A CAREERS RESOURCE FOR PARENTS, GUARDIANS AND TEACHERS IN SUSSEX

WHAT NEXT AT 14, 16 AND 18? ALL YOU NEED TO KNOW ABOUT HELPING YOUNG PEOPLE MAKE INFORMED CHOICES CONTENTS INTRODUCTION

Introduction 1 While you may wish to read the whole guide, WHAT IS THIS GUIDE? some of the information is targeted to parents/ Young people’s futures: some key considerations 3 guardians and teachers of different age ranges. Parents/guardians and teachers have huge Qualifications at 14, 16 and 18 explained and how they In this case you may just want to initially read the influence on the decisions young people make sections aimed at the age of the young person might affect a young person’s future 6 about their futures. The purpose of this guide or people you care for. Alternatively, you may is bring together key information and advice for feel you have a good knowledge of the options Making choices and how you can help 16 teachers, parents and guardians of young people and pathways and instead want to focus on the Applications process 21 who are; advice sections from Making Choices onwards. Getting work experience 26  In Year 8 or 9 and choosing GCSEs GET CAREER CONFIDENT What to expect at an interview 27  In Year 10 or 11 and deciding what to do once GCSEs are complete or Throughout the booklet we refer to Get Career Getting qualification results 28  Coming to the end of college or an Confident which has tailored information for apprenticeship and deciding on their first University vs. Apprenticeships 30 parents/carers, teachers and young people living steps into the world of work or higher/further in Sussex. In addition to this booklet, visit Decision making – giving good advice 31 education. www.getcareerconfident.co.uk for more Decision making case studies 34 support and video information on all things careers. The information will be focused on Sussex, but will also be relevant to readers across the UK. All recommended websites are hyperlinked so you can click on them to go straight to the site. If you HOW TO USE THE GUIDE are reading a paper version of this booklet you may want to use the electronic version available This guide consists of: at www.getcareerconfident.co.uk/parents/  Key information e.g. understanding different downloads-parents to easily navigate the online qualifications, making applications resources.  Key advice e.g. how to cope with different issues that arise during decision making

This booklet was written by Miranda Glavin, a professional careers advisor and founder/director of careers guidance and education company, Elev8Careers based in Brighton. www.elev8careers.org.uk Guide also available electronically at www.getcareerconfident.co.uk/parents/downloads-parents Any questions you can contact a careers advisor and access lots of other useful information at www.getcareerconfident.co.uk A version of this guide aimed at students is available at www.getcareerconfident.co.uk/students/what-next-at-14-16-and-18-booklet Follow us on Instagram Follow us on Twitter Follow us on Facebook @GetCConfident @GCConfident @Get-Career-Confident

WHAT NEXT AT 14, 16 AND 18? | 1 FURTHER SUPPORT SCHOOL RESPONSIBILITY FOR CAREERS YOUNG PEOPLE’S FUTURES: Careers guides for young people What Next at 14, 16 and 18 for Young Schools have a statutory duty to provide People (the accompanying guide to this one, independent careers guidance for students from SOME KEY CONSIDERATIONS aimed at young people). Distributed across year 8 to 13. schools in Sussex and available at The ways we learn and work have changed dramatically in the 21st century and will continue to. While we can’t predict the future, we can do our best to be prepared and www.getcareerconfident.co.uk under “students’. Teachers can check the most recent statutory to help those starting out to be as ready as possible to navigate the changing world of duty here www.gov.uk/government/ work. Below are some important points that can have a big impact on the the young Your questions answered publications/careers-guidance-provision- people making decisions today about their futures. If you have any questions about the information for-young-people-in-schools. in this guide or about the young person or people you care for use the chat available at Teachers may also be interested to read www.getcareerconfident.co.uk www.gatsby.org.uk/education/focus-areas/ 2020 has been a challenging year for the whole good-career-guidance and can check the CDI’s world, and right now the future can feel very APPRENTICESHIPS Further Online Support register to find a professional Careers Advisor uncertain. The Covid-19 pandemic will likely AND UNIVERSITY Get Career Confident has a parent and teacher here www.thecdi.net/Professional-Register-. section on the website with written resources, continue to impact on study options and the For many years, Apprenticeships were seen webinars and videos to support parent/carer world of work for some time to come. Studying, training and working remotely has become the as the alternative route for those who could not conversations with your children and teachers to norm and it is possible that some form of blended attend university. This is now changing as there deliver careers in the classroom and beyond. learning (face to face and remote) will be in place are many more apprenticeships available across for universities and places of work for quite some many industries. This is increasing with the Please explore the website. The How To videos time. We don’t know what the long term changes introduction of the ‘Apprenticeship Levy’ will provide more information on some of the will be yet, but it is likely that remote, flexible (where companies who pay out wages higher topics covered in this booklet. working and studying will feature. Change can than 3 million must invest in apprenticeships). feel scary for young people (and older!) but it’s Furthermore, Higher and Degree Apprenticeships Remember to also follow Get Career important to reassure the young people in your life (which provide at least a level 4 qualification – Confident on social media. We have dedicated that if we can learn to adapt, many good things the first year of a university degree) mean it is channels for both Parents and Carers can come out of change too! possible to achieve the same qualification level (Facebook @Get-Career-Confident) and as doing a degree. Apprenticeships in Sussex Teachers (Twitter @GCConfident). list providers of apprenticeships and contacts www.getcareerconfident.co.uk. including Sussex colleges and universities which KEY FACTS offer higher and degree apprenticeships https://www.apprenticeships-in-sussex.com/ providers.php

In terms of University, with over 50,000 courses, NUMBER OF APPRENTICES WHO STAY IN young people have a huge number of subjects to WORK FOLLOWING THEIR APPRENTICESHIP specialise in. Many courses also now include work related learning (including work related placements) to add to students employability prospects. Universities are working hard to ensure they attract and support young people from many different MONEY EARNED OVER LIFETIME BY THOSE backgrounds. So whether they have studied A WITH A DEGREE OVER THOSE WITHOUT Levels, BTECs or Access courses there will be a course for them. Young people can also expect

2 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 3 a range of benefits from trying new activities to Although many schools take the development immersing themselves in new cultures and meeting of these skills seriously, many employers new people and employers; which can all have a big still say young people are not entering the impact on their success. Research also shows that workforce demonstrating them enough. So while people who gain a degree: qualifications do matter, it is also very important that young people are developing skills such as:  Have higher employment rates  Have more skilled jobs  Communication  Earn around £10K per year than  Resilience non-graduates  Confidence For more information on the different routes have a  Initiative look at www.ucas.com/what-are-my-options.  Leadership  Team-work  Critical thinking SOFT SKILLS MATTER  Creativity

In the future, to hold down a career, people will Developing these skills (through activities such need to be flexible and have transferable skills as work experience) will help young people to (those that are useful in a number of settings). An SOME JOBS THE UK IS navigate the changing 21st century labour market entrepreneurial mindset and the ability to work CURRENTLY STRUGGLING TO FILL (see below) and maintain their employability in cross-cultural teams will also be very useful. prospects. These skills are often referred to as ‘soft skills’, but in school may also be called ‘employability’ skills, ‘learning for life’, ‘enterprise’, or ‘careers learning’.

