and www.triodos.co.uk.

Budgeting All but the filthy rich have to budget! In fact, it is the only way to get on top of your money. This means planning for your known and expected expenditure (such as rent, bills and food) and whatever is left over for your spending money. The most essential thing to remember when budgeting is: do not spend, or plan to spend, money that you do not actually have. In order to draw up a budget, you first need to work out exactly how much money is available to you each week and exactly how much you spend. For example, if you are working and your take-home pay (that is, what is left after tax and National Insurance) is £300 a week, then that is the amount available to you.

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Next, write down a list of everything that you spend money on over a week. The following suggestions will help: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

rent or board and lodging (if you are at your parents’ home, you include any contribution to the housekeeping); food; utility bills such as gas and electricity; travel and transport costs (particularly if you own a car); laundry; insurance; mobile phone; hobbies; clothing; union or professional association fees; going out; presents and cards; books, magazines and newspapers; stationery, photocopying; equipment; other.

Next to each item, write down as accurately as possible what you have to spend on it. Remember that essential items (such as rent and food) have to be paid for first. If there is any money left over, you can put that towards some savings. OK, it is not always that simple, but you get the general gist! When budgeting, do not forget these golden rules: ●

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Write yourself a budget sheet that shows your sources of income (for example, job, student loan and so on), your expenditure (for example, rent, bills and food), your budget for each item of expenditure and what you actually spend. Get in the habit of keeping an eye on what comes in and what goes out, and you will almost certainly not get in a financial mess. Never go over your agreed overdraft limit. Always get in touch with the bank in good time to make sure that you can extend your overdraft; it is only polite! If you do not, you may be hit with astronomical

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charges or a refusal for an extension (but remember, they are allowed to do that). This could be right at the worst time – when your rent is due and you have no money left to buy food. Economise whenever you can. Before you buy anything, always ask yourself: do I really need it? If you think you do, try going without it for a week (not food, obviously!) and seeing whether you still think you need the item then. The chances are that you won’t, and you will have saved yourself some money. Think about where you can cut back if you are consistently spending more than you have. For example, do you need to buy magazines or can you club together with a friend and share the cost? Can you buy anything in bulk with others and benefit from lower prices? Can you recycle anything that you might once have thrown away? If you are thinking of getting a job as a student to make ends meet (and about 75 per cent of students do), remember that your studies should come first, so do not do anything that will take hours out of your study time or mean that you cannot have time off when you need it. Agency work might be best, as you can usually choose your hours and decline work when you need to focus on your studies. Remember that every pound you overspend has to come from somewhere. Where is that? Blagging from your parents? Your overdraft? A student loan? Your credit card? Are you getting that money from the cheapest place possible?

Getting cheap money The cheapest money you can get is an interest-free loan. If this is from a bank (in the form of a free overdraft), you will have to repay it, but if it is from your parents or a member of your family, there is a chance that you won’t, or you will at least be able to arrange a way of paying it back that suits you all. If you borrow money and have to pay interest on the loan, it is essential to shop around so that you get the best deal. The things to look out for are the length of the loan and the annual percentage rate of charge (APR). Table 17.1 shows you how much you would have to pay back on a £1,000 loan over various lengths and at different APR rates. It is quite shocking when you see the figures in black and white!

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Table 17.1 APR

1 year

3 years

5 years

10 years

5%

£1,027

£1,077

£1,129

£1,266

10%

£1,053

£1,154

£1,262

£1,557

15%

£1,078

£1,231

£1,398

£1,867

20%

£1,102

£1,308

£1,536

£2,191

25%

£1,126

£1,385

£1,675

£2,523

30%

£1,149

£1,461

£1,815

£2,860

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If you need to borrow money, always ask your bank about what it can offer you. Don’t be tempted to run up large credit card debts, as the chances are you will be paying far more interest than you need to. Make sure that you fully understand the implications of borrowing money. If there is an interest rate attached to the loan, you will pay back more than you borrow – considerably more in some cases. Personal debt is becoming an immense problem in the United Kingdom. The latest figures available show that consumer credit lending is growing at a rapid pace and now stands at £233bn (Jan 2009). Total UK personal debt stood at £1,457bn at the end of Jan 2009. Keeping debt under control is crucial.

BBC Radio 1’s The Surgery section is packed with useful information. It is well worth spending some time browsing www.bbc.co.uk/switch/ surgery/advice/your_world/world/money. You can find out more about debt from the Credit Action website, www.creditaction.org.uk.

Career Development Loans If you are aged 18 or over and want to further your career by doing a vocational course, you may be eligible for a Career Development Loan. You can only apply for these loans if you do not have reasonable or adequate funds to pay for the course yourself. If eligible, you can borrow between £300 and £8,000 to help you to fund up to two years’ learning (plus one year’s practical work).

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For further information about Career Development Loans, visit www.direct.gov.uk/cdl or telephone 0800 585 505.

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What if it all goes wrong? The one thing to remember about getting into financial difficulties is that the sooner you seek help, the less likely you are to get into serious debt. Don’t put your head in the sand about it. The problem will not go away, and procrastination could land you in serious trouble. The sooner you get advice, the sooner you will be able to sort out a sensible budget and plan for the future. Do not borrow more money from potentially unscrupulous sources or simply increase your overdraft. Go straight to your bank or to your parents or another trusted relative or friend and be honest about the situation you are in. Gather all your bank statements and (if you have a credit card) credit card statements together and ask for help in getting straight for the future. Don’t feel that you are alone if you get into debt. Most people do at some stage of their lives and it is pretty hard to find a student who does not owe money! Just make sure that you face up to the reality of debt as soon as it happens and you will be able to keep it under control.

FE and money You do not have to pay course fees for FE courses (post-16 education up to the age of 19). You may also be entitled to a little help with travelling expenses and living costs if you are suffering severe hardship. However, it is wise to get information on this as early as possible before starting the course, as you will need to complete claim forms and some of these have to be in months before courses start. Your local Connexions office can help you to find out what you are entitled to, but do ask their advice as early as possible.

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To find out more about funding for your FE courses, contact your local authority (LA). Contact details will be in your telephone book, usually under the county or borough name, or listed in the front pages.

Education Maintenance Allowance (EMA)

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The EMA is a weekly payment of up to £30 that is intended to help you to cover the day-to-day costs of studying after the age of 16. For example, it could help towards the cost of books, equipment, travelling and so on. The EMA is dependent on the amount of income your household receives, so if this is below £30,810 a year, you will be eligible to apply. However, this is not money for nothing! Once you enrol on a course you must sign an EMA contract and attend all of your course sessions. There are also expectations of you in terms of course work and progress.

For more information about EMA, you can ask at your local Connexions office or visit http://ema.direct.gov.uk. You can also call the freephone helpline on 0800 121 8989. For details relating to Scotland, visit www.emascotland.com; for information relating to Wales, visit www.studentfinancewales.co.uk; and for Northern Ireland, go to www.delni.gov.uk. You may well be entitled to other forms of support to help you to stay on for FE, so make sure that you ask your local Connexions or careers office all about what is available.

HE and money If you are planning to go into HE, you will almost certainly have given money some thought. HE is not just about having the qualifications to get on to the course you want; it is also about having a sensible idea about how you are going to fund your time at university. Funding for students is often in the news and has been the subject of much debate and a few protests recently. It is important that you know exactly what you would be responsible for paying for as a student (fees

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and maintenance – in other words, living expenses) and what help you can legitimately claim. Most of this information will come either from your LA (the one where you live, not where you plan to study if it is different) or from the university itself.

Action

Read the Information point below and visit the appropriate website for you. Make a list of what you think you are entitled to claim and the forms that you need to fill in. Now contact your LA to double-check that you have all the relevant information. Remember to mention the fact if you are a student with a child or with a disability. Then, write out a timetable of what you need to do next. Pay special attention to the fact that most forms will need to be in by certain times. If you miss key deadlines, you will probably end up having to deal with disruptions to the start of your course or late payments of money you are entitled to.

See also www.direct.gov.uk/studentfinance. If you are in Scotland, visit www.student-support-saas.gov.uk. For information about financial support in Wales, visit www. studentfinancewales.co.uk, and for Northern Ireland go to www.delni. gov.uk (Student Support branch). Other sites to explore are: www.nusonline.co.uk – the National Union of Students www.funderfinder.org.uk – if you are looking for charity support www.scholarship-search.org.uk – for funding sources.

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There is a lot of information on higher education student support on the Department for Innovation, Universities and Skills website, www. dius.gov.uk.

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Student loans

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There are different types of student loan: tuition fees loans and maintenance loans. On top of any contributions you will be making towards tuition fees, you will be paying for accommodation, books, travel, clothes, going out and so on. All of this can add up, and unless you are lucky enough to have parents who can give you money to pay for it all, or large sums of money of your own saved from work that you have done during a gap year, you are likely to need to take out a student loan. Student loans are not unlimited. It is worth keeping in mind that the amount that you can borrow in student loans is almost certainly not going to be enough to live on. Think about how you can boost this through your own earnings, an agreed overdraft (make sure you know exactly what costs are involved in this) or borrowings from family members if possible. Student loans, as the name implies, do have to be paid back, but only when you have left university. Even then, you only start to repay them when you start earning at a particular rate (at current rates you would start repaying when your income hits above £15,000). These loans are not interest free but the interest is based on the rate of inflation, so is lower than the rate charged for a bank loan (although higher than having an interest-free overdraft!). Many student advisers feel that students should take out maximum student loans regardless of whether they think they will need them. If you find that you do have some money left over (this is not exactly likely, but possible if your budgeting skills are on top form), put it into a savings account, quickly, and make sure that it is earning at an interest rate that is higher than inflation. That way, you will make yourself some money – more than you need to pay back! Don’t delay in sending in your forms for a student loan; you need to make sure that you make all the deadlines, otherwise you could face a delay in the money actually reaching your bank account.

All you need to know about student loans can be found on the Student Loans Company website, www.slc.co.uk.

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A word about debt It would be neglectful not to mention a word about student debt here. While there are definitely significant social and academic benefits of going to university and studying for a degree, it is a big financial commitment. Unless you are fortunate enough to receive substantial sums of money from your parents or family to see you through university, or you work like crazy every spare second to earn as much money as possible while studying (not advised!), it is likely that you will get into some degree of debt. You will see stories in the media about student debt levels and how they are rising. Some studies have also found that leaving university with debt that takes time to pay off prevents some students from even thinking about buying a home. It would be a shame if fears of debt put you off studying for a degree. Do at least sit down and prepare a detailed budget, taking into account any money you have saved, any you can rely on from family members, any grants, loans and bursaries you have access to and any earnings you can expect from jobs you take while studying. Be as realistic as possible and aim to think about any potential debt as an investment in your future. Yes, the prospect of debt needs to be taken seriously, but don’t let it put you off studying without finding out all you can about the support available.

Sponsorship It is possible for some students to be sponsored to complete a course. This is not as common as it used to be but there are still some sponsorships to be had, particularly if you want to enter the armed forces or have an NHSfunded place. The NHS Business Services Authority administers the NHS Bursary Scheme for eligible NHS and social work students. Visit www. nhsbsa.nhs.uk/Students.aspx for further information. Some universities offer sponsorships and bursaries too, but these will have fairly strict criteria attached to them and will probably be snapped up early. Do your homework and get in touch with your university as early as possible to find out whether there is anything you could apply for. It is best to do this before you get an offer of a place, so that you have all the relevant information needed to apply for sponsorship as soon as you know you will be going to that university. Again, watch out for any deadlines, as late applications probably will not be considered.

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Don’t ever depend on receiving sponsorship or bursaries. They are pretty few and far between and there may be a catch involved (read all the small print!).

www.scholarship-search.org.uk/ is a comprehensive guide to all you need to know when planning and organising your finances as a student. Check it out!

Funding available for Scottish students studying in Scotland This section gives an overview of the funding available for Scottish students from August 2009. Whatever your age, abilities or family responsibilities, you can apply to get help, as there are many sources of funding available. One or more of them may well apply to you, whether you want to: ● ● ●

stay on at school; go to college or university; study full time or part time.

What’s on offer? The financial support you get will depend on different factors such as: ● ● ● ● ●

what course you want to study; your income and family circumstances; how old you are; where you want to study; whether you want to study full time, part time or by distance learning.

Some funding comes as a grant, some as a loan and some in the form of free course fees. Most is income assessed and there is different support depending on the type of course you want to do.

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Do I qualify? To be eligible to apply for some funding you must meet certain residence conditions. These are complicated, and we advise you to contact your local college (for further education courses) or the Student Awards Agency for Scotland (SAAS) (for higher education courses) if you are in any doubt about your residence status. See the Quick Guide presented in Table 17.2 for a breakdown of what’s available. Table 17.2 Full-time Type of Funding

Staying at School

Distance Learning

Part-time

Further Education

Higher Education

Tuition Fee

9

9

ILA Scotland

9

Career Development Loan

9

Further Education

Higher Education

FE

HE

Course Fees

9

9

9

9

9

9

9

9

9

9

9

9

9

Living Costs Education Maintenance Allowances

9

9

Student Loans

9

NHS Bursaries

9

HE Young Student Bursary

9

HE Young Student Outside Scotland Bursary

9

FE Maintenance Bursary

9

9

9

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Table 17.2 continued… Full-time Type of Funding

Staying at School

Distance Learning

Part-time

Further Education

Higher Education

Travel Costs

9

9

Study Costs

9

Further Education

Higher Education

FE

HE

Living Costs 9

9

9

9

Help for Dependants Adult Dependant Grant

9

9

Child Tax Credit

9

9

Lone Parents Grant

9

Lone Parents Childcare Grant

9

Childcare Funds

9

9

9

9

9

9

9

9

Other Support Disabled Students Allowance

9

Additional Support Needs for Learning Allowance

9

Discretionary Funds

9

Vacation Grant for Care Leavers Charities

9

9

9

9

9

9

9

9 9

9

9

NB: This is a general guide and only indicates the funding that you may receive.

9

9

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Full time Staying at school If you wish to stay on at school after your school leaving date, you may receive an Education Maintenance Allowance (EMA). ● ● ●

This gives you up to £30 a week during term time, depending on your household income plus two bonuses of £150 if you remain on your course and make good progress. Find out more from www.emascotland.com.

Further education students Generally, full-time students do not pay fees. Check with your chosen college if you are in any doubt. If you are a school leaver going to college, you may also be eligible for an EMA (as above), or you could receive a non-repayable bursary of up to £89.07 per week, but this depends on age, family circumstances and income. Some of the other financial help you may get is: ● ●

●

travel expenses – if you are under 18, this allowance is not means-tested; Additional Support Needs for Learning Allowance – this offers additional travel and study help to students with disabilities, on top of other disability grants and benefits, and is not means-tested; also, every college operates a Discretionary Fund, and students with particular financial difficulties or emergency needs can apply for assistance.

Contact your college bursary officer for advice on what support you may be eligible for.

Higher education students The Student Awards Agency for Scotland (SAAS) pays the tuition fees for eligible students studying at publicly funded institutions in Scotland.

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The main source of help with living expenses is through an incomeassessed student loan. The maximum loan is £4,625 for students living away from home and £3,665 for those living at home. An additional loan of £605 is available to young students from families with an income of up to £21,760. Some young students may qualify for a Young Student Bursary (a means-tested non-repayable grant) of up to £2,640 a year instead of part of the loan, so it reduces the amount of loan you need to take out.

Talk to SAAS about the additional funding that is available; this includes: ● ●

●

Info

●

travel costs; Disabled Students’ Allowance (DSA) for those students who have additional expenditure while undertaking their course because of their disability; students who are experiencing particular financial difficulty can apply for assistance from their institution’s Discretionary Fund; a Vacation Grant for Care Leavers of up to £105 a week to help students who were previously in care with accommodation costs. Find out more from the Student Awards Agency for Scotland (SAAS) at www.saas.gov.uk or on 0845 111 1711.

Part-time Further education Most students studying part time and on distance learning courses will have to pay tuition fees. However, if you are in receipt of certain benefits, on a low income or are disabled, you may be eligible for free tuition. ● ●

You may also be eligible for the Individual Learning Account (ILA) Scotland scheme (see below). You may also be eligible for support towards appropriate study and travel expenses, as well as the Additional Support Needs for Learning Allowance.

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Higher education Most students studying part time and on distance learning courses will have to pay tuition fees. However, a ‘fee waiver’ scheme can provide you with fee support if you are unemployed or on a low income. ● ●

You may also be eligible for the ILA Scotland scheme (see below). You may also be eligible for the Disabled Students’ Allowance (DSA), which is not income-assessed.

Other sources of funding ILA Scotland ILA Scotland can help pay for a wide range of learning with a variety of approved learning providers. If you are aged 16 or over and live in Scotland and your income is £22,000 or less per year or are on benefit, then you may qualify for up to £500 each year towards the cost of learning.

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For information on ILA Scotland and to request an application pack, call the free ILA Scotland helpline phone on 0808 100 1090 or visit the website at www.ilascotland.org.uk for advice about what learning is available.

Career Development Loans (CDLs) CDLs are deferred repayment commercial bank loans available to cover a wide range of vocational training or education for adults. The Government supports these loans by paying the interest on the loan while the individual is undertaking their training. You can borrow between £300 and £10,000 to support any course of learning that will help you in your career.

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Further information about the CDL scheme can be obtained on freephone 0800 585 505.

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Further information To find out more about the various financial help available, contact:

Learndirect Scotland If you want to get into learning but aren’t sure where to start, contact Learndirect Scotland on their free helpline number, 0808 100 9000. Alternatively, browse around for ideas on their website, www.learndirect scotland.com.

Student Awards Agency for Scotland (SAAS) For more information on higher education student finance, contact SAAS at [email protected] or telephone 0845 111 1711 or visit their website, www.saas.gov.uk.

Your local college For more information on further education student finance, contact your local college. Contact Learndirect Scotland for a list of bursary offices.

Careers Scotland Careers Scotland gives guidance to anyone in Scotland about work or learning. The aim is to increase participation in learning, employment and provide guidance. Find out more on their website, www.careersscotland. org.uk.

Scottish Government You can visit their website, www.scotland.gov.uk/fundingforlearners.

Your first job and money Starting your first full-time job is incredibly exciting. It is probably your first taste of the adult world outside of education and your first experience of earning a wage.

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Before you start work, you should be told exactly what your conditions of employment are. This includes how many days of paid holiday a year you are entitled to and what benefits and bonuses you may be entitled to. You will also be given details of what is expected of you and what happens if you do not keep your side of the contract (usually called ‘disciplinary procedures’). You will be asked to sign the contract. If none of this happens, it is important that you ask what the terms of your employment are. There may be a union or professional association that you can join, and it is usually a good idea to do this. They can offer advice and protection as well as numerous other benefits. You usually have to pay a small amount each month to be a member.