ENGINEERS NURSES DEVELOPERS TEACHERS CHEFS CHANGING LABOUR MARKET

Technology is having a huge impact on the TOP PAYING UK JOBS CURRENTLY way that we work and the kinds of work that we do. Anyone starting their career today is ROLES IN TECHNOLOGY, SALES, MEDICINE, STEAM (SCIENCE, TECHNOLOGY, likely to have ten or more jobs during their ENGINEERING, ARTS AND MATHS) CAREERS SUCH AS FLIGHT ENGINEERS, BUSINESS, working life and technology is likely to play a FINANCE (E.G. BROKERS), LAWYERS AND AIR TRAFFIC CONTROLLERS. key part in whatever work they do.

When making decisions it is important for young people to consider the potential future GROWING SECTORS IN SUSSEX prospects of careers that interest them and whether the skills they are developing will CREATIVE DIGITAL AND IT, ADVANCED ENGINEERING AND MANUFACTURING, ENVIRONMENTAL be transferable. For example, some jobs are TECHNOLOGY, BUSINESS AND FINANCIAL SERVICES, HEALTHCARE AND LIFE SCIENCES, FOOD AND more at risk of automation (where technology HORTICULTURE INDUSTRY, CONSTRUCTION, HEALTH AND SOCIAL CARE AND THE VISITOR ECONOMY. replaces human work). Because of this it is increasingly important that young people become as skilled as possible and continue to learn throughout their lives.

4 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 5 The English Baccalaureate (Ebacc) Some schools are aiming for students to achieve QUALIFICATIONS AT 14, 16 the Ebacc. This is awarded when students achieve grades 4 and above in five of the following core GCSE subjects: English (or a 4 and AND 18 EXPLAINED AND above in English Language or English Literature if taking both), Mathematics, History or Geography, a Language and the Sciences (4s and above HOW THEY MIGHT AFFECT A in Core and Additional or two subjects if Triple Science is taken or Computer Science instead of YOUNG PERSON’S FUTURE either Physics, Chemistry or Biology). While achieving the Ebacc demonstrates With all the recent changes in course qualifications, you can be forgiven for achievement in a broad range of academic not being sure what the options are! Some young people are also not quite sure what studies it can mean some young people feel qualifications they will achieve at the end of their course or what their qualifications pressured to drop non Ebacc subjects they enjoy Furthermore many subjects require certain grades can lead to. Read on for a better understanding of the options at 14, 16 and 18 and or have high ability in. While schools are judged at GCSE. Some examples include: what a young person needs to consider. on their Ebacc achievements it is important for individual young people to feel able choose  Studying A Levels (usually 3 subjects) – 5 or subjects that are right for them (within the more GCSE including English and Maths at Grade 4 and above Helping young people understand what they are confines of school timetabling).  Psychology A Level - usually requires a B working towards will make sure they recognise GCSE YEARS (grade 6) in Maths the connection between study and future options 13/14 – 16 YEARS OLD BTECs vs GCSEs  Music A Level - usually requires a B (grade 6) and are on track to achieve their ambitions. For Some schools offer the option of taking some in Music an overview of the different levels of qualifications, Up till Year 11 most young people will study courses as BTECs rather than GCSEs. BTECs  Biology, Chemistry or Physics or Maths - have a look at www.gov.uk/what-different- GCSEs (which are Level 2 qualifications) and are generally more coursework than exam based minimum of a C (grade 4) in Double Science. qualification-levels-mean/list-of-qualification- some may also have studied BTECs (which at which may suit some students. However, this Realistically a 6 or more suggests the student levels. For a summary of the choices a young GCSE age are also Level 2 qualifications). Some potentially can have implications on later subject can cope with the demands of A Level. person will need to make, read on. young people may also have studied some work choice. For example doing a science BTEC would related qualifications which may be certificates make it very difficult to go on to take a science or awards which will likely be at Level 1 or 2. subject at A Level. University perspective Students are expected to make their GCSE If a young person is keen to go on to university STUDENTS WITH SPECIAL choices in either year Year 8 or 9 so some Some universities may also question the choice then it is important to have that in mind when students will be making decisions which could of BTEC courses at GCSE as they do not choosing GCSEs. A useful website to help with EDUCATION NEEDS AND potentially limit their later options as young as 12! necessarily show as high a level of academic these choices is called Informed Choices and is DISABILITIES (SEND) It is important then to be aware of the implications achievement. written by 24 leading UK universities. Visit of this first decision making step. www.informedchoices.ac.uk. Some students with SEND will have an Keeping options open and thinking ahead Education Health and Care Plan (EHCP). New gradings Choosing with your future options in mind: College and employer perspective This lasts till they are 25 and can mean they GCSEs have moved to a new number graded The core subjects all young people study at Other than grades employers and colleges are are able to stay in free further education system. A ‘C’ grade is now a 4 (and a high C a 5) GCSE generally mean that if a good grade is also interested in what a young person is like till this age. There is further information on and the top grade is a 9. achieved they can continue that subject at A as a student. Behaviour and attendance will be SEND and EHCP and the options with study Level and beyond. However, there are certain taken into account. So it is important for a young and training here www.gov.uk/children- subjects that if not studied at GCSE can be tricky person to be aware that their performance at with-special-educational-needs. to come back to at a later date. These include school may be judged and can have implications languages, art, and music. on their future options.

6 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 7 QUALIFICATIONS BY LEVEL COLLEGE OR APPRENTICESHIP – 16 –19 YEARS OLD

EXPLORING POST 16 OPTIONS IN SUSSEX QUALIFICATION/ SUMMARY OF LEARNING EXAMPLES OF QUALIFICATION LEVEL TYPES OF COLLEGE Get Career Confident has an online directory where you can explore all the Post 16 providers in Sussex At 16 if a young person wishes to consider Basic knowledge and skills Entry Level 1, 2 and 3 in subjects by the qualifications they offer and the type of studying they can attend a college. ENTRY such as Life skills. provider, and see where they are on a map! Get Colleges are either: LEVEL Career Confident also held a huge virtual post 16 event In November 2020 for year 11s. You can still Basic knowledge and skills and GCSE grades 1 - 3, watch the video content and explore the directory at LEVEL 1 ASDAN Level 1 Certificate, Visit www.getcareerconfident.co.uk/what-next- ability to demonstrate applying the A SCHOOL 6TH FORM COLLEGE knowledge gained. NVQ Level 1 sussex-2/what-next-sussex-directory. COLLEGE LEVEL 2 More detailed knowledge gained GCSE grades 4 - 9, A 6TH FORM COLLEGE NOT ATTACHED TO A SCHOOL If a young person has managed to get a range in specific subject and ability to NVQ Level 2, (ONLY FOR 16 - 19 YEAR OLDS) of Level 2 qualifications by the end of Year 11 demonstrate knowledge in a range BTEC Firsts, (including Maths and English GCSE) then they can of tasks Intermediate Apprenticeship move on to Level 3 qualifications at college. If not, then it is likely they will study Level 2 qualifications A FURTHER EDUCATION COLLEGE (ALL AGES AND for another year alongside Maths and English if MAY HAVE HIGHER EDUCATION COURSES AS WELL) LEVEL 3 Deeper and higher level A Levels and AS Levels, not yet passed, or a combination of Level 2 and understanding and demonstration Foundation Diploma in Art and Level 3 qualifications. Students have up to three of skills, knowledge and application Design, BTEC Subsidiary Diploma, years at college to receive free education but most of knowledge. Can lead to BTEC Diploma, A SPECIALIST COLLEGE complete their studies in two years. university, further education and BTEC Extended Diploma, (E.G. HAS A FOCUS ON MUSIC) apprenticeships. NVQ Level 3, Music grades 6, 7 and Options for Students with No GCSEs 8 in an instrument, For students who have not achieved any GCSEs Advanced Apprenticeship, then they may be offered functional skills, entry level T Levels SMALLER PROVIDERS OFFERING EMPLOYABILITY or Level 1 courses depending on their ability. They TRAINING AND PERSONAL DEVELOPMENT COURSES. may study these courses on their own or sometimes alongside GCSEs or BTEC Level 2 courses. They Very high level of learning Level 4 - 5 = Higher Level can then progress on to a full Level 2 programme LEVELS specialising in one subject or Apprenticeships, NVQ, and then to a Level 3 course or apprenticeship. 4-8 vocational area. Foundation Degree, A Level and AS Levels HNC and HND A Levels usually take two years and AS Levels one Level 6 = Bachelor Degree year although these are being phased out. They (3 year university degree), PARTICIPATION AGE are academic qualifications that always include Degree Apprenticeship The government has introduced the Raised exams and sometimes coursework. They are Level 7 = Masters Degree Participation Age (RPA) which requires young always at level 3 standard. Students will need to Level 8 = Doctorate people to continue in education, training or have gained 5 GCSEs grades A-C or 9-4 (some apprenticeships to the age of 18. This means also require specific grades in specific subjects at a young person can not go straight into work GCSE). There have been some changes to both at 16 unless there is training alongside it or A and AS Levels; they are now almost all exam they are studying as well. based. A Levels can lead on to university.

8 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 9 vocational subject such as hairdressing – they subjects. Various colleges across Sussex offer can not also study A Levels or BTECs. specific courses for ESOL students so do £ check with local college offers. Be aware some subjects can be studied at A Level CHILD BENEFITS and as BTECs. How they are taught and examined TRAINEESHIPS AND APPRENTICESHIPS will differ so check with the college to see which Parents and guardians of students age 16 - 18 the student would prefer. It is also possible to If the young person is interested in going into will continue to receive Child Benefits while do two years of A Levels or BTECs and then a work after Year 11 then an apprenticeship might the young person stays in full time education. vocational qualification afterwards but they may be just the thing. If they do go down this route You will receive a letter in year 11 asking end up having to pay for some of the qualification they may find they are still working at Level 2 or 1, you to confirm their plans. Child Benefit (education is free till 19). Check with the college even if they achieved good results in their GCSEs. payment does not continue if the young and course to be clear on the charges. This is because it is likely they haven’t studied the person starts an apprenticeships but the subject before or at least not to a high enough salary provided by the employer will be much Remember level to go straight in at Level 3. more than any benefits previously received.  Students can catch up! If they start on a Level Further information here www.gov.uk/child- If they have not achieved Maths and English 2 course and their friends are on Level 3 if benefit-16-19. they will still need to retake or study functional they work hard they will move on to a Level 3 skills while doing the apprenticeship. For course the following year. young people not ready to move on to an BTECs recognised qualification that is suitable for very  Not all colleges offer the same subjects or apprenticeship, they can start a traineeship which BTECs can be studied at level 2 and 3 academic students (usually with a minimum of qualifications. is a pre-apprenticeship. Some apprenticeships depending on age and ability. They are slightly grades B/6 and above at GCSE) who don’t want  If they have a university degree or job in mind do require passes in these subjects before the more vocational than A Levels as they are often to limit themselves to three or four A Levels. check the entry requirements as some may apprenticeship begins. At Level 2 (intermediate) more connected to work. They are often more Subjects are grouped into 6 and you choose three want specific subjects to be studied while at or 3 (advanced) an apprenticeship will provide coursework rather than exam based as well. At to study at a higher level and three at a lower level. college. See www.ucas.com and industry specific qualifications that will lead on to level 3 over the two years at college students can https://nationalcareers.service.gov.uk/ the next level of apprenticeship, a job or further or study the Subsidiary Diploma which is equivalent T Levels explore-careers. possibly higher education. More information and to one A Level, the diploma which is equivalent to T Levels are new qualifications with a large part  Students with English as a Second Langauge vacancies can be found at two A Levels or the Extended Diploma which is of the course being workexperience. The course (ESOL) may need to focus on English at www.apprenticeships.org.uk and equivalent to three A Levels. These qualifications provides anintroduction to a specific sector and college first in order to progress on to other can lead on to university as long as students have are being introduced at a number of further www.apprenticeships-in-sussex.com. the equivalent of ideally three A Levels worth of education colleges across Sussex. qualifications. How many subjects? OPTIONS FOR STUDENTS WITH NO, OR FEW GCSES WHO DON’T START NVQs and other vocational subjects If a student takes A Levels normally they will OR DROP OUT OF COLLEGE OR AN APPRENTICESHIP If a student is studying for a vocational qualification study three (or four if very able). If BTECs then If a young person leaves a college course a course to attend: (a course that is directly related to work and they can do a BTEC diploma (equivalent to 2 A early or does not attend, there are short  In Brighton the Youth Employability Service provides related qualifications) or an apprenticeship Levels) plus a Subsidiary Diploma (equivalent to personal development courses available create a monthly guide to local opportunities they will likely be studying a number of industry 1 A Level) or the Extended Diploma (equivalent to such as The Princes Trust. These courses which is posted here www.facebook.com/ specific qualifications that prepare them to work 3 A Levels) on it’s own or a vocational course on offer training in specific areas, skill building yesbrightonhove. in that particular area. These qualifications don’t its own. and English and Maths. Most large Further  In East Sussex visit: https:// generally allow entry to university, although some Mix and match Education Colleges and some small providers careerseastsussex.co.uk/advice/young- apprenticeships are now offered at degree level. Some students may want to mix and match their offer these courses. Visit Get Career people-making-choices/one-to-one-help- qualifications. This is possible with A Levels and Confident directory to see local providers and-support/about-us/ near you www.getcareerconfident.co.uk/  In West Sussex visit: www.westsussex. International Baccalaureate (IB) BTECs (although check with the college as some what-next-sussex-2/what-next-sussex- gov.uk/education-children-and-families/ In Sussex the IB is offered at a few colleges may not be able to offer the combination they directory The following organisations can your-space/jobs/ including Varndean College in Brighton and want). For example a subsidiary BTEC could be direct you and help if a student does not have Bexhill College in Bexhill. It is an internationally studied alongside two A Levels. If studying a