● ● ●

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There is a minimum wage which is the very least you should be paid. The rates since October 2008 are as follows: 16- to 17-year-olds: £3.57 per hour from October 2009; 18- to 21-year-olds (the development rate): £4.83 per hour from October 2009; 22 and over (the adult rate): £5.80 per hour from October 2009.

You can find out all you need to know about the National Minimum Wage either from your local Connexions office or from the Department for Business, Enterprise and Regulatory Reform website, www.berr.gov.uk.

The chances are that your earnings will be paid directly into your bank account on a monthly basis. Alternatives include being given a cheque to pay into your account yourself or an envelope stuffed with money (although the latter is highly unusual now). The amount that you are paid will almost certainly be out of your control, although as you gain experience over the coming years you may be in a position to negotiate your salary upwards. As well as pay, you should also receive a pay slip.

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If you think that you are being underpaid and want to make a complaint, you can telephone 0845 6000 678 or visit www.hmrc.gov.uk/nmw/ help.htm.

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When you get your pay slip, you will notice that what you receive is less than your salary because tax and National Insurance will already have been deducted. If these contributions have not been deducted, it could be that you are not earning enough. Don’t forget that you don’t pay tax on the first £6,475 of your earnings.

If you have any questions at all about tax and National Insurance, your local tax office will be able to help you. Find the contact details in your local Yellow Pages. You might also like to look at the HM Revenue and Customs website: www.hmrc.gov.uk. To find out about the National Minimum Wage and how it applies to you, telephone 0845 600 0678. For information relating to Northern Ireland, telephone 0845 6500 207.

Wages are usually paid at the end of the month for work done that month. This might mean that for the first month you have very little, if any, money. If this is a problem to you, you could ask your employer if your first month’s wages could be paid weekly to help you to budget.

Summary The key points from this chapter include the following: ● ● ● ●

● ●

Part of understanding money is knowing what it means to you. It is important to open a bank account. Budgeting keeps you on top of your money. Do not spend, or plan to spend, money that you have not got. The cheapest form of money is an interest-free loan. Be very careful about any money that you borrow, and check the rate of interest that you will be charged. If you start sinking into debt, ask for help. There are several places you can go. There is financial help available for FE and HE students.

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There is a minimum wage that school leavers wanting to find work should be aware of. Your earnings above a certain level will be subject to tax and National Insurance.

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18

Advice: working with parents and advisers

This chapter looks at: ● ● ● ● ● ● ●

careers advice – where can you get it?; working with advisers; the Connexions service; special needs and equal opportunities in FE; special needs and equal opportunities in HE; special needs and equal opportunities when starting work; discrimination.

There probably is not a person alive on the planet today who has not received advice at some stage of his or her life. We all need it to help us make potentially difficult decisions and you are fortunate in that there are many sources of help and advice out there for you as you make your decisions.

Careers advice There are several sources of careers advice that luckily are usually free of charge for 16-year-olds (unless you choose to see an independent adviser, who may make a charge). Just remember that the more involved you are in this whole process, the more likely it is that you will get something out of it. Don’t be a passive recipient of advice! Be clear in your head exactly what it is you want to know and ask plenty of questions.

Nobody does career advice better.

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LEAVING SCHOOL, StudentTIMES & NETWORK News

W & IMPR NE

O

L

– are available from your local Connexions office, University and school libraries or simply visit leavingschool.co.uk, studenttimes.org & www.networknewsuk.com for the latest Career advice, News, Entertainment, Fashion, Life and Health advice.

D VE

AL

Visit LEAVING

SCHOOL .CO.UK

ALSO

To see our full range of publications & websites visit www.sugarmedia.co.uk

Ever wanted to get your CV in front of top recruiters? Visit careerresponse.com Need help in choosing the right course? Visit educationresponse.com

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The Connexions service

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There will be a Connexions office in your nearest town that is your point of contact for the Government’s support service for all young people aged between 13 and 19 in England. Connexions offers a huge range of services and advice on just about everything you could ever want to make the transition between school and adult life as smooth as possible. It basically joins Government services together with private and voluntary organisations to ensure that young people have access to the best advice possible. The support that Connexions offers is practical as well as informative. To get an idea of the full scope and range of what is on offer, do take a while to browse the Connexions website, and remember to check this website every time you have an issue you need help with. The topics covered are about not just work and studying, but also health, housing, drugs and more. Most Connexions offices also have a careers library that you can browse, as well as computers that you can use for careers-related work.

You will find your nearest Connexions office either through the website www.connexions.gov.uk or by looking in your Yellow Pages. Connexions offices are staffed by qualified personnel, advisers and their support staff. You may well have already come across Connexions staff, as they visit schools a lot.

The careers teacher and library Your school or college careers teacher and library are likely to be great sources of help and advice. The careers teacher can help you in many ways, but in particular he or she is likely to: ● ●

organise visits from local employers, careers advisers, and colleges and universities; allow you to use computer guidance programs that can help you to identify careers paths and the qualifications that you need to follow them;

Advice: working with parents and advisers ●

● ● ● ●

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help you to progress through the decision-making process – some careers teachers encourage students to keep careers logs or diaries documenting the process; run careers fairs; organise work-experience placements; keep the careers library well stocked with the latest information; tell you about useful websites to look at.

It is a good idea to talk to your careers teacher about any careers matter that you need help with or advice about. He or she is there to help you. If there is anything you particularly want to know about that has not been covered, you could ask whether an outside speaker could come in to talk to you about it. Or better still, ask if you can organise this yourself!

Independent consultants Independent careers consultants charge for their services, which are likely to be very good, but it should be remembered that there is such a huge amount of excellent advice that is free of charge (in books, on the internet and via the Connexions service, to name but a few) that it would be surprising if you needed to use the services of an independent careers adviser at this stage.

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It goes without saying that if you want to use an independent consultant, try to get one on personal recommendation rather than picking one ‘blind’ from the telephone book. You need to know a little about the consultant, his or her business and his or her specialist areas of knowledge.

Parents and carers Your parents or other adults who act as parents are bound to be able to offer you practical advice, and it is usually a good idea to enlist their help. You are facing a period of change in your life, and this can make you and those who care for you feel apprehensive. Get them on board and involved, and you will be able to gain from their experience and ideas at the same time as helping to reduce their anxiety!

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However, don’t forget that the decisions you make must ultimately be yours. You are the one who will need to follow them through, and if you choose a course or job simply to please someone else, you are likely to end up feeling resentful. That’s no good for anyone! Use the help and advice of others, let them help you to research options and provide resources and perhaps some useful contacts, but make sure that the decision you make is yours. This will ensure that you are as motivated as possible about the coming years. And the chances are, your parents will be in agreement with you. Just remember that although you are in the middle of a really busy time, what with applications to write, coursework to complete and exams to revise for, showing your appreciation for all your family has done for you will go a long way in keeping them on your side, even if this is only a simple ‘thank you’.

Special needs and equal opportunities

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Everyone has needs. Often these can be met within the usual framework of education and training available to all, but sometimes additional arrangements have to be made to ensure that we all have as equal an opportunity to succeed as possible. If you have particular needs that are not ‘mainstream’, you will probably already be used to additional arrangements being made to ensure that you are being supported. Other people, such as your parents or your teachers at school, will have had the responsibility to arrange this support for you. However, now you will be responsible for it yourself, although of course you can expect to be helped through this process.

Laws that came into effect in October 2004 may have an impact on you if you are disabled. For further information, visit the Equality and Human Rights Commission website, www.equalityhumanrights.com.

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Special needs and equal opportunities in FE If you find that you cannot pursue the FE courses that you want at your local college because of your particular needs, there are some possibilities: ● ● ●

Some colleges of FE are able to offer courses for specific groups of people. Live-in facilities are available at some FE colleges to enable you to attend your courses either alone or with help. Some colleges of FE are fully residential and adapted specifically for the needs of their students.

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Your local Connexions service or local authority should be able to help you to find out about FE colleges to suit your needs. The National Bureau for Students with Disabilities (SKILL) can give you up-to-date information, too, in particular on funding issues. Find out more at www.skill.org.uk (and see also Part Six of this book).

If you are disabled, it is worth keeping in mind that you must not, by law, be treated any less favourably by your FE college than non-disabled students are. You should not be placed at a ‘substantial disadvantage’, so your college should make reasonable adjustments to avoid this. Once you have chosen a college of FE to continue your studies in, it is a good idea to make an appointment to speak to the Student Welfare Adviser or the equivalent to discuss exactly what support you might be entitled to and how you go about claiming it. It can be complicated to navigate your way through this, as different funds come from different ‘purses’ (some will come from the college itself, some from the local authority, and you may be entitled to claim some form of benefit, too), probably meaning that you have to make several applications (more forms!). If you can get someone to take you through this process, it will be very much easier than attempting it without advice and help.

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After 16 – what’s new? www.after16.org.uk is a website for teenagers and young people who have an impairment or disability and need to know about what opportunities there are for them when they leave school.

Special needs and equal opportunities in HE

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Depending on the nature of your particular needs, you should research suitable potential universities very carefully. The Connexions service may be able to help with this, as will SKILL and your current school or college. Contact your LA as soon as you know that you are applying for HE and ask to be told about the full range of allowances and grants that might be available to you.

The Student Loans Company can give you the latest details about how much you can borrow and how it will be calculated. You may be given longer to pay your loan off if you have extra costs because of your disability.

Starting work Fortunately, there is plenty of help out there for you if you have particular needs and plan to start work. Your local Connexions office will be up to date on what you need to know, and your local Jobcentre Plus will have specialist advisers you can consult. They have a Disability and Financial Services team as well as Disability Employment Advisers. There may also be local groups and organisations that could offer you support. Ask at your local Citizens’ Advice Bureau or look in your telephone book under ‘Disability’. Since October 2004 it has been unlawful for any employer to discriminate against a disabled person when choosing someone for a job or considering people for promotion, dismissal or redundancy. Check out the Equality and Human Rights Commission website for further information (see below).

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Discrimination Discrimination is illegal on many grounds, and it is wise to be aware of exactly what your rights are when it comes to disability discrimination, sexual discrimination, racial discrimination and religious discrimination. There are laws to protect you, so if you suspect you are being discriminated against or treated unfairly in any way, do seek help and advice.

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The Equality and Human Rights Commission is a new organisation designed to promote equality and human rights for all. Its main work is centred on reducing inequality, eliminating discrimination, protecting human rights and helping to make sure that everyone has a fair chance to participate in society. You can find out more by visiting the Equality and Human Rights Commission website, www.equalityhumanrights.com.

Summary The key points in this chapter include the following: ● ● ● ● ● ●

● ●

Sometimes we all need advice to help us to make the right decisions. Careers advice can come from many sources. Connexions is the place to go to for information and advice about how to make the transition to adult life as smooth as possible. Your school or college careers teacher or library will be able to go through your career options with you. There are independent careers consultants but there is usually no need for teenagers to use their services. If you have particular needs that are not met within what is known as the ‘mainstream’, you will need to be responsible for making sure that you get the help that you need once you leave school. The student welfare adviser at your college or university will be able to help you to claim all the support that you are entitled to. Your local Jobcentre Plus office will be able to help you to look after your particular needs when you start work.

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Discrimination is illegal on several grounds, but unfortunately it does still happen sometimes. If you think that you are being discriminated against, there are organisations you can go to for specialist help.

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19

Dealing with problems

This chapter looks at: ● ● ● ● ●

feeling down or depressed; getting help; the meaning of stress; the symptoms of stress; dealing with stress.

Feeling down or depressed It is a sad fact of life that there will be times when we feel that life is against us and it all seems too much. This can happen to everyone, and if anyone tells you that it does not happen to them, the chances are that they are not being completely honest! It is not always possible to detect our personal warning signs that things are getting on top of us until it feels too late. If you can be alert to changes in your mood, feelings and attitudes, you may be able to ask for help sooner rather than later. Telltale signs that we may be struggling with our emotions are: ● ● ● ● ● ● ● ●

general feelings of discontent; disturbed sleep; mood swings; inability to concentrate; feelings of isolation; getting frequent infections; not wanting to socialise with friends; feeling tired all the time;

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feeling tearful; feeling aggressive; being drawn to caffeine, alcohol, drugs, smoking.

Action

If you find that you are experiencing any of these feelings, it is really important that you talk to someone about it as soon as possible. Even if only one or two of these apply to you, don’t struggle on alone. Take action sooner rather than later.

Get a piece of paper and write at the top of the page the words: I feel… Then write down everything that comes to mind. If it takes a while for your thoughts to flow, don’t worry. Underneath that, write the words: Things I would like to change are… Then write down all the feelings and situations that you would like to change. If there is anything in your list that you know you need help with, underline it. Choose the item on your list that is giving you the most grief right now and make a promise to yourself to get help to resolve the situation.

Getting help There are many sources of help that you can go to if you feel in need. Even if you can objectively understand why you feel bad (for example, you have just failed your A levels and will have to resit them), you are still entitled to help to get through this time and start to feel better. The following ideas may help.

Friends and family Our friends and family usually know us best of all and can detect even the smallest of changes in our mood. If you have a good relationship with your family, they are likely to be a great source of support for getting through problems. That said, you may feel that you want to talk to someone who does not know you so well, in which case there are other places to turn to.

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Your GP Your GP will be able to point you in the right direction of appropriate support. You do not just have to have a physical problem to consult your GP; he or she can help with emotional issues too. You do not have to agree to what your GP suggests, but you can at least find out what suggestions he or she has. While you are at the surgery for your appointment, have a good look at the notice board and leaflets that will be on display there. If you are not happy with the way in which your GP has dealt with you, ask to see a different GP.

Your school or college There will be someone at your school or college who has responsibilities for student welfare. Not only will they be able to offer practical advice and guidance, but they may also be able to make allowances for you if necessary.

Counselling Counselling is open to anyone. You can either go to a private practitioner (see your Yellow Pages for further details) or ask to be referred to a counsellor by your GP (this will be free of charge). There are different types of counselling, so if you find that it does not work very well for you, it could just mean that you need to try a different kind of counselling, or a different counsellor. Some counsellors use tools such as artwork and creative writing to help their clients to work through their problems. Finding a counsellor can be difficult if you do not know someone who could personally recommend one. If this is the case, visit the website of the British Association for Counselling and Psychotherapy (www.bacp. co.uk) for information on how to find an accredited counsellor in your area. Most reputable private counsellors will have a sliding scale of fees for students, young people and those on low incomes.

The Samaritans The Samaritans are a telephone listening service for those who need to talk. You do not need to be suicidal to call; the Samaritans are there to help all sorts of people with a huge range of problems. If they can direct you to a more appropriate service, they will (for example, if you think you are pregnant and feel terrified, they will give you the contact details of a

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local clinic to go to). You can telephone anonymously so that no one will know you have made the call.

You can telephone the Samaritans 24 hours a day, 7 days a week on 08457 909090. For more information on what the Samaritans can do for you, visit www.samaritans.org.uk.

Youth agencies There will almost certainly be a drop-in centre in your town specifically for young people. It will also have loads of information on services for young people in the area and could be a good place to go if you need some confidential advice from someone you do not know. Check out your Yellow Pages or local library for more information.

Self-help organisations There are hundreds of self-help organisations that may be able to help you with any problems or issues you have. Either contact your local Citizens’ Advice Bureau or search the internet to see what you can come up with.

Solving problems… View from Steve I really didn’t see my depression coming. I thought I was on top of things and didn’t see any of my mates suffering, so I didn’t have anything to compare myself with. My family kept asking me if I was OK; they obviously thought something was wrong. I just felt worse and worse as the weeks went by. I’d taken my A levels and wasn’t that worried about the results. I’d decided to take a year out but didn’t yet know exactly what I was going to do with my time. As I started looking around for ideas, it just kind of hit me that I wasn’t that interested in anything. I was really worried about how I was going to pay for my time at university as I don’t like being in debt, but I just couldn’t drum up any enthusiasm for anything. I started staying in and watching TV in my room rather than going out, and days started to fly by. Some of my friends left for uni and I started wondering if I’d done the right thing. My parents kept trying to help but I pushed them away.

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Then one day I was at the doctor’s for a bad cough I couldn’t shake off and he asked me if I felt depressed. Just as he said it I started to cry. I felt stupid but I knew that he’d hit on exactly how I’d been feeling for the last six months if I’m honest with myself. I had a great GP. He encouraged me to talk to my family about how I felt and said he didn’t want to prescribe any drugs until I’d tried some counselling. I was so nervous before my first appointment; I had no idea what would happen for a whole hour. But it’s not that bad at all. In fact, I really enjoyed the sessions in the end and got so much better that I didn’t ever need to take any prescribed drugs. The one thing that still worries me about what happened to me is the nagging question: what would have happened if I hadn’t gone to the doctor for that cough? How much worse would I have got without realising? My counsellor told me that one in four British men suffer from depression. It’s so common, but how many could be helped if they only knew they needed to get advice? In a funny way the whole experience has been great. I’ve learned a lot about myself and I’m sure I’d know the signs and symptoms in the future. It might sound crazy but I think I’m actually grateful for that! It’s made me more aware of others’ feelings, too. You have to face up to it when life isn’t going right, even if you don’t know why, and then you have to deal with it and move on. I did tell a few of my friends and one had actually had counselling too and I didn’t know! So, to anyone out there who feels even slightly that things aren’t right, don’t just get on with it by yourself. Get some help. You won’t be the only one it’s happening to, and the sooner you deal with it, the sooner you can get on with the rest of your life. Believe me, problems won’t go away on their own.

Stress We all hear people talking about stress all the time. People say that they are ‘stressed out’ or that something was ‘really stressful’. Almost everywhere you look you will see references to stress: on the television, the radio, in books and newspapers – you name it, there will be something about stress and the impact it is having on us all.

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Stress in the workplace is now at record levels, with enormous numbers of working days being lost to it. In fact, it is thought to be the number one reason for taking time off work; even more people have time off for stressrelated problems than for other common reasons such as backache and colds. Many people have theories about why we all seem to be more stressed than in the past, but regardless of the reasons for the apparent increase in stress, it is really important to understand exactly what it is and how it can actually help us in certain circumstances.

Positive stress Believe it or not, there is such a thing as ‘positive stress’. It is what motivates us and gives us the kick we need to push forward and get things done. We all need a certain level of drive and enthusiasm in our lives, and positive stress can give this to us. When we are positively stressed, we feel that whatever it is that we have to do is achievable. Positive stress is still demanding and we may well feel exhausted after we’ve achieved a particular goal, such as taking exams, but it helps us to respond to the challenges in our lives in a positive and creative way.