10 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 11 WHAT IS AN APPRENTICESHIP? UNIVERSITY/FURTHER EDUCATION/APPRENTICESHIP Put simply an apprenticeship is a job with training. So you earn, learn and gain a qualification. 18+ YEARS OLD A traineeship is for those not yet ready to enter work but who have potential to succeed in an apprenticeship with a bit more preparation. Further Study and Resits If a student completes a two year A Level or BTEC course and wishes to do further A Level or HOW DOES IT WORK? WHAT QUALIFICATIONS DO BTEC study they should be able to an extra year THEY PROVIDE? of study before they turn 19 either at their current There are three main elements to an college or at a different institute. apprenticeship: It depends on what level the apprenticeship is: intermediate, advanced or higher, and what Alternatively if a student does not achieve the industry they are training in. grades they hope for in the first one or two years of study at college then they should be able to WHERE ARE THEY? retake a subject or start a new one. THE EMPLOYER (the company the young person works for) If the training provider is a college or a specialist Speak to their school to see what the options are. provider then the young person might spend a A final option is to look at adult education and day or two a week being taught at the college and part time learning courses in your area either the rest of the week with the employer. In some at a Further Education college or a specialist apprenticeships they will spend all week with the provider. Courses range from GCSE retakes (free employer. Each apprenticeship is different. if a student has not passed English and Maths) to THE APPRENTICE professional training options. HOW MUCH CAN YOU EARN? Access courses – if they want to go to Art Foundation – if they want to study art university but don’t have the grades/correct further It depends on the apprenticeship level and what subjects the company decide to pay. The minimum hourly If a young person has taken all arts subjects at An access course is a one year course that THE TRAINING PROVIDER rate for apprentices under 19 or over 19 and in college (e.g. the BTEC Extended Diploma in Art (the organisation that teaches the young person allows a student to go on to university. The young the first year of their apprenticeship is currently and Design, or Art, Photography and a Design how to do the job). Sometimes the training person chooses an access pathway which leads £4.15. Many employers do pay more than this or Digital Media subject at A Level or BTEC) they provider is a local college, sometimes it is a them towards a specific degree so they ideally and higher and degree apprentices can earn over may be able to apply straight to an arts course specialist training provider and sometimes they need to have decided on the kind of degree they £300 per week and more. at university as they will have built a sufficient are trained in house by the employer. Sometimes would like to do before starting the course. amount of skills and have enough work to show the provider is a university. In Sussex, the These courses are offered at a number of further in their portfolio. If not (and they may still want University of Brighton and Chichester offer degree DOES IT LEAD TO A education colleges across Sussex and are to even if they have studied arts based courses apprenticeships. PERMANENT JOB? suitable for students who are 19 and over (some at college) then a foundation year in art is often aged 18 may be considered) who have either not required. If 19 or under when the course starts The idea of an apprenticeship is to prepare the studied the subjects needed for their university this is a free, one year course offered at further WHEN DO THEY START? learner to be able to do the job they are training course of choice or have not done as well as education colleges (including Sussex based for full time once training is complete. Many A young person can start an apprenticeship after expected. If they are over 19 and have passes in ones) and art colleges. The art foundation course apprentices are hired by the company they they leave school at the end of Year 11 and any two or more A Levels or equivalent they will need develops students’ skills in art and helps them to worked for but it depends on how well they do age afterwards, although many people are under to take out a loan to pay. Alternatively if they are identify which area to specialise in their university and what jobs are available when they complete 24. Apprenticeships have start times throughout 18 or over and have less than two A Level passes degree. the apprenticeship. the year. then the course is free.

12 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 13 Degree Apprenticeships Volunteering/work experience/internships A higher apprenticeship is the equivalent Many young people need to build their career of the first year of a degree and a Degree learning and skills through work experience Apprenticeship takes at least three years and or volunteering before, during, after or instead will give the student a degree as well as the of studying. There are various ways to access experience of working in their chosen field. As these opportunities. Nationwide volunteering well as the employer paying tuition fees,they also opportunities can be found at www.do-it.org. give the student a salary. Securing work experience (often short term and informal) and internships (usually more long term The University of Chichester and the University with agreed duties) often requires speaking to of Brighton in Sussex are both offering Degree companies directly and offering your skills and Apprenticeships and many more nationwide. It willingness to learn. Start by looking at is possible to do an advanced apprenticeship, www.allaboutcareers.com/careers- move onto a higher and then to a degree but advice/work-experience/how-to-get- some higher and Degree Apprenticeships require work-experience and see the Getting Work A Levels. Experience box on page 25.

UNIVERSITY DEGREES – THE Training and work Travel VARIOUS DEGREES ON OFFER Once young people turn 18 they can go into Spending time abroad can be a great way to work (before that they have to be in education meet new people, learn new skills and explore or training, which includes apprenticeships). new ideas and experiences. There are lots of gap Higher education courses start at level 4. Below HND/HNC - these are work based Many large organisations offer school leaver year companies (that charge for the trip) but also are the courses a young person may wish to qualifications that you study at university. The programs (and apprenticeships - see above) look at www.concordiavolunteers.org.uk and study. If they are unsure what to study then a HNC takes a year and the HND two years. where they will train young people as they www.independentgapadvice.org/. good place to start is looking at http://search. Both are full qualifications on their own or can work and some will also pay for them to take a ucas.com/ and https://university.which. be turned into a degree with a top up year or degree at the same time. The 100 Most Popular Self employment co.uk/a-level-explorer. two of university study. Employers for School Leavers has some useful If the young person has an idea for a product information https://targetcareers.co.uk/ or service then self employment could be a If a young person wishes to stay at home BA/BSc/BEng – the majority of young people guide-to-your-future and you can download possibility. There are a range of organisations that or is not able to travel, some university going to university will apply for a three year the brochure http://viewer.zmags.com/ can support them such as www.princes-trust. courses can be studied remotely, Bachelor of Arts, Bachelor of Science, Bachelor publication/5c0c21a6#/5c0c21a6/1 as well as org.uk/help-for-young-people. (especially post Covid 19), or you can check of Engineering or Bachelor of Music degree. If www.allaboutschoolleavers.co.uk and The Open University www.open.ac.uk. the subject they wish to study is available as a www.notgoingtouni.co.uk. Going straight into BA or BSc then they need to consider whether employment is certainly a possibility although it Foundation Year - a year long course suitable their strengths and interests are more science may take a lot of effort and hard work. for students who have not quite achieved the based or more towards humanities and social required grades or have done subjects not science. quite suitable for their degree choice. It usually leads on to a similar degree either at the same Masters – A one year course taken after your university or a new location. first bachelor degree which gives the learner more knowledge in a specialist area. Foundation Degree - usually a two year degree which combines academic and Doctorate – Highest level of academic and workplace learning. You can normally add an professional study usually involving research extra year to make it into a full degree. which can take many years.

14 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 15 Make sure it is their choice accurate information about options. Page 20 has Friends, family and teachers input is very valuable some key questions that young people and those MAKING CHOICES but remember to encourage the young person to that support them can ask when visiting. make their own choices. Final checks AND HOW YOU CAN HELP Reality check When they have made their choices encourage If a young person has ideas for their career them to look at their subject choices as a whole, then helping them to gain work experience is a especially at GCSE and post 16 transition. Does very valuable way to explore their interests and the young person enjoy them? Are they likely to Consider the young person’s interests demonstrate it to potential employers or if they do well (speak to teachers if unsure). Have they TOP TIPS FOR SUPPORTING Encourage careful consideration about what they plan to attend university or do an apprenticeship. looked at the syllabus (the topics covered)? Is enjoy. Help them identify subjects that fit with their GOOD CHOICES achievement measured by exams or controlled interests and abilities. Visit and be informed assessments? Which do they prefer? Have open conversations Schools, colleges, apprenticeship training As parents and teachers of young people the Help them to reflect on how they like to providers and universities all offer opportunities  Once decisions are made it is a good idea single most helpful thing you can do to support a learn and help them study and revise more for new students to visit through a range of open to leave some time before returning to the young person is to talk to them about their future successfully eves, taster days and summer schools. This decision and seeing if the young person and the possibilities open to them. Encourage Are they more practical and like coursework? Then is a crucial opportunity for a young person to still feels the same. them to ask questions about the careers of BTECs or an apprenticeship route may be suitable. reality check their interests and choices and get people they encounter and help them to see Whatever they study, revision and home work is beyond their immediate environment. an area where most students struggle. Remind them that the better they do in their subjects the Keep an open mind more options they will have afterwards. There is lots STEPS TO HELPING A YOUNG PERSON Even if the young person has studied the subject of useful information on revision techniques here before the GCSE or A Level or degree may be www.sussex.ac.uk/skillshub/?id=296. Although MAKE INFORMED DECISIONS different! Equally don’t let them be put off new it is aimed at university students it still applies to subjects, for example there are many degree younger people. Some key things that help are (if  Helping to reality check their aspirations? subjects which may be new to a young person. possible) for students to have a quiet space where ARE YOU? 8. They can check where their A Levels may lead E.g. through work experience they can study, to spread the revision over time and 1. Talking to them about their plans? here https://university.which.co.uk/a-level- for students to test themselves. explorer. 9.   Encouraging them to visit colleges, 2. Helping them to research ideas? universities etc Help them connect current choices with their next steps Encouraging them to consider a range 3. 10. Taking time to reflect on decisions Some subjects are harder to pick up later on. of options? For example you can’t normally take a language at A Level if you didn’t study it at GCSE. So as 4. Helping them to identify their interests? well as thinking what they are going to study they need to consider what they are stopping studying 5.  Helping them to focus on how they and how this might impact on future options. learn best? If a young person is keen to go on to higher education then it is VERY important to have that 6.  Helping them connect their choices in mind when choosing college courses. with their future options? A useful website to help with these choices is called Informed Choices and is 7. Checking it is their decision? written by 24 leading UK universities. Visit www.informedchoices.ac.uk.

16 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 17 USEFUL RESOURCES FOR TEACHERS AND PARENTS/GUARDIANS

Here are some great online resources which teachers and parents/guardians can refer to and direct young people to as well

 www.getcareerconfident.co.uk – career  www.icanbea.org.uk/app/game/ information videos and written resources, interests/ – a useful tool that generates chat with an advisor and lots more support career ideas based on answers to questions. aimed at young people, parents/carers and The site also has lots of useful careers teachers in Sussex. information.

 www.careerpilot.org.uk – for helping  https://nationalcareers.service.gov.uk/ young people understand their choices and explore-careers – information on nearly pathways. 1000 jobs.

 www.icould.com – lots of videos of people  www.outstandingcareers.co.uk/ in a range of jobs and shows how school resources/ – great range of free resources, subjects can connect with careers. links to blogs, display materials etc.