Negative stress

Action

Negative stress is what makes us feel that we cannot achieve our tasks and goals. Everything seems too much, and life seems like one big race against time. The motivating pressure of positive stress is now the crushing force of pure negative stress that can lead to a wide range of adverse physical and mental symptoms. In fact, negative stress keeps us in a state of ‘fight or flight’ for longer than is healthy for us. We start to treat life as one big emergency and lose our perspective on what really matters. Take a moment to think about what stress means to you. The following questions may help to get you thinking: ● ●

Do you see stress as a good thing or is it a bad thing in your life? When you think of stress, do you also think of pressure, worry and fear?

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Does stress affect your sense of self-worth? For the better or the worse? What do you think is the opposite of stress? Is that a good thing or a bad thing? How do you feel when you are stressed? How do you feel when you would describe yourself as ‘not stressed’?

If you think it will help you in the future, jot your responses down. What conclusions can you reach about the thoughts you have had? Do you have a good understanding of what stress means to you?

Stress… View from James I hate it when I hear people saying stuff like ‘I’m totally stressed out’ or that life’s so stressful. Mostly it isn’t. There’s bound to be stuff that winds us up and I think young people today do have to put up with a lot. Many of us haven’t got a hope of ever buying our own house while prices are so high, and we have to get into a lot of debt to go to university. There is stuff that could happen that would be really stressful, so going on about all the small stuff isn’t worth it. I have been through a time when I felt totally stressed out. I was in the middle of doing my A levels and my mum was diagnosed with cancer. They didn’t want to tell me about it but I knew what was going on, and she went for treatment almost straight away, so I had to know. It felt like everything was crushing in around me. Like real pressure. I came so close to walking out of a couple of my exams but managed to get it together enough to stay and finish them. Sometimes I felt really panicky and I told one of Mum’s nurses when she asked me how I was. She said that was normal under the circumstances but that I should try not to do too much for a while. As soon as my exams were finished, I had some time off. I had planned to get a job for the summer before going to university but couldn’t cope with anything new at that time. Sometimes you just have to start cutting stuff out of your life for a while and just focus on one or two of the important things. As soon as you start to feel less stressed you can start to do more. I found that as long as I made changes to what I had to do, I could cope better.

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My mum had surgery but is much healthier now. It really taught me that sometimes you do just have to drop everything to deal with the big stuff, and when you do, everything can seem more manageable than it did.

Symptoms of stress There are some symptoms that you may experience if you are suffering from negative stress. You will not suffer from all of them – perhaps only one or two – but they are a signal that your body and mind may be suffering and that you should seek some support and advice (see the Information point on page 345). Being self-aware (taking notice of your feelings, whether they are physical or mental) is crucial. Ignore the way that you are feeling, and you are likely to be ignoring important messages from your body and mind that all is not well. Here are just some of the changes that can take place in your body as a result of suffering from too much negative stress: ● ● ● ● ● ● ● ● ● ● ● ● ● ●

the blood supply to the muscles increases; the adrenal glands produce more adrenaline; the pupils become dilated; the heart rate increases; blood pressure may rise; the sweat glands produce more sweat; breathing becomes more rapid or troubled; swallowing may become difficult; muscles may become tense; more headaches and migraines are experienced; the digestive system may become upset; the immune system becomes less effective, leading to frequent infections such as coughs and colds; fatigue and exhaustion may develop; skin problems such as acne may develop.

Here are just some of the changes that can take place in your mind as a result of suffering from too much negative stress. You may:

Dealing with problems ● ● ● ● ● ● ● ● ●

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become more anxious and nervous; get depressed and moody; feel lonely and isolated; have emotional outbursts; find concentration and decision making difficult; get excessively self-critical; start to avoid certain situations; feel lethargic or ‘lazier’ than usual; feel over-dependent on stimulants such as alcohol.

There are many more symptoms and feelings that could be added to this list, but if you find yourself experiencing even just one or two of them, do make sure that you seek help sooner rather than later.

Dealing with stress The symptoms that your body gives you are not for you to ignore. If you think that stress is a problem for you, the first thing you should do is talk to someone. There is a lot of advice out there for you (see the Information point below) and self-help techniques that you can learn, but it is essential to get the advice of someone who is not on the ‘inside’ of your stress so that you can get valuable perspectives and insights. Never feel that a problem cannot be tackled or alleviated. Everything can be. Even if an issue cannot be removed entirely, you can certainly be helped to feel better about a particular situation or about your life in general. Don’t suffer in silence!

In person ● ● ●

Your tutor at school or college may be able to help, especially if you get on well together. If you are at university, there will be a student welfare office with staff who you can talk to. Your GP will be able to talk to you and may be able to arrange some counselling for you.

Info

If you suspect that negative stress is an issue for you, or you would like to talk to someone about the way that you are feeling, there are many sources of help for you.

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● ● ●

Your family and friends may be a sound source of support. Your town may have a drop-in centre for young people to get advice on the way that they are feeling. Your local Connexions office will have staff who know where you can get good-quality support.

On the internet Young Minds is a national charity that is committed to improving the mental health of young people. Take a look at www.youngminds.org. uk or e-mail [email protected]. Connexions Direct has loads of advice for you on stress management too: www.connexions-direct.com.

On the telephone The Samaritans are always there for you day and night. You can telephone confidentially and anonymously on 08457 909090 or e-mail [email protected]. You can telephone Connexions on 080 800 13 2 19.

About addiction It can be incredibly difficult to recognise the point at which our enjoyment of something becomes a dependency or an addiction and therefore a big problem. Without wanting to sound alarming, it is possible for an addiction to develop at any time usually as a result of a cocktail of issues. And it’s not just the usual culprits of drugs and alcohol. Just about anything that we enjoy can potentially become an addiction under the right circumstances. According to the website www.beatingaddictions.co.uk the most common addictions seen in young people include smoking, alcohol, solvents, cannabis and even self-harm, cocaine and heroine. There are some factors which make certain people more likely to suffer an addiction, for example, some genetic factors, or growing up under the influence of certain behaviours that can become addictive. But it’s important to remember that addictions can develop as a result of peer pressure to try something to ‘fit in’.

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If you think that you may be becoming physically or psychologically dependent on something, seek help as soon as possible (see the info box below). The quicker you do this, the easier it will be to manage the situation and start to explore the feelings that led you to this point. Gaining that kind of self-understanding is so valuable in life, and there is support out there should you ever need it. Above all else, never think that you have to struggle on alone, as this can only really make things worse. It will always be possible to take steps to recovery so that you can regain your enjoyment of life.

● ● ● ●

Info

If you suspect that you may be becoming dependent on, or addicted to, something, that’s a great starting point for recovery. See your GP as soon as possible for advice and take a look at the following websites: www.beatingaddictions.co.uk www.actiononaddiction.org.uk www.talktofrank.com www.mind.org.uk

Summary The key points in this chapter include the following: ● ● ●

● ● ● ●

There are times in our lives when all of us can feel that life is against us and everything seems too much. You have to be self-aware to make sure that nasty symptoms do not creep up on you without your realising. If you feel depressed or are struggling with your emotions, it is essential to talk to someone about how you are feeling. There are many places that you can go for help. Stress can be divided into positive stress and negative stress. Positive stress can be inspiring and motivating. Negative stress can tip us into excessive anxiety and a whole host of physical and mental symptoms. It is essential to deal with negative stress sooner rather than later, and there are many sources of help out there for you.

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Part Seven

Spotlight on key professions In looking at career options after school, there is a wealth of information available on all sectors of UK business. A–Z of Careers and Jobs, published in 2009 by Kogan Page, provides detailed information for more than 300 different occupations and job types. We have taken six of those job sectors – accountancy, actuarial work, advertising, law, medical and healthcare science and retailing – and included them here as examples of the detailed material available. Each chapter discusses the various roles involved in that particular sector and includes useful contact details, helpful websites and realistic salary ranges. For further information on this and all other Kogan Page titles, look at our website, www.koganpage.com.

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EUROPEAN COMMISSION

LANGUAGES WORK! CHECK OUR WEBSITE S

htt p://w ww.yo utu be .co m/use r/D GInter pre tat ion htt p://eu rop a.e u/i nte rpretatio n/i nd ex _e n.htm

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Careers with Languages Hands up all those who are reading this and thinking: “There aren’t any jobs with languages. Everybody speaks English.” Read on and you may be surprised… First, does everyone REALLY speak English? No. In fact only 6% of the world’s population have English as their first language and around 75% don’t speak or understand it at all. But at least people who come to the UK can get by? Not necessarily. Not everyone who arrives in the UK, either as a visitor or to settle, is fluent in English. And with more than 300 languages in use in the UK, there is a need for translators and interpreters in Britain, even – indeed predominantly - at local level. But before we look at specifically language-related jobs like translating and interpreting or language teaching, what about the other areas where languages can be useful? Just about any job can involve languages, even within the UK. To take a few examples from real life. • Jamie is a web designer in Leeds. As he’d learned French at school, he found himself having to deal with a client in France (who preferred to speak French and was delighted to be able to do so!). • Jane works for a bank in London. She has found a niche analysing the reports and accounts of major Russian companies. • Michael is an engineer working for a German company near Swindon. He gets a bonus if he is able to understand documents in German and faster promotion if he can hold a conversation in German. The list is endless. According to recruitment agencies, even fairly basic language skills can add anything between 8 and 20 per cent to your salary. When we say “having another language”, does this mean you have to speak that language fluently? No, not necessarily. There are many situations where even a smattering of a language can help – to establish a relationship, sell a product, break the ice….. You’d be surprised what a huge difference it can make if you’re able to say even a few words to your customers in their language.

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And then of course knowing a language gives you the option of working in that country. As an English mother-tongue speaker living abroad, you may find yourself in great demand for writing or correcting texts in English! Then there are the fringe benefits to learning a language. It really does broaden your horizons. Being able to speak to people in another country gives you a completely different insight into that country and its lifestyle. If you’ve studied a language at school, you might want to consider one of the many joint language + another subject courses or main degree subject + language subsidiary format courses on offer. Even if you haven’t studied languages, it’s never too late to learn. It is surprising how many adults opt for a language as soon as they have the time to study something new. Then there are the jobs where you DO need a good knowledge of languages. The first is of course language teaching. For details of careers and training possibilities, try googling “foreign+language+teaching” Also in the same category are the specialised professions of translating and interpreting. First, let’s be clear about the difference. Quite simply, a translator deals with written texts, whereas an interpreter deals with the spoken word. Of course, there are plenty of professionals who successfully combine the two. These are jobs where, like language teaching, you will almost certainly require some form of postgraduate diploma or qualification (certainly for teaching and interpreting). At a basic level the requirements for translators and interpreters are the same – an excellent knowledge of your mother tongue and a good understanding of at least one foreign language. The difference is that translators have to be very meticulous. They have to be consistent in their choice of terms and highly accurate in transposing the original text into another language. Then again, they have resources such as dictionaries, glossaries and the internet at their disposal and the time to consult them. They may even be able to call the person who wrote the original text in order to clarify the meaning. To learn more, check on the internet. A useful site is

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http://ec.europa.eu/dgs/translation/index_en.htm, the website of the European Commission’s Directorate General for Translation. Many international organisations are major employers of translators and at present, there is a worldwide shortage of English mother tongue translators (and interpreters). Interpreters, on the other hand, have to think on their feet. They have to be able to understand immediately what is being said and produce as accurate a version as possible almost instantaneously. Interpreters are employed in a surprising variety of ways – from telephone interpreting or medical interpreting right through to conference interpreting at high-level international meetings. The professions of community interpreting (facilitating dealings with government or local agencies, for instance), court interpreting (helping a defendant understand what’s happening in the courtroom and making sure he can put his views across accurately) and medical interpreting (enabling the doctor to understand the patient and vice-versa) are becoming more and more important in a globalised society with growing numbers of people going to live and work in countries whose language they don’t know. Finally we have what people tend to think of when they hear the word “interpreting” (especially if they’ve seen the film “The Interpreter”) interpreting at major international meetings for ministers or heads of state. This is conference interpreting. International conferences are attended by people from different backgrounds and cultures, and speaking different languages. It is the job of the interpreter to enable them to communicate with each other, not by translating every word they speak, but by conveying the ideas they express. In other words rendering the message of the speaker, his/her convictions and ideas faithfully from one language into another. If you want to know more about a career in conference interpreting and Interpreting for Europe, please follow the links on the poster-page at the beginning of this section.

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Accountancy

Members of the accountancy profession are involved in the financial transactions of businesses, including the preparation and verification of accounts, auditing and analysis.

Accountant Accountants work with and have expert understanding of a wide range of financial questions, issues and procedures. They work in many different settings, including small high street accounting firms, local and central government departments, management consultants and for the finance departments of commercial and industrial organisations from small businesses to huge multinationals. They deal with such questions as taxation, business forecasting, monitoring financial performance, advising on investments, acquisitions and mergers and good daily financial management. They also audit the paperwork and computer records of organisations to make sure that all financial transactions are accounted for and comply with the law. Because accountants cover such a wide area of expertise, there are several different specialist branches within the profession. They work in one of the following three areas.

Management accountant Chartered management accountants, usually referred to as management accountants, work in commerce and industry. They work with a company or organisation monitoring and planning budgets, preparing information for external auditors, overseeing credit control, monitoring financial performance and making suggestions about future business development. They work closely with other members of the management team. They may be qualified Chartered Accountants, Chartered Certified Accountants or Management Accountants.

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D SCOVER Career Insights and Opportunities 2009

HEADstart Programmes Flying Start Degree INS1GHT Days

Requirements: 280 - 340 UCAS tariff or equivalent depending on entry route

Want to try something new? Because if you’re at a crossroads, taking on a fresh challenge can help you think more clearly about the rest of your life. And we’ve got just the thing. It doesn’t matter what you’ve studied, whether you’re about to leave school or college, or if you want to make a career change, you’ll work on real projects for real clients and enjoy real prospects. From our HEADstart programmes and Flying Start degree to our INS1GHT Days, we have something for everyone. And whatever’s right for you, you’ll get a real insight into how a professional services firm operates and develop invaluable business skills. Discover what you’re made of. We’re the one firm for all inquisitive individuals.

pwc.com/uk/careers/ Text: PwC to 85792 (Texts charged at your standard network rate.)

We value diversity in our people.

© 2009 PricewaterhouseCoopers LLP. All rights reserved. “PricewaterhouseCoopers” refers to PricewaterhouseCoopers LLP or, as the context requires, the PricewaterhouseCoopers global network or other member firms of the network, each of which is a separate and independent legal entity.

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We’re the one firm for all talented people. People who, whatever their background, interests and aspirations, have qualities that make them shine in one way or another. Whether you’re about to leave school or college, or you’re ready to make a career change, it’s your ability that matters. Nothing else. We’ve become one of the world’s largest professional services firms, employing more than 155,000 people across 153 countries, because we’re good at what we do. But what is that exactly? Basically we help organisations – businesses, charities and even governments – check their financial performance and improve the way they work. The areas of our business are tremendously varied. One of the best things about PricewaterhouseCoopers LLP (PwC) is the huge diversity of clients in our portfolio. Wherever you find yourself, you can be sure that the variety of challenges we undertake means you’ll get to see the bigger picture and build an understanding of what it is that makes different organisations tick. We offer a number of programmes, each of which will give you the chance to learn more about the world of business and accountancy and develop strong technical and personal skills. Complete one of them successfully and you’ll be well-placed to build a long-term career within many different areas of PwC. Whether you’re thinking of applying for our HEADstart programme or applying for a place on the Flying Start Degree, our INS1GHT Days are a great way to find out more about the options available to you. In fact, many of the people who join these programmes have first taken part in one of our INS1GHT Days. You’ll spend a day in one of our offices across the UK, discovering what we do, how, why and where we do it, and who we do it for. We’ll explain the various directions a career with PwC can take you – and how far you could

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go – and you’ll have every opportunity to ask our people questions face to face and get a better grasp of our business. If you have decided against University then join us after your A-Levels/Scottish Highers or equivalent and start earning while you work towards a professional accounting or tax qualification. Likewise, if you’re looking for a change in career direction, one of our HEADstart programmes could be right for you. Our introductory training will give you a good grounding in book-keeping, auditing or tax specific skills, while improving your general business awareness. And the learning doesn’t stop there. Formal study, on-the-job experience and coaching from colleagues mean you’ll continually pick up new skills and develop your business knowledge. Together with your personal coach, you’ll review regular feedback on your performance and use it to keep your career moving forward. Our Flying Start degree is an innovative BA (Honours) Business Accounting and Finance degree at Newcastle University Business School which helps you qualify as a Chartered Accountant more quickly. While many other degrees tackle Business, Accounting and Finance, none of them prepares you for your chosen profession as well as Flying Start. The degree’s unique structure enables you to put classroom theory into commercial practice on placement, then relate your practical experience back to your studies. It’s also designed to equip you with a range of business skills that will help you develop your future career. To find out more about the programme and how to apply, please visit www.ncl.ac.uk/flyingstart/ In return for your talent and commitment, we pay a competitive salary and have an innovative flexible benefits scheme. Detailed information about our recruitment process, how to apply, and our online application forms can all be found at pwc.com/uk/careers/ Alternatively you can call us for a brochure and find out about other ways to apply. Call 0808 100 1500 or alternatively +44 (0)121 265 5852.

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Accountant in private practice Accountants working in private practice assess, monitor and advise on the financial status of private businesses. They work for freelancers, for small firms or for large practices offering their services to fee-paying clients. Practitioners are either qualified as Associate Members of the Institute of Chartered Accountants in England and Wales (ICAEW), the Institute of Chartered Accountants in Scotland (ICAS), the Institute of Chartered Accountants in Ireland (ICAI) , or the Association of Chartered Certified Accountants (ACCA). Members of the Association of International Accountants (AIA) also do private practice work. One specific role within accountancy is that of the auditor. Auditors are responsible for checking the financial records of every kind of business and organisation and they are not employees of that organisation. External auditors must be qualified Chartered Accountants or international accountants.

Accountant in the public sector Chartered public finance accountants (public sector accountants) control and assess the efficiency of public spending. Working for example in health trusts, local authorities, universities and central government departments, they examine the cost-effectiveness of policies, manage budgets, conduct internal audits and advise on policy. Knowing in what kind of environment you would work and what specialist knowledge you wish to apply will help you choose which of the branches of accountancy is most appropriate for you.