 www.ucas.com/what-are-my-options –  www.startprofile.com WORRIED ABOUT A YOUNG PERSON summary of options for after 18 here A careers education portal which can be MAKING THE WRONG DEGREE CHOICE? used to lead or support a school’s careers  www.worldskillsuk.org/educator- curriculum. Many young people, parents, guardians and in health care but be put off by the high entry resources/careers-advice-toolkit/ – great teachers can have concerns about choosing requirements for medicine. However, there are range of careers education and planning the ‘right’ course, especially at degree level. hundreds of jobs in the NHS many of which resources for teachers. This is why it is really important if they do have ideally require specific degrees (see career goals in mind they do sufficient research www.healthcareers.nhs.uk/explore-roles). so they can future proof their choices. If they have numerous career ideas or no Make sure they have explored what might be concrete ones yet then remind them that many useful or even essential to study. Research employers don’t mind what degree a young jobs and entry requirements here: https:// person has, just that they have one. They can nationalcareers.service.gov.uk/explore- see where some degrees many lead here www. careers and see what subjects are important prospects.ac.uk/careers-advice/what-can- to different jobs here https://icould.com/ i-do-with-my-degree. explore/#subject. Encourage them to focus on the subjects Equally make sure they have considered a wide that they enjoy and make sure they check the a range of possible careers as possible. For modules of the course online (for example example a young person may be interested history at A Level at their college may be very different to a university’s course).

18 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 19 Post 18 QUESTIONS TO ASK AT SCHOOLS, COLLEGES, What are the entry requirements for this APPLICATIONS PROCESS course? TRAINING PROVIDERS AND UNIVERSITIES What does the course cover? How is the subject taught? Choosing GCSEs How many teaching hours are there? What does the course cover? PROVIDERS ACROSS SUSSEX What can this course lead to? e.g. work/ Is the course different to what I have studied university/apprenticeships? There is a range of educational choices across West Sussex 11-19 years old so far? What clubs or societies are there? the county depending on the young person’s  www.westsussex.gov.uk/find-my- What is the percentage of coursework vs age, interests and needs including: secondary nearest/school-academy-or-college What are the results like for this subject? exam? schools and academies, special schools, private Apprenticeship training providers 16+ Will there be an interview? schools, colleges, pupil referral units, apprenticeship How many courses can I take? training providers and universities. Visit Get Career years old: Is there any extra funding available?  www.apprenticeships-in-sussex.com Is this subject necessary for any specific Confident’s directory to search provision across A Levels or university degrees? What is the university or training provider’s Sussex at www.getcareerconfident.co.uk/what- Universities, further education and reputation? next-sussex-2/what-next-sussex-directory What are the results like for this subject? specialist providers offering higher How much is the cost of living where the The following links will take you to list of education courses 18+ years old: Post 16 university/apprenticeship is? providers in your area for you to check what is The University of Brighton  www.brighton.ac.uk What are the entry requirements for this Can you give me examples of what your on offer. You can also compare providers across the region here: The University of Chichester course? previous students have gone on to do?  www.chi.ac.uk  www.compare-school-performance. The University of Sussex What is the difference between the BTEC service.gov.uk/. course of this subject and the A-Level  www.sussex.ac.uk British and Irish Modern Music Institute version? Brighton and Hove 11-19 years old  www.bimm.co.uk  www.brighton-hove.gov.uk/children- If the subject is a BTEC is it equivalent to 1, Chichester College and-learning/brighton-hove-schools/ 2 or 3 A Levels?  www.chichester.ac.uk secondary-schools-brighton-hove and Crawley College What is the percentage of coursework vs  www.brighton-hove.gov.uk/special-  www.crawley.ac.uk exam? educational-needs-and-disabilities/special- Greater Brighton Metropolitan College schools-and-colleges-brighton-hove What does the course cover? (This used to be City College in Brighton but has now merged with Northbrook in Worthing) How many courses can I take? East Sussex 11-19 years old  www.gbmc.ac.uk  https://apps.eastsussex.gov.uk/ What level is the course - 1, 2 or 3? East Sussex College (Sussex Downs and educationandlearning/schools/ Sussex Coast have now merged to become What can this course lead to? e.g. work/ schoolsearch/ and East Sussex College) university/apprenticeships  https://apps.eastsussex.gov.uk/  www.escg.ac.uk educationandlearning/schools/ What extra curricular activities are there? Institute for Contemporary Theatre schoolsearch/schoolsinfo.aspx?pid=5  www.ictheatre.ac.uk What are the results like for this subject? Plumpton College  www.plumpton.ac.uk When will the interview be?

Is there any extra funding available?