Qualifications and training Each of the professional bodies offering training asks for slightly different entry qualifications. It is, however, possible to offer some general useful guidelines. Trainee accountants are taken on by employers of many kinds, but they also have to fulfil the entry criteria for the appropriate professional body. With the exception of a few people with three grade As at A level, the vast majority of trainee accounts are graduates. A good honours degree in any subject is fine, although business, mathematics and technical subjects are strongly represented in the profession. If your degree includes a lot of

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Spotlight on key professions

maths, you may be exempt from some of the professional exams. Many employers set numeracy tests as part of their selection process. You should have five GCSEs grades A or B and two A levels. Many accountancy firms require you to have 280 to 300 UCAS points if you wish to become a Chartered Accountant. All the accounting professional bodies do offer alternative entry routes for mature students and for applicants who are already qualified accounting technicians. Management accountants do not have to be graduates, but a good honours degree in a mathematical or business subject may offer exemptions from some of the professional examinations. Accountants qualified with any of the professional accountancy bodies can work in the public sector, but the most relevant organisation is the Chartered Institute of Public Finance and Accountancy (CIPFA). If you don’t have another accountancy qualification you must have three GCSEs grades A to C and two A levels and you must have maths and English at either GCSE or A level. All the accountancy professions offer similar training routes where you have to complete three years’ supervised work and take professional exams at two levels.

Personal qualities and skills Accountants have to be good at working with numbers but they must also be very good communicators. They have to be able to understand complex information and also to explain complicated information to people who don’t have detailed financial knowledge. They must be persistent, and assertiveness is as important as tact and discretion.

Salaries Starting salaries vary considerably, depending on location, size of firm and type of accountancy, but start at around £28,000 for trainees in London and the South East; £16,000 to £23,000 is more typical elsewhere. On qualifying, salaries can increase significantly – £40,000 to £50,000 with a few years’ experience. Salary packages can also include benefits such as pay bonuses, share options and pension and private health plans.

Accountancy

Association of Chartered Certified Accountants (ACCA) ACCA Connect 2 Central Quay 89 Hydepark Street Glasgow, Scotland G3 8BW Tel: 0141 582 2000 www.accaglobal.com Association of International Accountants Staithes 3, The Watermark Metro Riverside Newcastle Upon Tyne NE11 9SN Tel: 0191 482 0277 www.aia.org.uk Chartered Institute of Management Accountants (CIMA) 26 Chapter Street London SW1P 4NP Tel: 020 8849 2287 www.cimaglobal.com Chartered Institute of Public Finance and Accountancy (CIPFA) 3 Robert Street London WC2N 6RL Tel: 020 7543 5600 www.cipfa.org.uk Financial Services Skills Council 51 Gresham Street London EC2V 7HQ Tel: 0845 257 3772 www.fssc.org.uk HM Revenue & Customs (HMRC) www.hmrc.gov.uk

Info

The Association of Accounting Technicians (AAT) 154 Clerkenwell Road London EC1R 5AD Tel: 020 7415 7500 www.aat.org.uk

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The Insolvency Service 21 Bloomsbury Street London WC1B 3QW www.insolvency.gov.uk Institute of Chartered Accountants in England and Wales (ICAEW) Chartered Accountants’ Hall PO Box 433 EC2P 2BJ Tel: 020 7920 8100 www.icaew.co.uk Institute of Chartered Accountants in Ireland (ICAI) Burlington House Burlington Road Dublin 4 Tel: +3531 637 7200 www.icai.ie Institute of Chartered Accountants of Scotland (ICAS) CA House 21 Haymarket Yards Edinburgh EH12 5BH Tel: 0131 347 0100 www.icas.org.uk Institute of Public Finance No. 1 Croydon 12–16 Addiscombe Road Croydon CR0 0XT Tel: 020 8667 1144 www.ipf.co.uk National Audit Office 151 Buckingham Palace Road London SW1W 9SS Tel: 020 7798 7000 www.nao.org.uk

363 Take an intelligent career move with RSM Bentley Jennison

Refreshingly Different We are looking for ambitious and highly motivated graduates who want a career with real potential. As one of the UK’s fastest growing professional services firms, we have a proven commitment to our people, a dynamic approach and an exciting growth strategy – we know we are unique.

Are you? Highly articulate and with a minimum 2.2 degree from any discipline, you will be looking for an employer of choice who will give you reward and recognition for your work, ongoing professional support and development, and provide you with a positive and motivational environment. We can offer all of this combined with the opportunity to rapidly develop your skills, expertise and specialist knowledge in any one of over 100 professional advisory solutions we offer. This means you will have real responsibility from day one and the opportunity to swiftly progress in your chosen field. In addition, we offer international opportunities as the UK member firm of RSM International, one of the world’s largest global networks of independent accounting and consulting firms. To find out more about our career opportunities, visit the website and register for our training contracts at careers.rsmbentleyjennison.com

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About RSM Bentley Jennison RSM Bentley Jennison is an award-winning UK accountancy firm and is recognised as one of the most dynamic and fast growing within the profession. We provide a full range of business support and development services covering every aspect of compliance and advisory work. With 15 offices across the UK there are a wide range of challenging and diverse career opportunities within the organisation. We have a commitment to invest in our people and combining this with our continuous growth makes RSM Bentley Jennison the perfect environment to launch and progress your career. Opportunities are available in the following disciplines:            

accounting and auditing internal audit risk management tax compliance and planning business consultancy corporate finance counter fraud human resource development independent financial advice forensic accounting IT services and bespoke software development outsourcing

We recognise that career development is important and our aim is to work in partnership with you to help identify and progress your chosen career path. To enhance training, all staff work closely with clients in developing their businesses, providing a variety of learning experiences. We have a range of training and development activities specifically designed to support trainees in achieving their chosen professional qualification. This includes revision courses and in-house training and coaching. With clients from a vast range of different market sectors, you have the potential for a variety of learning experiences. In addition to this, professional training courses are available according to your chosen discipline, including AAT and ATT. Following successful completion, further qualifications which you may choose to study are ACA, ACCA, IIA or CTA. For more information about careers or to apply online, please see careers.rsmbentleyjennison.com

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Emma Millman Corporate Finance Executive Emma joined RSM Bentley Jennison straight from Sixth Form, where she had gained 4 A-Levels. Emma had decided not to go to university but was very keen to obtain a further education qualification and was looking for an employer who would support her through her further studies. Tell us a bit about your career so far with RSM Bentley Jennison After qualifying last year I gave myself a short break from studying before making the decision to study for a degree in Applied Accountancy. I was delighted to be awarded a First Class BSc (Hons) Degree in February, one year after qualifying as an accountant. What do you enjoy most about your role and the company you work for? Having thoroughly enjoyed my 12 month secondment into Corporate Finance I was very pleased to be offered a permanent transfer in January 2009. I believe that I am now beginning to add-value, both to the department and to our clients, which is a very rewarding feeling. It is well recognised that this is far from the ideal time to be working in Corporate Finance. Nevertheless, RSM Bentley Jennison have acknowledged the strength of their current team and are actively doing everything possible to hold that team together, in order to capitalise when the inevitable up-swing occurs. This has been challenging but has actually given rise to new opportunities to use our skills in different ways, something I’m sure we’re all benefitting from. What are your future career plans? At the moment I am looking forward to my graduation ceremony this summer. Having made the decision not to go to university, being awarded my degree will be an even greater achievement for me personally. Having now found my feet within Corporate Finance I intend to develop my understanding further and begin to take on increasingly more responsibility. I hope to continue my learning through experience and progress my career within the firm.

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Spotlight on key professions

Accounting technician Accounting technicians work in a variety of roles, often alongside professionally qualified Chartered Accountants. They are involved in the day-today practical work of accountancy and finance, including the preparation of information and accounts and the interpretation of computer information, such as audit tax and payroll. Accounting technicians are widely employed in public finance, industry and commerce, and private practice. Their roles range from accounts clerks to finance managers. A growing number of accounting technicians provide a range of services direct to the public and manage their own practice. Many go on to qualify with the senior chartered accountancy bodies.

Qualifications and training There are no set entry qualifications, but you must be confident with maths. Some employers may prefer you to have GCSEs (A–C) or equivalent in English and maths. Previous experience of office work and good IT skills, especially in creating spreadsheets, are also valuable. You can start as an accounts clerk doing basic duties, and take workbased training or a part-time college course to qualify as a technician with the Association of Accounting Technicians (AAT) or Association of Chartered Certified Accountants (ACCA). You may not have to do the first stages of accounting technician training if you already have an A level or equivalent in accounting, previous relevant work experience or a basic book keeping qualification. AAT and ACCA qualifications comprise a foundation, an intermediate and a technician stage. The AAT or the ACCA can advise you about where to find a training place. It is also sometimes possible to do an apprenticeship as an accounting technician.

Personal qualities and skills You must be thorough and methodical and enjoy working with figures. Good IT skills and the ability to work as part of a team are also very important. Some positions involve considerable responsibility and/or the pressure of deadlines.

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Salaries There are often significant differences between salaries in London and the South-East compared to other regions. Starting salaries for trainees range from £15,000 to £19,000. Qualified technicians earn from £18,000 to £25,000. Accounting technicians with other management responsibilities can earn far more than this.

Association of Chartered Certified Accountants (ACCA) ACCA Connect 2 Central Quay 89 Hydepark Street Glasgow G3 8BW Tel: 0141 582 2000 www.accaglobal.com Financial Services Skills Council 51 Gresham Street London EC2V 7HQ Tel: 020 7216 7366 www.fssc.org.uk

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The Association of Accounting Technicians (AAT) 140 Aldersgate Street London EC1A 4HY Tel: 0845 863 0800 www.aat.org.uk

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Actuarial work

Actuary Actuaries use their knowledge of mathematics, statistics, economics and business to assess financial risks and probabilities. Traditionally their work is mainly concerned with pensions, life assurance and other types of insurance, but they may also work in investment and other business areas where major financial risks are involved. They create statistical and mathematical models to analyse past events and predict the financial outcome of different situations. For example, in insurance they may study accident rates or medical data to develop and price new insurance policies, making sure that there are sufficient funds to cover liabilities but allow the company to remain profitable. Around 45 per cent of actuaries work for consultancies providing specialist actuarial services to businesses of every kind. They advise on business recovery, acquisitions and employee benefit schemes. Central government also has its own actuarial departments which provide actuarial support and information across central government, its agencies and the National Health Service.

Qualifications and training To qualify as an actuary you must become a student member of one of the professional bodies; either the Faculty or Institute of Actuaries – referred to collectively as the Actuarial Profession. Minimum entry qualifications are three GCSEs grades A–C including English and two A levels, one of which must be maths at grade B. If you have a second class honours degree in any subject A level maths grade C is acceptable. If you have a degree in maths or actuarial science you do not need a maths A level. If your degree is in maths or a highly numerate discipline a third class honours degree is acceptable. In practice, entry to the profession is competitive, so the majority of recruits are graduates.

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The Actuarial Profession making financial sense of the future

Beyond thenorm

Work for one organisation, influence countless others The decisions and forecasts you make as an actuary will have a far-reaching impact. If you love solving problems and would relish the chance to make sure businesses are ready for anything, this is a profession like no other. For more information, please go to www.actuaries.org.uk

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Work for one organisation, influence countless others What an actuary does Put simply, actuaries help make financial sense of the future. They make long term decisions and forecasts that affect people in all aspects of their everyday life and impact on businesses, financial institutions and even governments. Working in sectors as diverse as pensions, insurance, healthcare, banking and investment, actuaries provide organisations with specialist advice on how best to manage their assets and liabilities. This is a very high profile career: one actuarial decision can have an impact of millions – sometimes billions – of pounds.

What you will need and what you can expect This is a specialised profession, so that although actuaries come from all sorts of backgrounds, they have certain things in common. They enjoy maths and have the ability to solve problems, analyse data and evaluate financial risks. If you decide to become an actuary, these are all the skills you will develop whilst studying for the professional qualification. Before you can get to that stage you will need to have the following: A-levels. If you decide the actuarial profession is for you, the first thing you will need is a good grade in A-level Mathematics (or equivalent). It doesn’t matter what other subjects you take as long as the grades are good enough to take you to the next stage … A degree. For the majority of actuaries, a good degree is essential. Any subject is acceptable, although most employers prefer numerate degrees from a university department within a strong reputation. These degrees may offer exemptions from some of the professional exams; actuarial science degrees are likely to give the most exemptions and offer an excellent grounding for any business career.

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Achieve all of that and you will be well on the way to a career which offers: Diverse and varied work. Not only will you have the opportunity to work in diverse sectors, you could find yourself being a consultant, analyst, trouble-shooter, and risk assessor – all in one day. Professionalism. Actuaries are responsible for upholding the highest professional standards, especially because they are often involved in safeguarding the public’s financial interests. Intellectual satisfaction. Actuaries are problem solvers. They use their training to analyse and interpret data and create models of the future to assess risks and estimate outcomes. A good work/life balance. With variety comes flexibility. You could have the opportunity to work part-time, from home or even abroad. Good pay. Salaries and benefits packages are excellent – even for those starting out in their career. In fact it’s one of the highest paid professions wherever you go in the world.

Trainee positions After university, the first step in becoming an actuary involves finding a trainee position – any relevant work experience will be of advantage here. Your school’s careers adviser may be able to help you with this and the Actuarial Profession (the UK professional body for actuaries) maintains a list of employers.

Training and qualification Qualification usually takes three to six years and the exams cover core topics such as statistical modelling, economics and financial and actuarial maths. The exam programme is designed to be flexible so you can study at your own pace whilst working for an actuarial employer – many employers will give you time off to study.

Sounds good? Once you have qualified, the future is up to you. Actuarial skills are welcomed all over the world and, with such a wide range of actuarial employers, you can find a huge variety of exciting careers. To find out more visit www.actuaries.org.uk

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Once you have completed your professional training, study and examinations you become a Fellow of either the Institute or Faculty. To qualify as a Fellow of the Faculty or Institute of Actuaries, you must pass 15 professional examinations. After one year’s work experience and appropriate examinations you should reach associate membership and after three years’ work experience and appropriate exams you should reach fellowship. If you have a degree or postgraduate qualification in actuarial science, statistics or economics, you may be exempt from some or all of the exams at the Core Technical Stage and some at the next stage. Please contact the Institute of Actuaries for further details of exemptions.

Personal qualities and skills You must have excellent maths and statistical skills and be able to understand and explain complex information. You should have a thorough understanding of business and economics, be a great communicator and be aware of the bigger picture while paying attention to fine detail.

Salaries

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Trainee actuaries start on between £26,000 and £33,000; this rises to between £35,000 and £50,000 for part-qualified associate actuaries. Qualified actuaries with at least five years’ experience can earn between £45,000 and £75,000 and some salaries in the profession reach more than £100,000. The Actuarial Education Company 31 Bath Street Abingdon Oxfordshire OX14 3FF Tel: 01235 550005 www.acted.co.uk The Actuarial Profession Napier House 4 Worcester Street Oxford OX1 2AW Tel: 020 7632 2111 www.actuaries.org.uk

Actuarial work

The Association of Consulting Actuaries Warnford Court 29 Throgmorton Street London EC2N 2AT Tel: 020 7382 4594 www.aca.org.uk Faculty of Actuaries Maclaurin House 18 Dublin Street Edinburgh EH1 3PP Tel: 020 7632 2111 www.actuaries.org.uk Financial Services Skills Council 51 Gresham Street London EC2V 7HQ Tel: 0845 257 3772 www.fssc.org.uk Government Actuary’s Department (GAD) Finlaison House 15–17 Furnival Street London EC4A 1AB Tel: 020 7211 2601 www.gad.gov.uk Insurance Careers www.insurancecareers.org Computer Economics Limited and Remuneration Economics (CELRE) Survey House 51 Portland Road Kingston upon Thames Surrey KT1 2SH Tel: 020 8549 8726 www.celre.co.uk/ Royal Statistical Society (RSS) 12 Errol Street London EC1Y 8LX Tel: 020 7638 8998 www.rss.org.uk

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Advertising

Communication is the heart of this complex industry, providing a wide range of openings, many with agencies that plan, organise and run advertising campaigns. Working on behalf of clients, advertising agencies study the product or service to be advertised and its market. They then plan how it should be sold and distributed, and how the media might be used to the best advantage in this process.

Account executive Account executives are responsible within the agency for a particular client or group of clients. They interpret the client’s wishes; coordinate and supervise the work of others within the agency, such as creatives, account planners, copywriters and scriptwriters; seek advice from other experts such as media executives; and then present the ideas most likely to meet with the client’s approval.

Account planner Account planners consider the client’s brief and work to identify the ideal audience and optimum method of getting the client’s message across. They analyse market research and other data and provide the creative team with the information that will help them develop the most effective campaign. They may also work on forward planning for the agency, identifying likely future clients based on market data they have researched.

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Art editor/executive director This position involves coordinating the work of the creative department, which converts the client’s original intentions into a visual form for approval. Others, including copywriters, may elaborate upon this.

Artist Agency artists prepare initial visual layouts of adverts, posters and displays, and produce final artwork for printing. They need to be competent in using design software.

Copywriter and scriptwriter The writers in the agency produce headings, text, jingles and copy for articles in journals, and scripts for films and commercials. Copywriters often work closely with the Art Editor and visualisers.

Media executive Media executives provide expert advice on the advertising medium – for example, television, cinema, posters, newspapers, journals – that will best suit a particular campaign, and negotiate the most economical rates.

Qualifications and training Advertising is a fiercely competitive sector, especially in the current economic climate. Most entrants to jobs in advertising have either a degree or an HND. Any subject is acceptable, but some employers prefer related subjects including advertising, business studies, marketing, English or consumer science. Smaller agencies may take you without a degree, particularly if you have some relevant work experience. Work experience is extremely valuable, it shows you how agencies work and makes you a stronger applicant, but this experience is hard to come by. You may want to consider doing voluntary work for an agency. Some agencies offer formal

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work experience schemes and details of these appear on the Institute of Practitioners in Advertising website. There are many courses in marketing, communications and media studies at many levels. These may provide useful background, but they won’t necessarily make you more employable. There are a few highly respected postgraduate courses in advertising including a diploma in copywriting at West Herts College and a postgraduate diploma in advertising at Falmouth College of Art and Design. The majority of training is on the job, learning from colleagues, and you are usually considered to be a trainee for about two years. The IPA offers induction courses and continuing professional development courses and the Chartered Institute of Marketing offers a range of part-time and distance learning courses for those who are already working in the sector. Since September 2008 a limited number of schools and colleges have introduced new Vocational Diplomas in creative and media studies. These can be taken at foundation, higher or advanced level. These courses combine academic study and training with an employer.

Personal qualities and skills

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Excellent communication skills at every level are extremely important. Being able to deal with people, write clearly and work creatively are all essential skills. Many roles require you to be persuasive and tactful, and to be a media planner you need to be highly numerate. Advertising is a highly pressured business so you have to be thick-skinned and keep calm when chasing deadlines. Account Planning Group 16 Creighton Avenue London N10 1NU Tel: 020 8444 3692 www.apg.org.uk The Advertising Association (AA) 7th Floor North, Artillery House 11–19 Artillery Row London SW1P 1RT Tel: 020 7340 1100 www.adassoc.org.uk

Advertising

British Interactive Media Association (BIMA) Briarlea House Southend Road South Green Billericay Essex CM11 2PR www.bima.co.uk Chartered Institute of Marketing (CIM) Moor Hall Cookham Maidenhead Berks SL6 9QH Tel: 01628 427500 www.cim.co.uk The Communication Advertising and Marketing Education Foundation (CAM) Moor Hall Cookham Maidenhead Berkshire SL6 9QH Tel: 01628 427 120 www.camfoundation.com The Creative Circle 22 Poland Street London W1F 8QQ Tel: 020 7734 9334 www.creativecircle.co.uk Creative and Cultural Skills 4th Floor Lafone House The Leathermarket Weston St London SE1 3HN Tel: 0207 015 1800 www.ccskills.org.uk

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Salaries Starting salaries range from £18,000 to £26,000 depending on your job title and the size of the agency. Many agencies are based in London and the South-East. In the regions, starting salaries range from £15,000 to £20,000. Senior accounts executives can earn £100,000, but averages are closer to £40,000 to £50,000.

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Law

The legal profession has many occupations within it, but all are based on upholding the laws of the land and dealing with those who contravene the laws. The word ‘lawyer’ is a blanket term that covers both solicitors and barristers. Solicitors advise clients and operate in the lower courts. Barristers are instructed by solicitors to act for clients, and work in the higher courts. Opportunities for lawyers can be found in the public and private sector as well as within the legal system. The legal profession also offers careers for those who have not trained as lawyers, such as legal clerks and executives.

Advocate/barrister The services of a barrister are required by solicitors (see also Solicitor), who deal with the clients and then ‘brief’ the barrister. Barristers give specialised advice on the law and plead counsel in the higher courts. They may also appear in the lower courts, where they usually begin their careers. Some are employed in the Army Legal Services, giving advice on all aspects of service and civil law that may affect the Army. In Scotland, an advocate is the equivalent of a barrister. Advocates may not select their clients. Provided that a reasonable fee is tendered they may not, without good cause, refuse instructions to act in litigation. Advocates also work in the public sector, Crown Prosecution Service, the legal section of a government department or as Parliamentary drafters. Barristers specialise in arguing a case in court and offer a legal opinion for solicitors when asked to consider a particular question of law. Barristers are instructed by solicitors on behalf of clients and never directly employed by clients. The majority of barristers work independently through sets of ‘chambers’ (which are a collective organisation of barristers), and tend to be self-employed. Once established within chambers, barristers can advertise for work.

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Institute of Legal Executives

Earn whilst you learn law

ILEX offers a great route to a fulfilling legal career and is the most cost-effective way of getting a law degree. Our ‘earn whilst you learn’ route offers unparalleled practical experience, giving you a head start in your career. ILEX students typically study part time at an HE or FE college (although full time courses are available), and those with GCSEs or A levels will usually take 4 years to finish your ILEX qualifications (taking two exams each summer). The 4-year route typically costs under £3500 in total. You can fast track this training, and if you are a graduate you may have exemptions from part of the ILEX qualification.

Visit www.ilexcareers.org.uk call 01234 841000 or email [email protected] for a careers pack.

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The Alternative Route to a Career In Law You really fancy a career in law. The university route looks appealing but, with the average student now leaving university around £33,000 in debt, the prospect of being saddled with a mountain of debt does not. And will you get a place? According to UCAS, almost a quarter of all UK university applications are to study law. But with just 15,000 places to study law available, most applicants (82%) will face rejection. Is there another way? There certainly is! Why not study to become a Legal Executive Lawyer through the Institute of Legal Executives (ILEX), a leading provider of comprehensive legal education. The ILEX way is an officially recognised alternative route to becoming a lawyer and offers a costeffective way of gaining those all-important key qualifications needed for your legal career and, as you can ‘earn and learn’ at the same time, without the university debt. Through ILEX you have a variety of options for study, whether a full-time or part-time course at a further or higher education centre, or distance learning via ILEX Tutorial College (ITC) (www.ilex-tutorial.ac.uk). All students cover a similar syllabus to a university law course, but have the option to earn a salary and work within the legal environment at the same time, gaining loads of valuable experience in the process. If you are a student with GCSEs or A levels, it will usually take four years to finish your qualifications (taking two exams each summer). The fouryear route typically costs under £3500 in total. You can fast track this training, and you may have exemptions from part of the ILEX qualification, depending on your previous studies. We also accept graduates, so if you do decide to go to University and want to be a lawyer, ILEX can still offer you the best route. Choosing to be a Legal Executive is a valued and prestigious career move: Latest salary surveys found jobs for up to £92,000 a year were being offered in London for legal executives who qualified with ILEX. Whilst salaries will vary according to location and your chosen specialist area of law, starting salaries are usually up to £20,000 a

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year, whilst fully qualified Legal Executives can expect to earn around £45,000 on average across England and Wales. The status and standing of Legal Executive lawyers continues to grow, with eligibility to become judges and partners in law firms from 2009. Visit www.ilexcareers.org.uk, call 01234 841000 or email [email protected] for a careers pack.

Case study: Lucy is a Legal Executive Fellow. Even when she was in school, Lucy knew she wanted to be a lawyer. Though she gained a place at university to study law, she decided university was not for her. Nevertheless, she was still determined on a career in law, so looked for an alternative. ILEX offered her that. To gain legal experience while studying and ‘earn and learn’, Lucy started work as a junior secretary in a Birmingham law firm. Over the next four years, Lucy was able to study and at the same time progress through the firm to legal assistant. She qualified as a Legal Executive Lawyer in 2004 and is now a full-time fee earner within the Private Client Department of her firm. Lucy says her legal career would not have been possible without the qualifications offered by ILEX. “The ILEX route is not a soft option. It does require commitment and staying power, but the flexibility and variety and range of courses on offer from ILEX means that you can fit your studies to suit your personal circumstances.” Would she recommend the ILEX route to others? “Yes, I think ILEX offers a really good opportunity for a career in law. All the time you are training, you are gaining experience in the legal environment, giving you a head start on others who have taken the university route to their qualifications.”

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Qualifications and training This is a highly competitive, almost exclusively graduate profession. In England and Wales you will either need a good law degree (2.1) or a good degree in another traditional academic subject. If your degree is not in law, you must take a one-year full-time or two-year part-time course – the Common Professional exam (CPE) or Graduate Diploma in Law (GDL). After this, the route is the same for everyone. You must get a place on the Bar Vocational Course (BVC). This is also offered as one-year full-time or two-years part-time and there is a central clearing system for applications. Applicants for the BVC also have to join one of the four Inns of Court before starting the course. At the end of the BVC, hopeful barristers apply for a pupillage in a set of barristers’ chambers (their word for offices). After completing a pupillage, the next stage is to get a tenancy to practise in a set of chambers. All stages are exceedingly competitive. In Scotland advocates need to pass a postgraduate diploma in law and spend two years practising as a solicitor before being called to the bar.

Personal qualities and skills As it will be necessary to understand and interpret complex legal wording into clear basic English, barristers must have an excellent command of the English language and a meticulous understanding of the use of words. Barristers must understand and talk knowledgeably about technical matters in order to be able to cross-examine the most expert witness, for example, on complex aspects of technology. It is also useful if barristers present a highly confident and self-assured manner and can put on a ‘good performance’ in court. Since the work is confidential, a barrister needs to be trustworthy and discreet.

Salaries Barristers’ earnings relate to the amount and type of their work, their reputation, and, if they share chambers, the apportionment and value of briefs. Barristers may find it a struggle to make a living at the beginning of their profession, but the rewards for those who succeed can be high.

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General Council of the Bar 2/3 Cursitor Street London EC4A 1NE Tel: 020 7440 4000 www.barcouncil.org.uk Details of education and training at the Bar: www.legaleducation.org.uk Faculty of Advocates Advocates Library Parliament House 11 Parliament Square Edinburgh EH1 1RF Tel: 0131 226 5071 www.advocates.org.uk

Barrister’s clerk/advocate’s clerk The barrister’s clerk is the administrator or manager of the business chambers, deciding which briefs to accept, which of the barristers in the chamber to give them to, and negotiating the fees with the solicitor. The accounts, the barristers’ appointment books and the efficient day-to-day running of the office are all part of the job of an experienced clerk.

Qualifications and training The minimum qualification is four GCSE pass grades at A, B or C in academic subjects. Training is on the job and juniors can apply through the Institute of Barristers’ Clerks to attend a two-year part-time Edexcel (BTEC) national certificate course studying organisation, finance, management, law, marketing and chambers administration. On obtaining the certificate, juniors may apply, after five years’ service, for qualified Membership of the Institute of Barristers’ Clerks. The Bar in Scotland is divided into 10 ‘stables’, each of which is served by an advocate’s clerk and a deputy clerk employed by Faculty Services Ltd. Training is provided in service. The job of advocate’s clerk is very similar

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to that of barrister’s clerk in England and Wales. Their rates of pay are linked to the Civil Service scale on a level that roughly relates to a comparable post within the courts’ administration. The 10 advocate clerks have clerical and secretarial staff to provide them with administrative support.

Personal qualities and skills In order to manage efficient chambers and the barristers who work from them, a barrister’s clerk needs good organisational skills, the ability to lead a team as well as be part of a team, and to get on with the general public. A good command of written and spoken English and an appreciation of the necessity for absolute confidentiality at all times are vital to success in this career.

Salaries Starting salaries are in the region of £10,000. Junior clerks with two or three years’ experience receive £13,500–£18,000, going up to £28,000 for very experienced juniors. Senior clerks may earn £60,000–£75,000 plus a performance-related bonus. Senior clerks were traditionally paid a fee which was a percentage of the barrister’s own earnings. Some are still paid in this way, and the fee is usually around 5 per cent.

Institute of Barristers’ Clerks (IBC) 289–293 High Holborn London WC1 7HZ Tel: 020 7831 7144 www.barristersclerks.com

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The Bar Council 289–293 High Holborn London WC1V 7HZ Tel: 020 7242 0082 www.barcouncil.org.uk/

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COURT STAFF Court administrative officer Court administrative officers and court administrative assistants ensure the smooth day-to-day running of the courts. They book cases, allocate cases to courtrooms, prepare lists of the day’s cases and send out correspondence. They may also be involved in the collection of fines and providing information to members of the public. More senior administrative officers lead teams of assistants, ensuring that all the tasks listed above are carried out efficiently.

Qualifications and training To work as an administrative assistant you require two GCSEs grades A–C and to be an administrative officer you need five GCSEs grades A–C. If you have other useful administrative experience, you may be considered without these formal qualifications.

Personal qualities and skills You must be able to deal calmly and politely with people. You should have good organisational skills and be able to stay calm in a busy environment. You should be able to pay attention to detail and work well as part of a team.

Court clerk Court clerks are legal advisers who give advice to unpaid (non-stipendiary) magistrates who are trying cases in the magistrates’ courts. They are qualified lawyers, but they do not take part in the decision making about judgments and sentencing. As magistrates do not have to be legally qualified, it is the court clerks who ensure that magistrates interpret and apply the law correctly.

Qualifications and training Court clerks have to be either qualified solicitors or barristers, who themselves must have either a law degree or an approved postgraduate legal qualification. Court clerks follow a set training programme and also learn by

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working with more experienced clerks, finding out about the many different areas of work – road traffic, licensing, fines enforcement, sentencing, etc.

Personal qualities and skills As well as a real interest in and broad knowledge of the law, court clerks must be logical thinkers, capable of undertaking fairly detailed research. They must be discreet, sensitive and calm, but also able to remain detached when dealing with stressful and upsetting situations.

Court usher Whether you are a defendant, a witness, a jury member or a lawyer, it is the responsibility of the court usher to ensure that you know where you should be, what you should do and how you should do it. Ushers ensure that the court room is prepared and that everyone is present. They call witnesses and defendants, label evidence and administer the taking of oaths. At Crown Court, where a jury trial is taking place, court ushers escort members of the jury to and from the courtroom. They remain on duty outside the jury room while the jury is in discussion and they take messages between the jury and the judge.

Qualifications and training You do not necessarily need any formal qualifications to become a court usher, though you would be expected to have a good general level of education. Previous work experience of dealing with the public and handling difficult situations are more important than professional qualifications. Your training will be on the job and you start by shadowing another usher. You will probably be sent on several short in-house courses. Skills for Justice have recently introduced NVQ levels 2 and 3 qualifications in court operations, so you may have the opportunity to work towards one of these.

Personal qualities and skills These are really important. You have to be trustworthy and truthful and you must have excellent people skills, be able to calm, reassure and

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explain, but be able to remain confident if people are hostile or difficult. You have to be well organised and pay attention to detail.

Salaries

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Court administrative assistants and ushers are paid between £13,000 and £14,500, while court administrative officers earn between £15,500 and £20,000. Trainee court clerks start on £19,000 to £20,500, rising to £26,000 on completion of training. HM Courts Services Clive House Petty France London SW1H 9HD Tel: 020 7189 2000 www.hmcourts-service.gov.uk Skills for Justice Centre Court Atlas Way Sheffield S4 7QQ www.skillsforjustice.com

Court reporter Court reporters attend court sittings and take down a complete report of all the evidence, the summing-up or judgment and, on occasions, the speeches of counsel in the various cases. Formerly, the proceedings were taken down in shorthand; now a palantype or stenograph is used. This is a typewriter-like machine that enables the reporter to achieve 200 words per minute. In addition, computers may be used to prepare transcripts, with all the advantages of on-screen editing and speed of preparation. The work sometimes involves travelling to a number of different courts. The majority of verbatim reporters begin their careers in the courts but can also work for Hansard, producing reports of proceedings in the House of Commons and the House of Lords. Television subtitlers also use the skills of verbatim reporting.

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Qualifications and training No specific academic qualifications are demanded for court reporters, although GCSE and A level passes can be an advantage. Applicants need to have proven ability in shorthand or stenotyping (usually over 150 words per minute), good typing speeds, and a thorough knowledge of grammar and punctuation. Legal experience can also be an asset. Details of full-time, parttime and distance-learning courses are available from the British Institute of Verbatim Reporters. In Scotland, there are no college courses but training is provided on the job by working alongside an experienced reporter. Administrative officers need five GCSE passes (grade C or above), one of which must be English. The Scottish Court Service looks for applicants with Highers. Training lasts for two to three years, during which time trainees work and undertake courses run by the Court Service.

Personal qualities and skills Anyone concerned with the courts must be discreet, honest and trustworthy, as most of the work is confidential. Reporters must show a high degree of accuracy.

Salaries Salaries are between £16,000 and £20,000. Many court reporters work freelance and can earn anything from £60 to £320 a day. What you earn depends very much on how complex and demanding your work is.

Ministry of Justice Selbourne House 54 Victoria Street London SW1E 6QW Tel: 020 7210 8500 www.justice.gov.uk

Info

HM Courts Service Clive House Petty France London SW1H 9HD Tel: 020 7189 2000 www.hmcourts-service.gov.uk

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British Institute of Verbatim Reporters (BIVR) Cliffords Inn Fetter Lane London EC4A 1LD Tel: 020 8907 8249 www.bivr.org.uk

Legal Services Commission research assistant The statutory government advisory body on law reform, the Law Commission, is currently working on projects in a variety of fields including common law, company and commercial law, crime and property law, and on general revision of statute law. The work is carried out in small teams, each under the direction of a Commissioner, consisting of qualified lawyers and research assistants. Law graduates and graduates of other disciplines who have completed the Legal Practice Course or the Bar Vocational Course are recruited annually to work as research assistants. The work offers the opportunity to take part in the creation of new legislative measures, as well as the in-depth development of skills in a particular area of law. Extensive consultation and investigation takes place before proposals are formulated; a sizeable proportion result in legislation. Projects range from major investigations of controversial areas of law to the consideration of a specific problem.

Qualifications and training The minimum academic standard required is a first or high upper secondclass (or equivalent) degree achieved in legal studies (based on the law of England and Wales) of at least two years’ duration.

Personal qualities and skills You need a genuine interest in, as well as a thorough knowledge of the law and legal issues. You must have excellent research skills, including the

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use of databases. You must be able to think and write articulately, be good at solving problems and be able to communicate well.

Salaries Starting salaries range from £20,000 to £29,000. The highest salaries include London Weighting and are also paid to entrants with good postgraduate qualifications as well as a high class of degree.

Info

Legal Services Commission Legal Services Research Centre 85 Gray’s Inn Road London WC1X 8TX Tel: 020 7759 0000 www.legalservices.gov.uk Asset Skills 2 The Courtyard 48 New North Road Exeter Devon EX4 4EP Tel: 01392 423399 www.assetskills.org

Paralegal Paralegals work for firms of solicitors, commercial companies and public sector bodies. They are not qualified solicitors or legal executives, but they develop considerable specialist knowledge. They normally specialise in a specific area of the law such as conveyancing, probate or family law. Their work involves researching information, drafting and managing documents, attending client meetings and some general clerical work. Paralegals also have to keep up to date with legal developments in their specialist field.

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The National Association of Licensed Paralegals (NALP) is the leading professional body for Paralegals in England Wales and Northern Ireland and this year is celebrating its 22nd anniversary.

Why Qualify as a Paralegal? If you are a school leaver and wish to consider a career in the legal profession why not become a Professional Paralegal? Paralegals do almost the same work as solicitors (although there are a few exceptions and it takes less time to qualify). It is a rewarding and fulfilling job and you can work for yourself. There are roughly 50% more Paralegals working in the legal profession than there are Solicitors. It is a competitive market and qualifications are now a necessity. The Higher Certificate in Paralegal Studies, is our bench mark qualification and is available for anyone over the age of 18 - there are five substantive law and five procedural law units. This is undertaken by Distance Learning through the Association, (total course fee is £585). Further contact and information: www.nationalparalegals.co.uk [email protected] 020 3176 0900

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Qualifications and training While there are no specific entry qualifications for paralegals, many hope to become solicitors, barristers or legal executives. This means that many applicants for these posts have a law degree. In any case, some firms ask for four or five GCSEs grades A–C or two A levels. Training is on the job and there are City & Guilds courses leading to a certificate level 2 and diploma level 3 available in paralegal studies. The Institute of Legal Executives (ILEX) also offers part-time and distance-learning courses for paralegals.

Personal qualities and skills You must be very well organised, able to manage your own workload and pay attention to detail. You should have good spoken and written English skills and be interested in legal matters.