20 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 21 the beginning of December so make sure GCSE PROCEDURE applications are sent early. UNIVERSITY PROCEDURE  Attend the interview to their first choice college/s 1 Schools will ask normally ask students to make  Accept a place at one college For many young people and those that care their GCSE options choices in the spring term of  Attend an enrolment day in summer of year 11 Applying for apprenticeships online for them, the process of applying to university either year 8 or 9. Most schools will help students  Start the course in September A young person can apply for can be quite daunting. For starters it is a good with these choices through offering intro sessions apprenticeships which have already been set idea to find out as much information as possible to new subjects and assemblies to demonstrate Another point to note is that many colleges up. This means the employer and training at https://discoveruni.gov.uk/. UCAS, the the range of courses on offer. Some students will are moving to or have already moved to online provider have already worked together to website through which students will make their be offered additional subjects if they have all round application processes. create the apprenticeship. Visit applications is a good site to explore starting with high academic ability or strengths in a particular www.findapprenticeship.service.gov. www.ucas.com/university. Students interested subject e.g. they may be offered triple science. uk and enter just your location in the search in University will need to start their thinking in APPRENTICESHIP PROCEDURE box, try and make the search area as wide the first year of college. All colleges will provide It is important for young people to take these as possible to see more results. By leaving their students with university application support Applying for Apprenticeships at 16 choices seriously, as they can impact on future the keywords box clear you will see all the but most will expect young people to take a If, at 16, a young person is interested in an options and it is tricky to change options later. apprenticeships on offer at the moment. proactive approach to choosing courses, specific apprenticeship then it is highly recommended See more info on pages 6-7. The school will Register with the website to get email universities, making their application to UCAS that they also apply for a college place as normally offer core subjects that all students must updates about opportunities that might be and writing their personal statements. So they back up. Apprenticeships that will start after take and then a number of free choices which of interest. make wise university applications, ideally a young may be limited by timetabling. the young person finishes year 11 often person would take the following steps: won’t be advertised till late spring or early If the young person is just looking at summer and there is a chance they won’t Degree Apprenticeships then the UCAS  Check www.ucas.com in the spring term of COLLEGE OR APPRENTICESHIP guarantee one immediately. website is a good place to look. See year 12 to see the kinds of courses and locations PROCEDURE Applying for Apprenticeships at 17 or 18+ https://careerfinder.ucas.com/jobs/ they can study at. They can also look at university If a young person is looking at university and prospectuses. Most schools and colleges will Some colleges have strict deadlines in the apprenticeship/#browsing. Degree Apprenticeships it is a good idea to have up to date ones available or you can order December before September entry. It is important apply to both. Some degree apprenticeships them directly from universities. If they are not at all therefore for students to start considering their next have the same application deadline as the sure about courses to choose then have a look at steps at the start of Year 11, ideally the end of Year universities (January 15th) so it is a good https://discoveruni.gov.uk/search-landing- 10, before making their application in the Autumn idea to apply to both degrees and Degree page/course-finder-choose-country/. term. Even if they are not absolutely certain of their Apprenticeships to keep both options open. 2 course choice it is better to make an application so Alternatively they can apply to some degree  Attend university open days (see they are on the college’s system and change course courses and then if they see an Degree Organise an apprenticeship themselves www.opendays.com for dates). Open days choice afterwards, than to apply later and maybe Apprenticeship then apply to that later. You can try and help a young person set one start in the summer term of year 12 and this is a miss a place altogether. Young people can make as If a young person wants to do an up for themselves. For example if you know great opportunity for young people to compare many applications to different colleges as they wish. apprenticeship lower than a degree then they an employer or the young person already has and contrast different possibilities. Ideally a young person would take the following are advertised throughout the year and they a part time job and thinks their employer may steps to making a wise choice: can either apply to university as well or just be interested in taking them  Universities also offer summer schools. These focus on apprenticeships. on as an apprentice. This is easier in some are usually during the summer holiday between  Look at a variety of college prospectuses in the ways because they are not competing year 12 and 13 (although some are offered to summer term of year 10 How do you get an apprenticeship? with others but it can be difficult finding an year 11s before they start college) and offer  Choose a number of college taster days to There are two options to apply for an employer willing to commit! You can also the chance for students to stay on campus, attend (usually in year 10 summer term) apprenticeship and both require the young person contact the training providers listed at meet other students and try out some lessons.  Visit college open eves/days in the autumn of to able to demonstrate work readiness (some of www.apprenticeships-in-sussex.com It is a great way of exploring new subjects and year 11 those soft skills mentioned on page 4), motivation as they may have some suggestions of becoming familiar with a university.  Make at least two applications to local to work in the apprenticeship area and sometimes employers to contact. colleges. Some colleges have deadline at specific GCSEs or A Levels.

22 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 23  In the autumn term students will need to decide their top five courses to apply to and write their personal statements (one piece of writing that goes to all the universities they apply to), and complete the requested information on UCAS. STUDYING AT A  More information on writing personal statements here: www.ucas.com/undergraduate/ CONSERVATOIRE applying-university/how-write-ucas- Students interested in studying music, undergraduate-personal-statement. drama or dance may need to apply to  Colleges may have their own internal deadline for these courses either direct to an institute, applications to be complete by. The final UCAS through www.ucas.com or through deadline is January 15th. www.ucas.com/conservatoires. A good place to look is www.accesshecreative.  Some university courses may invite students for co.uk. Be mindful that some music interview so they need to check emails for any courses also have a deadline on invites. October 15th.  Some universities also provide applicant days to those students they have offered a place. Please encourage students to attend these as it is a  Once the student has all their offers they must really good way for them to find out more about accept one place and can also specify an GETTING WORK EXPERIENCE the subject they are going to study and provides insurance place (in case they do not meet the a more in depth experience of the university than requirements of their top choice). an open day.  Students will apply for student finance and make arrangements for halls of residence (where they WHY IT IS IMPORTANT WHEN DO THEY START? will stay in the first year) in early summer. Work experience is a fantastic opportunity for a Some schools and colleges have a dedicated  Start the course in October or in some courses number of reasons. Even if it is not exactly what week or two in the school term for work there are January starts. the young person wants to do when they are experience and will help students to identify older or in the worse case scenario they really and apply to potential employers. don’t enjoy it it still helps: OXBRIDGE, MEDICINE, If this is the case encourage the young person DENTISTRY AND VET SCIENCE  Young people to reality check their interest in to engage with the process or finding a suitable ? a particular career – they may discover they position and making the most of their week at If students are interested in Oxford or love it or… hate it! work. Cambridge Universities, and/or studying TO APPLY OR NOT?  Young people to develop ‘soft skills’ medicine, veterinary medicine/science  Young people to meet potential employers Check our work experience and virtual For students unsure whether to apply it or dentistry then the UCAS application and mentors work experience opportunities on also worth making an application so they deadline is October 15th. For these  Demonstrate to employers the young person www.getcareerconfident.co.uk. have that option especially as they will subjects it is VITAL students gain relevant has experience and dedication to the career have the support of careers advisors and work experience prior to applying so area school staff. They can always defer any they need to do this over the summer  Demonstrate to universities and training offers they receive and have a gap year. if not before. Some courses (especially providers the young person is a suitable This is especially true for some courses vocational ones such as midwifery) with candidate for the course the January 15th deadline also require such as midwifery that may require a few evidence of relevant work experience. applications before an offer is made.

24 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 25 GETTING WORK EXPERIENCE WHAT TO EXPECT HOW TO GET IT - OUTSIDE OF SCHOOL/COLLEGE AT AN INTERVIEW