Salaries Salaries for paralegals are between £16,000 and £25,000. For large city law firms salaries can be much higher than this, and some firms pay substantial annual bonuses.

National Association of Licensed Paralegals 9 Unity Street Bristol BS1 5HH Tel: 0117 927 7077 www.nationalparalegals.com

Info

Institute of Legal Executives Kempston Manor Kempston Bedfordshire MK42 7AB Tel: 01234 841000 www.ilexpp.co.uk

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Legal executive A legal executive is a professional lawyer employed in a solicitor’s office or in the legal departments of commerce and central and local government. The training and academic requirements in a specified area of law are at the same level as those required of a solicitor. Consequently, with few exceptions, a legal executive is able to carry out tasks that are similar to those undertaken by solicitors. The main areas of specialisation are conveyancing, civil litigation, criminal law, family law and probate. In addition to providing a worthwhile career in its own right, the legal executive qualification provides access to those wishing to qualify as solicitors via the Institute route. In Scotland, the term ‘legal executive’ is not used, but solicitors engage assistants to do similar work.

Qualifications and training The minimum entry requirement is four GCSEs to include English, but A level students and graduates are welcome. As an alternative, the Institute accepts a qualification in vocational legal studies, and has special arrangements for students who are over 21. In the main, training is on a part-time basis so that there is potential for trainees to ‘learn while they earn’. For those already working in a legal environment, but with no formal legal qualifications, an NVQ (level 4) in Legal Practice is available, and the Institute of Legal Executives (ILEX) is the awarding body.

Personal qualities and skills An ability to communicate, both verbally and in writing, with people at all levels, absolute discretion and trustworthiness, together with meticulous attention to detail, are essential.

Salaries Salaries for trainees are between £15,000 and £20,000. Qualified legal executives earn between £25,000 and £50,000. Geographical location and the kinds of work in which your firm specialise affect your salary.

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Institute of Legal Executives Kempston Manor Kempston Bedfordshire MK42 7AB Tel: 01234 841000 www.ilex.org.uk e-mail: [email protected]

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Solicitor The role of the solicitor is to provide clients with skilled legal representation and advice. The clients can be individual people or companies, or any type of organisation or group. A solicitor may work on all kinds of legal matters, from house purchases to defence of people accused of crimes; from selling a corporation to drafting a complicated will or trust. Solicitors may also represent clients in all courts, but will often brief a barrister (see Barrister) to represent the client, and then act as a liaison between them. Scottish solicitors can appear in all courts and tribunals in Scotland up to and including the Sheriff Court. They can also gain rights of audience, enabling them to appear in the higher courts by becoming a solicitoradvocate, or may brief an advocate to represent their clients. While some solicitors may deal with a variety of legal problems, others specialise in a particular area such as shipping, planning and construction, financial services or social security. Specialisation within the profession is increasing. The majority of solicitors work in private practice, with firms made up of several partners. Many others work as employed solicitors in commerce, industry, local and central government and other organisations. Solicitors are instructed directly by clients and have a lot of contact with them. They have rights of audience in the magistrates’ court and the county court. Unlike barristers, solicitors do not wear wigs but do wear gowns if they appear in county court. Solicitors are governed by a professional body called the Law Society.

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Qualifications and training England and Wales: the Law Society governs the training of solicitors in England and Wales, which takes place in two stages – the academic and the professional. Most, but not all, entrants to the profession are graduates. Fellows of the Institute of Legal Executives over the age of 25 with five years’ qualifying experience do not need to complete the academic stage. Non-law graduates take the Common Professional Examination (CPE) or a Postgraduate Diploma in Law; those with the qualifying law degrees are exempt from this. The next stage, the vocational stage, is taken via the legal practice course, available at a number of colleges or universities. It is a one-year full-time or two-year part-time course. The trainee solicitor then has to undertake a two-year training contract with an authorised firm or organisation. During the course of this, a 20-day professional skills course is undertaken, usually on a modular basis. Scotland: the Law Society of Scotland governs the training of solicitors in Scotland. It is possible to study for a Bachelor of Laws degree at five Scottish universities: Aberdeen, Dundee, Edinburgh, Glasgow and Strathclyde. Alternatively, it is possible to take the Law Society’s own examinations by finding employment as a pre-diploma trainee. After completion of the LLB degree or professional examinations, all graduates who would like to become solicitors must take the diploma in legal practice – a 26week postgraduate course, which also offers training in office and business skills. After successful completion of the degree and the diploma, those who wish to become solicitors then serve a two-year training contract with a Scottish solicitor. Trainees must undertake a further twoweek course of study, keep training records, which will be examined and monitored by the Society, and take a test of professional competence. The trainees can then apply to the Law Society of Scotland for a practising certificate. All Scottish solicitors must hold a Law Society of Scotland practising certificate.

Personal qualities and skills A high level of academic achievement, integrity, good communication skills, patience, discretion, a good command of language and problemsolving skills are all required.

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Salaries The range of starting salaries is very wide in this profession. The Law Society suggests that trainees should be paid around £16,000 in the regions and £18,000 in London. In practice, large city firms pay far more than this, somewhere in the region of £25,000 to £35,000. Another factor affecting earnings is the field of law in which you practise: commercial law tends to offer higher earnings than family or employment law, for example.

Law Society of Scotland 26 Drumsheugh Gardens Edinburgh EH3 7YR Tel: 0131 226 7411 Fax: 0131 225 2934 www.lawscot.org.uk e-mail: [email protected] So… you want to be a lawyer? (Kogan Page) Careers in the Law (Kogan Page)

Info

Law Society 113 Chancery Lane London WC2A 1PL Tel: 020 7242 1222 Fax: 020 7831 0344 Legal Education Line: 0870 606 2555 www.lawsociety.org.uk e-mail: [email protected]

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Medical and healthcare science

Many scientific disciplines play a key part in medicine – in the development and testing of drugs and the monitoring of the performance of these drugs. Scientists contribute to the understanding of the processes of disease and damage to tissue, organs and systems, as well as to the development of equipment and techniques to improve diagnosis and treatment. There are very many jobs in medical and healthcare science, and those described here are examples from some of the different areas of science in medicine.

Cardiographer Cardiographers work in hospitals operating the electrocardiograph (ECG) machines which monitor the functioning of the heart. They reassure patients and explain the procedure to them, before fitting electrodes to the patient’s body, ensuring they are correctly connected to the machine. They then take readings which a doctor uses to make decisions about diagnosis and treatment.

Clinical embryologist This is a rapidly developing field. Clinical embryologists are involved in research and investigation of various aspects of IVF treatment and other programmes of assisted reproduction. This work involves the collection of eggs from patients for examination, checking the fertility levels of individuals and the application of cutting edge and sometimes controversial technologies.

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Clinical engineer Clinical or bio-engineers design equipment for monitoring, diagnosis, treatment and rehabilitation or research. They may design laser equipment or electronic aids for patients with disabilities. They examine the mechanics of the human body to see how to replicate the functions of particular organs or systems. They develop a detailed knowledge of materials and of engineering processes and apply this technical knowledge in a medical environment.

Clinical immunologist Clinical immunologists use sophisticated laboratory techniques to examine the effects on the immune system of diseases such as AIDS and allergic conditions such as hay fever or asthma. They apply the knowledge they acquire to developing better treatments of these conditions. This is a fast-moving and developing area of medical science.

Clinical microbiologist Clinical microbiologists work to diagnose all kinds of infections – bacterial, viral, fungal or parasitic. What they discover about which infections a patient has plays an important role in how that patient is treated, for example in choosing which antibiotics they are given. They also work for the Health Protection Agency, helping to prevent the spread of diseases.

Medical laboratory technician All the scientific research and development work which goes on throughout the health service and in medical schools needs the support of medical laboratory technicians and medical laboratory assistants. Laboratory technicians work in all aspects of medical and clinical sciences, whether it is testing blood, screening cells for disease, or developing new materials to treat burns or wounds. Medical laboratory technicians assist scientists in setting up experiments, monitoring these experiments and recording the results.

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Medical physicist Medical physicists are involved in developing the highly sophisticated equipments for measuring the effects of illnesses and disabilities. Medical physicists have developed X-ray and ultrasound scanning equipment and they use their research skills to refine and improve these techniques and technologies. They often work closely with radiographers in the field of nuclear medicine, treating cancer cells with the correct dose of radiation.

Neurophysiology technologist Neurophysiology technologists, also referred to as clinical physiologists, work in hospital outpatients departments, in intensive care units and in operating theatres. Their work is concerned with monitoring and measuring activities in the central and peripheral nervous systems. They use highly sophisticated equipment to obtain their readings. They work closely with patients of all ages, a child who has suffered a brain injury, or an older person who has had a stroke, for example. They also have to work closely with other members of the healthcare team.

Perfusionist Perfusionists (or perfusion scientists) work in operating theatres where patients are undergoing open heart surgery. The term ‘perfusion’ refers to the movement of liquid through tissue. The perfusionist ensures that oxygen is circulated through the patient’s blood even when the action of the heart and lungs is temporarily stopped in order to carry out the surgery. Perfusionists use a range of complex machinery and monitoring equipment to carry out their work. They must alert fellow members of the operating team if they have any cause for concern.

Phlebotomist Phlebotomists take blood samples from patients, so that these samples can be analysed to diagnose diseases and other disorders. They have to

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take great care when collecting blood to disturb the patient as little as possible, and ensure that the blood is taken and labelled correctly and that it is taken to the correct laboratory. Phlebotomists also work for the blood donor agency, collecting blood from healthy volunteers.

Qualifications and training With such a variety of career options there are several different entry levels, so what follows is a guide to some of the main points to bear in mind. To gain employment as a scientist involved in research and development in an area such as pathology, microbiology or biochemistry you will need a relevant degree in that subject, normally at least a 2.1. Many people entering research have a postgraduate degree as well. In some instances you need to ensure that your degree will be accredited by the appropriate professional body – the Institute of Biomedical Science, for example. Useful degrees include biology, microbiology, biochemistry, chemistry, physics, physiology and medicine. Many of the more patient-focused roles within life science and physiological science require you to have two or three A levels, including sciences. It is important to check the particular requirements for the work that especially interests you. Laboratory technicians usually need five GCSEs grade A–C including English, maths and at least one science subject. Assistant laboratory technicians may be able to get into laboratory work without formal academic qualifications and work towards relevant NVQs once they are employed. All roles include training on the job and in many instances you will get a chance to work towards appropriate recognised, professional qualifications.

Personal qualities and skills If you are engaged in research and development you must have a rigorous and questioning scientific approach to your work and be good at problem solving and coming up with imaginative solutions. If your work involves contact with patients, you must have an understanding and reassuring manner, but you must also be able to avoid becoming too emotionally involved in your work. Many roles require you to have good practical skills, manual dexterity and the ability to be meticulous and highly observant. Many roles will also require you to use complex instruments and take careful recordings of results.

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Salaries

Info

Apart from doctors, dentists and a few senior managers, all healthcare workers, including all those working in healthcare science, are paid on a graded scale with pay being linked to qualifications, experience, skills and level of responsibility. It is not possible here to go through all the different levels of pay, but for example, a healthcare science support worker or a phlebotomist would start on Band 2, £13,000 to £16,000, while at the other end of the scale a healthcare scientist who reaches consultant or director level is paid on Bands 8 to 9, £37,000 to £47,000. Most healthcare science professionals start somewhere between £20,000 and £27,000. The NHS Careers website provides detailed information on pay rates for each job. There is also some slight variation between pay rates for different healthcare trusts. Pay rates in the private healthcare sector tend to be a little higher than in the NHS. NHS Careers PO Box 376 Bristol BS99 3EY Tel: 0845 606 0655 www.nhscareers.nhs.uk Health Professions Council Park House 184 Kennington Park Road London SE11 4BU Tel: 020 7582 0866 www.hpc-uk.org Institute of Biomedical Science 12 Coldbath Square London EC1R 5HL Tel: 020 7713 0214 www.ibms.org Association of Clinical Scientists c/o Association of Clinical Biochemists 130–132 Tooley Street London SE1 2TU Tel: 020 7940 8960 www.assclinsci.org

Medical and healthcare science

Health Learning and Skills Advice Line Tel: 0800 015 0850 www.learndirect-advice.co.uk/campaigns/nhs/ Institute of Physics and Engineering in Medicine (IPEM) Fairmount House 230 Tadcaster Road York YO24 1ES Tel: 01904 610821 www.ipem.ac.uk Association of Clinical Biochemists 130–132 Tooley Street London SE1 2TU Tel: 020 7403 8001 www.acb.org.uk Association of Clinical Cytogeneticists www.cytogenetics.org.uk Society for General Microbiology www.socgenmicrobiol.org.uk British Society for Immunology www.immunology.org Association of Clinical Embryologists www.ivf.net/ace Recruitment Centre for Clinical Scientists Tel: 020 7582 0866 www.nhsclinicalscientists.info Association for Science Education (ASE) College Lane Hatfield Hertfordshire AL10 9AA Tel: 01707 283000 www.ase.org.uk

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CLEAPSS Schools Science Service Brunel University Uxbridge UB8 3PH Tel: 01895 251496 www.cleapss.org.uk SEMTA (Science, Engineering and Manufacturing Technologies Alliance) 14 Upton Road Watford Hertfordshire WD18 0JT Tel: 0800 282167 www.semta.org.uk Association of Medical Laboratory Assistants 12 Coldbath Square London EC1R 5HL Tel: 020 7713 8050 www.amlauk.org

Medical illustrator Medical illustrators employ a range of artistic and technical skills to produce photographs, drawings, videos and other digital images in healthcare settings. They produce material to help assess the effectiveness of treatment regimes by photographing patients at different stages of their treatment. They may produce material for medical textbooks, websites, lectures and other training and teaching activities. Some specialise in forensic work, taking pictures of non-accidental injuries or copying evidence from X-rays and slides. Because medical illustrators use a combination of photography, video and drawing skills, there may be some opportunities to take work which allows you to develop special expertise in one or other of these areas. You are likely to spend your time working in hospital wards, operating theatres and clinics, as well as studios and technical laboratories.

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Qualifications and training While it is not always necessary to have formal qualifications, it is now very difficult to get into this work without a foundation degree, HND or degree in a relevant subject. The most useful subjects are graphic design and photography. It is likely that in the near future medical illustrators will only be able to practise if they are state registered. The exact date for this has not been finalised. However, when this does happen all new entrants to this profession will have to have a relevant degree which meets the standards for registration. It is very useful if you can gain some relevant work experience with an NHS trust medical photography department. You should also be able to produce a portfolio of your work at interview.

Personal qualities and skills This work demands a wide range of qualities and skills. You should have artistic and photographic ability and be competent working with technical equipment. You must have an interest in and some knowledge of biology, physiology and diseases and medical conditions. You have to have excellent interpersonal skills, and be sensitive and empathic when dealing with people who are anxious or vulnerable. You should be good at working as part of a team, but be able to get on with your own work unsupervised.

Salaries Salaries start at between £20,500 and £26,500. Senior medical illustrators earn between £31,000 and £37,000. Large teaching hospitals have much bigger medical illustration departments so these offer more scope for management jobs with consequently higher pay.

Info

British Institute of Professional Photography Fox Talbot House 2 Amwell End Ware Hertfordshire SG12 9HN Tel: 01920 464011 www.bipp.com

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Health Learning and Skills Advice Line Tel: 0800 015 0850 www.learndirect-advice.co.uk/campaigns/nhs Medical Artists’ Association www.maa.org.uk Institute of Medical Illustrators 29 Arboretum Street Nottingham NG1 4JA www.imi.org.uk NHS Careers PO Box 376 Bristol BS99 3EY Tel: 0845 606 0655 www.nhscareers.nhs.uk

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Retailing

Retailing is a sector offering many different career opportunities. As well as the careers outlined in this section, retailing offers opportunities in distribution management and warehouse work, in finance, in marketing and in human resource management. There are openings at school leaver level through to graduate and senior management opportunities. Retail outlets include small shops, specialising in a particular type of product: shoes, car spares or quality foods, for example. Supermarkets, department stores and discount stores are just some of the other examples of retail outlets.

Checkout operator Checkout operators work at the tills in supermarkets and other large retail stores. They scan the prices of all the items customers have purchased, process payments whether by cash, cheque or card, and they may also offer some assistance with packing, eg wrapping delicate items or putting frozen foods into separate bags.

Qualifications and training No specific qualifications are necessary, though individual stores may request a good standard of education. Training is provided on the job and it is possible to obtain NVQ level 1 in Checkout Operations and NVQ levels 2 and 3 in Customer Service and Sales. Career progression is to supervisory roles.

Personal qualities and skills You must be polite and friendly and able to talk to people without losing your concentration or slowing down. You need good numeracy skills in order to spot errors. You must have good stamina and be able to work under pressure in a hectic environment.

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Salaries

Info

New checkout staff earn around £11,500, rising to £13,000 to £14,000 with some experience. Supervisors earn around £17,000 to £19,000. A few stores include all staff members in profit-sharing schemes. Skillsmart Retail Fourth Floor 93 Newman Street London W1T 3EZ Tel: 0800 093 5001 www.skillsmartretail.com Wholesale and Retail Training Council (WRTC) 10 Hydepark Road Mallusk Newtonabbey BT36 4PY Tel: 028 9084 5830 www.wrtc.co.uk

Display designer/visual merchandiser Display designers are responsible for shop windows and displays inside stores. These may be to attract customers into a shop, promote a new product or reinforce a company image. Displays are often seasonal or themed. Some designers work to instructions from head office, others create their own designs. The work may include making props, arranging lighting and general care of the display areas. Some shops also employ visual merchandisers who arrange products according to an organisation’s display policy.

Qualifications and training While there are no standard, formal entry qualifications, in practice most entrants have a relevant qualification. There are several three- or four-year degree courses in Design Merchandising Management and Exhibition and Retail Design. There are also some two-year foundation degrees available in

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display design or visual merchandising. Other art-based qualifications may be accepted by some employers. A great deal of training is on the job.

Personal qualities and skills You need real artistic flair and to be good at working with colour and with three-dimensional design. You should be imaginative and practical, able to work as part of a team and able to relate design ideas to commercial impact. You also need good IT skills and preferably be able to use CAD (computer assisted design).

Salaries Trainees earn between £11,000 and £14,000, while experienced display designers earn up to £22,000. It is possible for a display manager with a large store to earn more than £35,000.

Info

British Display Society 146 Welling Way Welling Kent DA16 2RS Tel: 020 8856 2030 www.britishdisplaysociety.co.uk Skillsmart Retail Fourth Floor 93 Newman Street London W1T 3EZ Tel: 0800 093 5001 www.skillsmartretail.com

Retail store manager Retail store managers work in department stores, in supermarkets and in small, individually owned stores. In a small store they will run the whole operation. In a supermarket they may be responsible for one area, fresh produce or the checkouts, for example. In a department store they may

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run one or several departments. Managers are responsible for ensuring that everything runs smoothly. They have to organise work rosters, ensure that sales targets are met, that customer service is of a high standard and that sales staff are fully trained.

Qualifications and training There are several ways to become a retail store manager. Large stores or chains may run graduate management training programmes or programmes open to school leavers with two or three A levels. Experience, however, is often as important as qualifications, and many managers start out as sales assistants and work their way up to management positions.

Sales assistant There are many opportunities for sales staff in retailing. Your responsibilities and tasks depend on what kind of retail outlet you are working in, as well as your level of experience. In general, sales staff are expected to sort stock, sell goods, ensure these goods are attractively displayed and deal with payments for goods. They also answer customers’ queries, give information about products and offer advice. Some sales staff process orders for new stock.

Qualifications and training While no formal academic qualifications are necessarily needed, GCSEs grades A–C in English and maths are a help as is some experience of working with people. Training is on the job, and large stores or chain stores may offer some structured training programmes. It is possible to work towards several NVQs at levels 2 and 3 in retail, including Sales, Retail Operations and Customer Service. Many people who start as sales assistants become supervisors for a section of a store, or progress to become store managers.

Personal qualities and skills You must be polite and friendly and enjoy working with people. You need good basic literacy and numeracy skills and must be reasonably physically fit. Being smart and tidy is important, especially in fashion retailing.

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For anyone interested in supervisory and management responsibility, you have to be very well organised, good at taking decisions and good at leading and motivating other people.

Salaries Trainee store managers on graduate training schemes start on between £18,500 to £25,000; sometimes starting salaries are a little less than this if you are not on a graduate scheme. As your career progresses there is a huge variation in salary, so managers can earn anything from £23,000 to £60,000. The variation is due mainly to the size and type of store and also whether bonus schemes increase pay. Sales assistants earn between £12,000 and £15,000, but there are often opportunities to move into supervisory or management roles.

Skillsmart Retail The Sector Skills Council for Retail 4th Floor 93 Newman Street London W1T 3EZ Tel: 020 746 5060 www.skillsmartretail.com

Info

The Retail Academy PO Box 296 York YO1 6WA Tel: 01904 658 856 www.retailacademy.org

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Appendix: Useful information

If you think there is a useful book, website or anything else that should be included in this directory of useful information, you can e-mail the author at [email protected] and it will be considered for inclusion in the next edition of this book.

Glossary A level Advanced level of the General Certificate of Education, a qualification in FE. academic As opposed to vocational: a subject or course that is not aimed at a particular profession or career. accreditation of prior learning A way of having your skills and knowledge recognised when you have no recognised qualifications for them. You can also get accreditation for prior learning when you have completed some units of a course but have not actually finished it. admissions tutor the person at colleges and universities responsible for selecting candidates for courses. apprenticeship studying. ASL

A training scheme that combines working and

Additional and Specialist Learning.

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AS level Advanced Supplementary qualification (taken in the first year of sixth form). awarding body qualifications. BA

An organisation that sets and monitors the standards for

Bachelor of Arts.

BDS

Bachelor of Dental Surgery.

BEd

Bachelor of Education.

BMus

Bachelor of Music.

BNurs

Bachelor of Nursing.

BPharm BSc

Bachelor of Pharmacy.

Bachelor of Science.

BSocSci

Bachelor of Social Science.

BVetMed

Bachelor of Veterinary Medicine.

CAP Common Application Process. C&G (City and Guilds of London Institute) An awarding body committed to vocational qualifications. commune A group of people living together and sharing responsibilities and/or possessions. Connexions The Government’s service to help young people aged between 13 and 19. day release Time off work to attend educational courses. DCSF

Department for Children, Schools and Families.

414 Appendix

DEAs Disability Employment Advisers. degree A qualification gained at university after three or more years of study. DipHE DIUS

Diploma of Higher Education. Department for Innovation, Universities and Skills.

E2E Entry to Employment. ECCTIS Educational Counselling and Credit Transfer Information Service, which is a database for university and college courses. Edexcel One of the largest awarding bodies in the United Kingdom. EMA Education Maintenance Allowance. European Employment Service (EURES) The European Job Mobility portal on the Europa website. EURES is a network to help workers move around Europe. FD FDA

Foundation degree.

FDSc

Foundation degree (Arts). Foundation degree (Science).

FE Further education (study usually between the ages of 16 to 18 or 19). freelance A person working for different companies at different times or at the same time; not employed by one company. gap year life.

A year off, usually taken after FE or HE but sometimes later in

GCSE General Certificate of Education (usually taken at school at the age of 16).

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HE

415

Higher education.

Highers Exams taken in Scotland instead of A levels. HNC

Higher National Certificate.

HND Higher National Diploma. IAG

Information, Advice and Guidance.

induction An introduction to a new job or course. ITT

Initial Teacher Training.

Jobcentre Plus Local drop-in agencies run by the Jobcentre Plus Network to get people who are 18+ into work. kibbutz

A communal settlement in Israel, usually a farm.

LAs Local authorities (which are part of the county or borough council), responsible for state-maintained primary and secondary education in the area. They also administer awards for HE, among other things. Learning and Skills Council The organisation responsible for all post-16 education and training in England. LLB

Bachelor of Law.

LSIS

Learning and Skills Improvement Service.

MB/BS

Bachelor of Medicine and Bachelor of Surgery.

modular Refers to a course that can be built from separate units and modules. moshav

A cooperative Israeli village or settlement.

NEET Not in Education, Employment or Training.

416 Appendix

NVQ

National Vocation Qualification (SVQ in Scotland).

OCR

One of the three largest awarding bodies.

outsourcing Contracting goods and services from outside a company rather than having them made or provided by employees. PLTS

Personal Learning and Thinking Skills.

profession Usually described as an occupation that involves prolonged training. prospectus college.

A printed or online ‘booklet’ that advertises a university or

QCA

Qualifications and Curriculum Authority.

QCF

Qualifications and Credit Framework.

recruiter Someone who selects applicants for interview and then decides who gets the job. referee Someone who testifies orally or in writing about someone’s skills and character. SEN

Special Educational Needs.

S grade SQA

Standard Grade in Scotland, the equivalent of the GCSE.

Scottish Qualifications Authority.

SVQ Scottish Vocational Qualification (National Vocational Qualification, or NVQ, elsewhere in the United Kingdom). TEFL

Teaching English as a Foreign Language.

UCAS Universities and Colleges Admissions Service, which handles admissions to most undergraduate courses in the United Kingdom.

Appendix

vocational education or training particular occupation or career. WBL

417

Education or training targeted at a

Work-based learning.

Further reading There is a huge amount of reading material out there for young people; everything from books about writing CVs to cookery books for students on a budget is available. It is well worth spending time browsing in your local library or good-quality bookshop to see whether there is anything that looks interesting to you. Don’t feel restricted by what is suggested below; this is just the tip of the iceberg!

The internet It is probably fair to say that just about all you need to know for your post16 decisions can be found on the internet. The trouble is that it is not all in one place on the world wide web, which is why this book has gathered together URLs for all the websites you are likely to find of value and included them in the relevant place in each chapter. If you want to write to any of the organisations you visit online, you will find contact postal and e-mail addresses on the relevant websites. The websites listed below are useful starting points for further information. This is not a definitive list by any means, but it is worth bookmarking these sites and dropping in to see what is new as often as possible. All these sites have lots of suggested links for you to follow. Have fun! www.bbc.co.uk/learning/ – study, work, money and travel advice for 16to 24 year-olds www.careers-portal.co.uk – careers and HE advice www.connexions.gov.uk – packed with all kinds of advice for 13- to 19-year-olds

418 Appendix

www.direct.gov.uk – information on the road to HE and university www.hero.ac.uk – the official gateway to universities, colleges and research organisations in the United Kingdom http://careersadvice.direct.gov.uk – for advice on learning and working www.niace.org.uk – information on improving skills, such as reading and numeracy www.parentscentre.gov.uk – advice for parents and carers www.support4learning.org.uk – good starting point for signposts to relevant organisations and resources www.thebigchoice.com – for careers ideas and choices www.thesite.org.uk – packed with information including lots on careers and education www.universityoptions.co.uk – for impartial advice on HE

Books This is just a starting point from which to launch your search for useful books. Don’t forget that many good books have further reading sections at the back, so you will get more ideas by going through those, too.

General careers information and advice The A–Z of Careers and Jobs (2009) 16th edn, Hodgson, S, Kogan Page, London British Qualifications: A complete guide to educational, technical, professional and academic qualifications in Britain (2009) 39th edn, Kogan Page, London Careers In… series, Kogan Page, London

Appendix

419

Choosing Your Career: Work out what you really want to do with your life (2004) 2nd edn, Longson, S, Kogan Page, London The Sustainable Careers Handbook (2000) Shepherd, A and Rowe, F, Centre for Alternative Technology, Machynlleth, Powys What Can I Do With… series, Trotman Publishing, Richmond, Surrey

Going abroad Browse through the Kogan Page online catalogue at www.koganpage. com as there is plenty to be found on this topic – in particular: Working Abroad (2009) 30th edn, Reuvid, J, Kogan Page, London Living and Working in France: Chez vous en France (2008) 4th edn, Brame, G, Kogan Page, London

Applications and interviews Great Answers to Tough Interview Questions (2008) 7th edn, Yate, M J, Kogan Page, London Your Job Search Made Easy (2002) 3rd edn, Parkinson, M, Kogan Page, London Preparing the Perfect CV: How to improve your chances of getting the job you want (2009) 5th edn, Corfield, R, Kogan Page, London Preparing the Perfect Job Application (2009) 5th edn, Corfield, R, Kogan Page, London

Taking a gap year Before You Go: The ultimate guide to planning your gap year (2002) Griffiths, T, Aspect Guides Directory of Work and Study in Developing Countries (1997) Milner, T, Vacation Work Publications, Oxford The Gap Year Guidebook, annual, Withers, A, John Catt Making the Most of Your Gap Year (2002) Flynn, M, Trotman, Richmond, Surrey Summer Jobs Abroad, annual, Woodworth, D and Pybus, V, Vacation Work Publications, Oxford

420 Appendix

Summer Jobs in Britain, annual, Woodworth, D and Hobbs, G, Vacation Work Publications, Oxford www.yearoutgroup.org www.gapyear.com www.projects-abroad.co.uk www.statravel.co.uk www.whatsonwhen.com

FE and HE There are hundreds of books and guides that could be included here, but as that would not be as useful as it might sound, here is a selection for you to browse. Your local library and Connexions office are likely to have a copy of many of these. The Art and Design Directory 2005 (2004) Widmer, J, ISCO Publications, Camberley, Surrey Big Guide 2009 (2008) UCAS Choosing Your Degree Course and University (2004) Heap, B, Trotman, Richmond, Surrey Degree Course Guides, annual, Trotman, Richmond, Surrey Degree Course Offers 2005 Entry (2004) Trotman, Richmond, Surrey Disabled Students’ Guide to University 2006 (2005) Trotman, Richmond, Surrey Net That Course! Using the internet to research, select and apply for degree courses (1999) Krechowiecka, I, Kogan Page, London The Student Book 2006 (2005) Boehm, K and Lees-Spalding, J, Trotman, Richmond, Surrey The Virgin 2005 Alternative Guide to British Universities (2004) Dudgeon, P, Virgin Books, London You Want to Study WHAT?! (2003) Houston, K, Trotman, Richmond, Surrey

Magazines and newspapers You will find copies of local and national newspapers in your local reference library, but it is also worth talking to the librarian about any other newspapers or magazines that he or she buys that you may not have

Appendix

421

thought of looking at. The national broadsheet newspapers (just to confuse matters, some former broadsheets are now published in a compact size) cover different themes (such as media, secretarial, technology, education and so on) on different days, so find out on which days you should not miss reading them. It is a good idea to browse the education and HE supplements of these newspapers, too. Local papers nearly always carry job advertisements. Some will be published weekly and some daily, so make sure that you know when yours comes out. There may well be a local glossy monthly magazine, too, so check that out as well. Another good source of information on magazines and newspapers is your local large newsagent. Staff there will know exactly what is available and will be able to tell you if there is a specialist publication that you might like to order (make sure that these are not in your local library before paying for your own copies). Your careers library at school may have some free magazines, so it is worth checking and picking copies up when you see them.

Money Balancing Your Books: The CRAC guide to student finance (2004) Warrior, J, Trotman, Richmond, Surrey Directory of Grant Making Trusts (2005/06) Charities Aid Foundation Students’ Money Matters 2005 (2005) Thomas, G, Trotman, Richmond, Surrey University Scholarships and Awards (2004) Heap, B, Trotman, Richmond, Surrey

Self-employment Getting into Self-employment (1999) Grigg, J, Trotman, Richmond, Surrey Start Up and Run Your Own Business (2008) 7th edn, Reuvid, J, Kogan Page, London

Software There are several software packages that you may be able to use either at school or college or at your local Connexions office. Look out for the following:

422 Appendix

Higher Ideas Careersoft (database of HE courses) Kudos CASCAiD (to help you find job ideas) Pathfinder HE VT Career Progressions (careers guidance as well as suggestions for possible HE courses) SkillCheck VT Career Progressions (helps you to identify key skills as well as work-related skills) StudyLink Undergraduate Entry (CD ROM – database of courses available through UCAS)

Tests How to Succeed at an Assessment Centre (2009) 3rd edn, Tolley, H and Wood, R, Kogan Page, London Test Your IQ (2009) 2nd edn, Russell, K and Carter, P, Kogan Page, London Test Your Own Aptitude (2003) 3rd edn, Williams, G and Barrett, J, Kogan Page, London

Government initiatives There are a number of Government initiatives which may impact you. At the time of writing, these are the ones to find out more about:

Aiming High Aiming High is the Government’s 10 Year Youth strategy, which sets out plans to enable all young people, particularly those in deprived areas, to take part in positive activities to develop new skills and raise aspirations. http://www.everychildmatters.gov.uk/youthmatters/aiminghigh/

Youth Opportunity and Youth Capital Funds These provide discrete funding for young people to control and to decide how this should be spent in their local area. The involvement of young people, especially disadvantaged young people, is central to this initiative. It is for young people to put forward proposals for what they want

Appendix

423

locally. Activities funded through YOF can cover a range of interests including sports, the Arts and ICT interests. YCF can be used to refurbish or build a youth space within an existing community amenity. For example, youth shelters or mobile skate parks. It can also be used to purchase new equipment, for example for ICT. http://www.everychildmatters.gov.uk/youthmatters/youthfund/

Positive Activities for Young People (PAYP) Since April 2003, the Positive Activities for Young People programme (PAYP) has provided targeted developmental activities for 8–19-year-olds at risk of social exclusion and community crime. Young people can participate in activities during the school holidays and access out of school activities throughout the year. Those most at risk can engage in learning and/or employment with key worker support. http://www.everychildmatters.gov.uk/youthmatters/positiveactivities/

myplace The government has an ambition that there should be new and improved world-class places for young people to go in every part of the country over the next ten years. http://www.everychildmatters.gov.uk/youthmatters/aiminghigh/myplace/

Empowering Young People Pilots (EYPP) Pilot projects are being run in nine Local Authorities around the country to encourage disadvantaged young people to take part in positive activities of their choice, including giving them prepaid debit cards and access to special websites. The pilots are aimed at 20,000 young people in years 9–12 who are eligible for Free School Meals or are in care. Each young person will receive up to £40 per month to spend on activities of their choice, and so be put in the driving seat in shaping what is available to them locally. The eligible range of activities will be extensive but

424 Appendix

could include trips to the theatre, sports, music, dance, drama and outdoor pursuits. Search on www.dcsf.gov.uk for further information.

Information Advice and Guidance (IAG) The DCSF produces a range of printed and web-based careers information to support local activity by Connexions personal advisers and other careers advisers in schools and colleges. There are three annually updated booklets to help young people, and those who support them, reach informed decisions about future learning and career paths. These are: ●

●

●

Which Way Now? – a workbook designed to help year 9 students with their options decisions. The booklet includes tasks to complete to help make well informed decisions on subject choices. It’s Your Choice – a similar booklet to Which Way Now?, but aimed at year 11 students, helping them to make decisions relating to their post-16 phase of learning. Parents and Carers of Year 9 Students – designed to help parents and carers understand the education system better and help them to support their children’s decision making at key stages 3 and 4.

425

Index

NB: page numbers in italic indicate figures or tables abroad, studying and working 239–49 deciding if it’s right for you 239 information point 239, 242, 244, 245 studying abroad 242–46 Comenius 244 Erasmus 244 EU Lifelong Learning Programme 244 European Economic Area agreement 242 funding studies abroad 246 IAESTE 245 information point 243 Leonardo da Vinci 244 view from Mike 244 Youth in Action Programme 245 summary 249 working abroad 246–49 action feature 248–49 European Employment Service 247 types of work 247 view from Natasha 247–28 accountancy 355–67 accountant 355, 359–62 areas of practice 355, 359 information point 361–62 personal qualities and skills 360

qualifications and training 359–60 salaries 360 accounting technician 366–67 information point 367 personal qualities and skills 366 qualifications and training 366 salaries 367 action features 3 applying for jobs 211 apprenticeships 198 brainstorming 21 further education 58 gap year, taking a 255 higher education and money 315 job, finding and applying for 107 life coach, being your own 10 money 307 moving away for work 305 next steps 41–42 pay 233 perfectionism 16, 20 self-employment 273 stress 242–43 transferable skills 283 types of work 176 volunteering 284 where to study 71 working abroad 248–49 actuarial work 368, 372–73

426

Index

information point 372–73 personal qualities and skills 372 qualifications and training 368, 372 salaries 372 addiction 346–47 information point 347 advertising 374–78 account executive 374 account planner 374 art editor/executive director 375 artist 375 copywriter/scriptwriter 375 information point 376–77 media executive 375 personal qualities and skills 376 qualifications and training 375–76 salaries 378 apprenticeships 15, 56, 67, 161, 165, 196–98 action feature 198 Entry 2 Employment (E2E) 197–98 information point 198 information point 197 rights and responsibilities 197 summary 198 armed forces, joining the 15, 175 view from Andrew 175 Army Legal Services 379 Association of Accounting Technicians (AAT) 366 Association of Chartered Certified Accountants (ACCA) 359, 366 British Institute of Verbatim Reporters 389 Camp America 259 career planning 33–46 next steps 33, 41–43 action feature 41–42 limitations 43 opportunities 42–43 your strengths 33, 41–42

view from Naila 42–43 progress, tracking 43–46 file, keeping a 44–45 why track progress 45–46 summary 46 careers advice 328, 330–32 careers teacher 330–31 Connexions 330 information point 330, 31 parents and carers 331–32 summary 336 Centre of Vocational Excellence 59 Chartered Institute of Marketing 376 Chartered Institute of Public Finance and Accountancy (CIPFA) 360 Citizens’ Advice Bureau 304, 334 Common Application Process 56 Community Service Volunteers 259, 260 Connexions 59, 62, 66, 67, 71, 72, 82, 107, 165, 197, 198, 228, 246, 288, 304, 313, 330, 331, 334 Connexions Direct 29, 161, 346 Connexions Service 29–30 Crown Prosecution Service 379 decisions, making 14–30 brainstorming 20–21 action feature 21 experience, gaining 20 view from Charlotte 23 facing fears 23–24 information point 24 help, sources of Connexions 29–30 family 29 parents 28 siblings 29 teachers 29 information, gathering 21 making decisions that stick 20–24 next steps 28 perfectionism 16, 20 action feature 16, 20

Index view from Amy 20 pro and cons 22, 22 procrastination 24 someone looking on, pretending that you are 24 summary 30 view from Taylor 15 visualising 22–23 depression 337–41 getting help 338–40 counselling 339 friends and family 338 information point 340 Samaritans, the 339–40 self-help organisations 340 your GP 339 your school or college 339 youth agencies 340 view from Steve 340–41 diplomas 56–57 Education Maintenance Allowance (EMA) 314 education, thinking about 55–60 further education 57–60 action feature 58 information point 59 making your decision 58–59 view from Mack 60 reforms for 14-19 year olds 55–57 diplomas 56–57 information point 57 new curriculum 55 new learning routes 56 support 56 summary 60 Engineering Development Trust 258 Equality and Human rights Commission 334, 335 European Employment Service 247 Faculty of Actuaries 368, 372 Foreign and Commonwealth Office (FCO) 256, 257 Foundation Learning Tier 56, 67

427

further education 61–72 information point 61, 62, 65 National Qualifications Framework 65, 67 qualification groups 62–69 BTECs 66 diplomas 67–68 Functional Skills 67 GCE A level 63 GCSEs 64–65 International Baccalaureate 68 Key Skills 63–64 NVQs 65–66 OCR Nationals 66 Skills for Life 64 vocational qualifications 66 summary 72 what to study 61–62 where to study 69–72 action feature 71 choosing a college 70–72 information point 72 other colleges 70 sixth form colleges 69–70 view from Andy 70 further reading 417–22 GAP Activity Projects 259 gap year, taking a 250, 252–59 action feature 255 gap year guides 255–56 personal safety 257–58 summary 262 travel precautions 256–57 view from Alice 254–55 volunteering 252–53 coming home 261 information point 259, 260 organisations 259 summary 262 view from Jan 260–61 vininvolved 260 what it will give you 252 Year in Industry scheme 258–59 glossary 3, 412–17

428

Index

Government initiatives 422–24 Aiming High 422 Empowering Young People Pilots (EYPP) 423–24 Information Advice and Guidance (IAG) 424 myplace 423 Positive Activities for Young People (PAYP) 423 Youth Opportunity and Youth Capital Funds 422–23 Green Drinks 305 HERO see Higher Education and Research Opportunities (HERO) higher education 73–87 choosing a university 80–85 applying through UCAS 82–84 considerations 80–81 information point 81, 82 open days 81–82 deferring entry 252 information point 73, 76 qualification groups 78–79 Certificate of Higher Education 79 Diploma of Higher Education 79 Foundation degree 78–79 HNC 79 HND 79 Honours degree 78 information point 79 starting your course 85–86 view from Ashley 86 summary 86–87 what to study 76–78 information point 77, 78 Higher Education and Research Opportunities (HERO) 73 information points 3 accountant 361–62 accounting technician 367 actuarial work 372–73

addiction 347 advertising 376–77 advocate/barrister 384 apprenticeships 197 barrister’s clerk/advocate’s clerk 385 careers advice 330, 31 checkout operator 408 choosing a university 81, 82 Connexions 30 court administrative staff 388 court reporter 389–90 deciding if studying and working abroad is right for you 239, 242, 244, 245 display designer/visual merchandiser 409 Entry 2 Employment (E2E) 198 facing fears 24 funding available 322, 323, 324 further education 59, 61, 62, 65 and money 314 getting help 340 going to university 296, 298 higher education 73, 76 and money 315, 316, 318 interview location 234 Jobcentre Plus 287, 288 legal executive 395 Legal Services Commission research assistant 391 medical and healthcare science 402–04 medical illustrator 405–06 money management 309, 312 moving away for work 303, 305 paralegal 393 pay 233 qualification groups 79 reforms for 14-19 year olds 57 sales assistant 411 Scottish funding 322, 323, 324 self-employment 270, 272 special needs and equal opportunities 332, 333, 334

Index starting work 236 stress 345–46 studying abroad 243 unemployed, being 287, 288, 289, 290 volunteering 280 volunteering on a gap year 259, 260 what to study 77, 78 where to study 72 work experience 196 your first job 325, 326 Institute of Actuaries 368, 372 Institute of Barristers’ Clerks 384 Institute of Biomedical Science 401 Institute of Chartered Accountants in England and Wales (ICAEW) 359 Institute of Chartered Accountants in Ireland (ICAI) 359 Institute of Chartered Accountants in Scotland (ICAS) 359 Institute of Legal Executives (ILEX) 394, 396 Institute of Practitioners in Advertising (IPA) 376 internet resources 3–4, 417–18 accountancy 361–62 actuarial work 372–73 advertising 376–77 advocate/barrister 384 apprenticeships 197 armed forces 176 bank accounts 309 bank loans 312 barrister’s clerk/advocate’s clerk 385 Career Development Loans 313 careers and education in Scotland 69 choosing a university 82 communes 276 Connexions 30, 59, 161, 288, 330 cooperatives 275 counselling 339 course advice 77

429

courses in the UK 59, 78 court administrative staff 388 court reporter 389–90 Drink Aware 301 eco-friendly employment 173 Education Maintenance Allowance (EMA) 314, 321 Endsleigh Insurance 298 Entry 2 Employment (E2E) 198 EU Lifelong Learning Programme 244 financial help in Scotland 324 foundation degrees 79 franchising 272 gap years 254, 256, 257, 259 graphology 231 HERO 73, 79 IAESTE 245 Jobcentre Plus 287, 288, 290 legal executive 395 Legal Services Commission research assistant 391 medical and healthcare science 402–04 National Council for Work Experience (NCWE) 196 National Minimum Wage information 325 New Deal 289 open days 81 opportunities for studying abroad 246 opportunities for working abroad 247 paralegal 393 personal safety 299 Qualifications and Curriculum Authority 65 reforms for 14-19 year olds 57 retailing 408, 409, 411 Samaritans, the 340, 346 solicitor 397 special needs and equal opportunities 332, 333, 334, 335

430

Index

sponsorship 318 starting up a business 269, 270 Student Awards Agency for Scotland (SAAS) 322 student financial support 315 student life in the UK 76 student loans 316 support for stress 346 tax and National Insurance 326 third sector 169, 173 Trades Union Congress 234 UCAS 78, 82, 83, 84 Extra 85 yougo 84 volunteering 259, 260, 280 Year in Industry scheme 259 Youth in Action Programme 245 interviews 223–36 body language 227–28 if things go wrong 228 location 234 information point 234 pay 233 action feature 233 information point 233 possible outcomes 232 possible questions 226–27 preparing for interview 224–25 psychometric tests 225, 229–31 aptitude tests 229–30 graphology 231 view from Pete 231 safety 232 starting work 234–36 information point 236 keeping a diary 236 the first day 235 summary 236 touring the premises 227 what interviewers look for 226 what interviews are 223 what will happen 225 job, finding and applying for a 206–22

action feature 207 applying for jobs 210–15 action feature 211 application forms 212–14 following 214 getting turned down 215 mistakes to avoid 211–12 referees 214 view from Jas 211 CV, writing a 215–20 covering letters 217–18 letters of application 218–20 why have a CV 215–16 writing your CV 216–17 speculative applications 220–22 view from Nick 221–22 summary 222 vacancies, finding 208–10, 209 researching the job 208 when to look 208 what do you want to do? 206 Jobcentre Plus 165, 247, 287–88, 289 information point 287, 288 Jobseeker Direct 288, 290 Progress File 287 law 379, 383–91, 393–97 advocate/barrister 379, 383–84 information point 384 personal qualities and skills 383 qualifications and training 383 salaries 383 barrister’s clerk/advocate’s clerk 384–85 information point 385 personal qualities and skills 385 qualifications and training 384–85 salaries 385 court administrative staff 386–88 information point 388 personal qualities and skills 386, 387

Index qualifications and training 386, 387 salaries 388 court reporter 388–90 information point 389–90 personal qualities and skills 389 qualifications and training 388–89 salaries 389 legal executive 394–95 information point 395 personal qualities and skills 394 qualifications and training 394 salaries 394 Legal Services Commission research assistant 390–91 information point 391 personal qualities and skills 390–91 qualifications and training 390 salaries 391 paralegal 391, 393 information point 393 personal qualities and skills 393 qualifications and training 393 salaries 393 solicitor 395–97 information point 397 personal qualities and skills 396 qualifications and training 396 salaries 397 Law Commission 390 Law Society 395, 396 Law Society of Scotland 396 life coaching 7–13 action feature 10 becoming your own life coach 8–10 bigger picture, keeping an eye on 10–11 change 11

key ideas 9–10 life coaching, definition of problems, facing 12 summary 13 view from Anna 11 view from Lee 8

431

8

medical and healthcare science 398–406 cardiographer 398 clinical embryologist 398 clinical engineer 399 clinical immunologist 399 clinical microbiologist 399 information point 402–04 medical illustrator 404–06 information point 405–06 personal qualities and skills 405 qualifications and training 405 salaries 405 medical laboratory technician 399 medical physicist 400 neurophysiology technologist 400 perfusionist 400 personal qualities and skills 401 phlebotomist 400–01 qualifications and training 401 salaries 402 mind blasts 20 money 307–27 action feature 307 further education and money 313–14 Education Maintenance Allowance (EMA) 314 information point 314 higher education and money 314–24 action feature 315 debt 317 information point 315, 316, 318 sponsorship 317–18

432

Index

student loans 316 money management 308–13 bank accounts 308–09 bank loans 311–12, 312 budgeting 309–11 Career Development Loans 312–13 if things go wrong 313 information point 309, 312 Scottish funding 315, 318–24 Career Development Loans 323 full time study funding 321–22 ILA Scotland 323 information point 322, 323, 324 part time study funding 322–23 qualification 319, 319–20 Student Awards Agency for Scotland (SAAS) 321, 322 summary 326–27 your first job 324–26 information point 325, 326 National Minimum Wage information 325 tax and National Insurance 326 moving away from home 295–306 going to university 295–301 finding accommodation 296 information point 296, 298 insurance 298 making new friends 296–98 personal safety 298–99 staying healthy 299–301 view from Al 297 moving away for work 301–05 accommodation options 301–02 action feature 305 information point 303, 305 making friends 304–05 view from Anna 303–04 view from Nikki 305 summary 306

National Bureau for Students with Disabilities (SKILL) 333 National Council for Work Experience (NCWE) 196 Northern Ireland 4 higher education finance 315 internet resources 197, 314 Oxfam

278

Preparing the Perfect CV 217 problems, dealing with 337–47 addiction 346–47 information point 347 depression 337–41 getting help 338–40 view from Steve 340–41 stress 341–46 action feature 242–43 dealing with stress 345 information point 345–46 negative stress 242 positive stress 242 symptoms and feelings 344–45 view from James 343–44 summary 347 retailing 407–11 checkout operator 407–08 information point 408 personal qualities and skills 407 qualifications and training 407 salaries 408 display designer/visual merchandiser 408–09 information point 409 personal qualities and skills 409 qualifications and training 408–09 salaries 409 retail store manager 409–11 qualifications and training 410

Index sales assistant 410–11 information point 411 personal qualities and skills 410–11 qualifications and training salaries 411

410

Scotland 4 funding available 315, 318–24 Career Development Loans 323 full time study funding 321–22 ILA Scotland 323 information point 322, 323, 324 part time study funding 322–23 qualification 319, 319–20 Student Awards Agency for Scotland (SAAS) 321, 322 further education 69 internet resources 69, 197, 314 sectors of work private sector 169 public sector 168–69 ‘third sector’ 169, 173 self-employment 266–77 action feature 273 alternatives to self-employment communes 275–76 cooperatives 275 franchises 271–72 job sharing 272–73 portfolio working 273–74 short-term contracts 274–75 help starting up 269–70 if your business fails 270 information point 270, 272 is self-employment for you? 268–69 summary 277 types of business 267 view from Dave 274 view from Neil 269 what self-employment is 266

433

why be self-employed? 267–68, 268 work-life balance 276 working hours 276 September Guarantee 56 Skills for Justice 387 SMART targets 44 special needs and equal opportunities 332–35 discrimination 335 information point 332, 333, 334 in further education 333–34 in higher education 334 summary 335–36 at work 334 spider diagrams 20 stress 341–46 action feature 242–43 dealing with stress 345 information point 345–46 negative stress 242 positive stress 242 symptoms and feelings 344–45 view from James 343–44 Student Awards Agency for Scotland (SAAS) 321, 322 thought showers 20 transferable skills 280–83 action feature 283 communication skills 281 general work skills 282 interpersonal skills 281 organisational skills 281–82 travelling 15 types of work 161–77 action feature 176 getting work at 16 161, 64–65 getting work at 18 165 industries 173 job categories 173–74, 174 sectors of work 168–69, 173 private sector 169 public sector 168–69 ‘third sector’ 169, 173 summary 177

434

Index

UCAS see Universities and Colleges Admissions Service (UCAS) unemployed, being 286–91 benefits 288 Employment on Trial 289–90 information point 287, 288, 289, 290 Jobcentre Plus 287–88, 289 information point 287, 288 Jobseeker Direct 288, 290 Progress File 287 New Deal 289 summary 291 unemployment statistics 286 view from Chris 290–91 Work Trial 289 Universities and Colleges Admissions Service (UCAS) 82–84, 252 view from… 3 aptitude tests… view from Pete 231 being unemployed… view from Chris 290–91 bringing about change… view from Anna 11 choosing a college… view from Andy 70 coming home… view from Jan 260–61 gaining experience… view from Charlotte 23 gap years… view from Alice 254–55 is self-employment for you?... view from Neil 269 joining the army… view from Andrew 175 leaving home… view from Ashley 86 lodging in a house… view from Anna 303–04

making decisions… view from Lee 8 making decisions… view from Mack 60 making decisions… view from Taylor 15 making new friends at work...view from Nikki 305 making new friends… view from Al 297 perfectionism… view from Amy 20 portfolio working… view from Dave 274 realistic opportunities… view from Naila 42–43 selling skills… view from Jas 211 solving problems… view from Steve 340–41 speculative applications… view from Nick 221–22 stress… view from James 343–44 studying abroad… view from Mike 244 why be a volunteer?... view from Geraint 279–80 work experience… view from Caz 191 work experience… view from Neil 189 working abroad… view from Natasha 247–28 volunteering 15, 259–61, 278–85 action feature 284 on a gap year 252–53 information point 280 coming home 261 information point 259, 260 organisations 259 summary 262 view from Jan 260–61 vininvolved 260 summary 285 transferable skills 280–83

Index action feature 283 communication skills 281 general work skills 282 interpersonal skills 281 organisational skills 281–82 the voluntary sector 278–79 why be a volunteer 279–80 view from Geraint 279–80 working for no pay 279 Volunteering England 259

435

Wales 4 higher education finance 315 internet resources 197, 314 work experience 186, 189–91, 196 arranging work experience 189– 91, 196 job shadowing 191, 196 sample letter 190 view from Caz 191 information point 196 view from Neil 189

Index of advertisers Actuarial Profession, The 369–71 Anglo-European College of Chiropractic 49–50 Bangor University, School of Theology and Religious Studies 97–98 Belfast Bible College 89–90 Birmingham, University of 120–22 Bradford, University of 130–32 British Council xviii, xx, 240–41 British Gas xii–xiii British Printing Industries Federation 178–79 British Sugar 199–201 BSkyB Ltd 204–05 Canterbury Christchurch University 104–06 Chartered Institute of Housing xxvi–xxvii Chartered Institute of Taxation, The 51 Chartered Insurance Institute xxiv–xxv Chartered Society of Physiotherapy, The 37 City University London 150–53 Civil Service, Job Centre Plus 167 Clyde Marine Training 187–88 Courtauld Institute of Art, The 74–75

Creative & Cultural Skills

162–63

DSG International PLC. 183–85 Dublin City University 117–19 Dublin, University College 122–24 East Anglia, University of 125–27 Edinburgh Napier University, Ian Tomlin School Of Music 154–56 Edinburgh, University of 113–14 Energy & Utility Skills Ltd. ii, iii European Commission Directorate 350–53 European Personnel Selection Office 158–59 Gables School of Cookery, The xxiii Geological Society of London 25–27 Habia xiv–xv Heythrop College

90–92

ICAEW,The 34–36 Institute of Environmental Management and Assessment xvi Institute of Legal Executives,The 380–82 Institute of the Motor Industry,The iv–vi

436

Index of advertisers Reading, University of 127–29 RSM Bentley Jennison 363–65

International Christian College,The 95–96 Islamic College 107–08 Jesuit Volunteer Community 251 John Lewis Partnership 180–82 Leiths School of Food and Wine 47–49 Liverpool, University of 148–49 London School of Theology 93–94 Marine Society & Sea Cadets,The 38–40 McTimoney College of Chiropractic 17–19 Ministry of Defence, Defence Engineering and Science Group ix–xi National Association of Licensed Paralegals 392 Plymouth, University of 132–34 PricewaterhouseCoopers 356–58 Protocol Skills 194–95 Queens University Belfast

108–10

Sheffield, University of 142–44 Skillfast-UK 170–72 SkillsActiveCareers 31–32 Skills for Care & Development xxx–xxxi Society of Chiropodists & Podiatrists xxviii–xxxix Southampton, University of 135–37 St Mary’s University College 102–04 Staffordshire University 137–39 Strathclyde, University of 111–12 Sugar Media 329 SummitSkills 192–93 Superdrug xvi Swansea University School of Health & Science 140–41 Tesco

160, 166

Ulster, University of

145–47

Wales Lampeter, University of 99–101 Warwick, University of 115–16