may find they are asked the following questions at COLLEGE INTERVIEW the interview. ORGANISED OPPORTUNITIES CONTACT COMPANIES DIRECT Here are some commonly asked questions for If it is not offered it is still possible to do work Other than that it is really good practice for job 1. Why have you applied for this college interviews. Do remind young people that experience outside of school or college. Large hunting to ask a young person to identify and contact apprenticeship? colleges know this might be a young person’s first employers such as hospitals and councils often offer companies in their local area that interest them. An 2. What skills and experiences do you bring to interview so they won’t be trying to make it hard work experience placements which you can apply for. example could be a young person interested in digital the apprenticeship? for them. Most college interviews are informal. media could look at the directory of digital media 3. What do you hope to learn during your However, it is still important for the young person to Try googling the name of the employer and work businesses in Sussex at www.wiredsussex.com, training? be prepared. experience to see if information about organised make up a list of companies to contact, make some 4. Tell me/us about yourself placements and the process to apply comes up. phone calls to see who to address an email to and 5. What do you find most attractive about this Tell me/us about yourself draft an email asking if they can come and see what 1. apprenticeship? Why have you applied to this sixth form/ You can also check the opportunities available the company does. They may have to try quite a 2. 6. What do you enjoy doing in your spare time? college? at www.getcareerconfident.co.uk/students/ few but this in itself is a helpful experience and builds 7. What are your long-term goals? Why have you applied for this course? work-experience as well as virtual opportunities confidence and resilience. 3. 8. Why have you decided on an apprenticeship What do you find most attractive about this at www.getcareerconfident.co.uk/students/ 4. rather than studying at college? course? virtual-work-experience. 5. What do you enjoy doing outside of school? 6. What are your most/least favourite subjects at school? UNIVERSITY INTERVIEW 7. What are your long-term goals? VOLUNTEER Not all universities will interview for every course 8. Why are you leaving your current school? Another work experience option is to offer time and the type of interview and the questions asked (Make sure they give a positive reason!) TRY YOUR CONTACTS as a volunteer. This is a good route for those that can vary from an informal chat to a vocal exam. All Alternatively ask teachers, friends and family if need experience in health settings but there are interviews will ask questions about the student’s they or someone they know would consider taking lots of other possibilities too. A good national reasons for choosing the course they have applied a student. Even half a day will provide insight and site to try is https://do-it.org/. Most towns and APPRENTICESHIP INTERVIEW for. Students applying to competitive universities won’t be too difficult for the employer. If they do cities also have local volunteering opportunities for and courses will also be expected to demonstrate well it may lead to further work experience or even example in Brighton and Hove Although an apprenticeship is a job, both the subject knowledge. Their answers help the the offer of an internship (a longer period of work www.communitybase.org/volunteering. training provider and the employer will be aware interviewer determine if they are suitable candidates. experience and sometimes paid). that this might be the young person’s first interview There is some good advice for preparing for a especially if they are 16. Most training providers will university interview here: www.bath.ac.uk/guides/ help a young person prepare for an interview but if undergraduate-applicant-interviews/ and some the young person has applied to the apprenticeship examples of the kinds of questions asked of students directly then they may be interviewed by the applying to the University of Oxford here: MORE INFORMATION employer straight away so it is wise to be prepared www.ox.ac.uk/admissions/undergraduate/ https://www.allaboutcareers.com/work-experience/ as with any job. This includes finding out as much applying-to-oxford/guide/interviews. how-to-get-work-experience/ as possible about the employer in advance and making sure they understand what the job is. They

26 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 27  If the young person has generally done well (4s/Cs but their predicted grades held them back from and above in most subjects) but has not passed applying. Adjustment is available from the 16th till GETTING QUALIFICATION English or maths then they will need to retake the 31st of August and they will see the option to these but they may be able to do this alongside register in ‘track’ when they log in to UCAS. The the courses they were planning on taking. course they have already been accepted for will RESULTS not be affected unless they confirm an alternative  If they have not passed most of their GCSEs in adjustment. then they will likely be doing level 2 (GCSE level) Don’t panic! courses for another year after which they may be  Remember though young people need to In the days and weeks running up to results day GCSE RESULTS – WHAT NEXT? able to move on to a higher level. consider this new course and/or university as many students, parents and teachers worry about carefully as they did their initial choice. Don’t let not getting the hoped for grades. But whatever HEADING TO A 6TH FORM OR COLLEGE?  If they have not passed any then they might start their improved grades and the limited time they the outcome there are always options. Encourage on level 1 courses which some colleges offer. have to make a choice cloud their judgment. You Remember even if they are starting on a lower can find out more at the UCAS website under the young person to occupy themselves with Results as expected level course now they can and will catch up! undergraduate adjustmen, see www.ucas. other activities: holidays, work, volunteering, If the results are as predicted, then it should be a com/ucas/undergraduate/apply-and-track/ sports, reading, seeing friends. Make the focus smooth transition. If they have had a change of results/ucas-adjustment-if-youve-done- about other things and you could even help them heart or want to check what else is possible then it HEADING TO AN APPRENTICESHIP? better-expected. to practice some mindfulness (see is also worth looking at the other options below. www.youngminds.org.uk). If they have taken Some apprenticeships require GCSEs in English Results worse than expected BTECs then they will already have an idea of Results better than expected and Maths and possibly more GCSE passes  Though it can feel devastating there are always some of their results which will hopefully provide If they have done better than predicted then (grade 4 and above). If the young person has not options. Firstly speak to the first choice university some reassurance. normally this will not affect their next steps. achieved the required grades do give the training admissions. It may be the application was strong However, if they were on the borderline of expecting provider a call, as they may be able to still offer enough that one grade off will not matter. If this On the day 4-5 A*s to C (grades 4 and above in the new the apprenticeship alongside retaking English and is not possible then there may be other similar If they are attending school or college students system) they may have been offered a combination Maths or studying functional skills (an alternative courses the university can offer, so check with will receive their results in an envelope. They of level 3 and level 2 courses and it may be they qualification). them first. They can also look at clearing which is don’t have to open them at once however, many can now just do level 3 courses. Do speak to the available till September. As with adjustment make schools and colleges will have teachers and chosen college to see what they can offer and make A LEVEL RESULTS – WHAT sure they have researched and understood any guidance professionals present to help if their sure they are happy with the courses offered. results are unexpected, so it is a good idea to NEXT? new choices before accepting a place. Don’t let the pressure of decision making force them into a take advantage of this support. Results worse than expected choice they are not happy with. You can find out  Though it can feel devastating for a young person HEADING TO UNIVERSITY more about the process at the UCAS website there are always options. Firstly call the college or www.ucas.com/clearing-launch. The other 6th Form to discuss options. Results as expected  If the results are as predicted or they were offered option is to retake the subjects they were not happy with. Speak to the school or college to  If they were planning on doing level 3 courses (A an unconditional place at university, then it should find out the options available. Levels or BTECs) and have over 5 A*s-Cs (grade be a smooth transition. If the young person has 4 and above) including English and maths they had a change of heart or wants to check what may well still be able to do their chosen courses else is possible then it is also worth looking at the OTHER OPTIONS (although some A Levels require grades B/6 or other options below. above if a student has studied the subject at If the young person has already been accepted onto GCSE). Results better than expected a school leaver programme, apprenticeship or a job  If they have done better than predicted and want which depended on grades and they have missed  If the college can not offer alternatives it is worth to explore alternative courses then they can try out on gaining those grades then the first thing to trying other colleges or 6th forms as they may ‘Adjustment’. This is a particularly good option do is to call the employer or training provider. They have courses of interest. if there was a course they were really keen on may well still accept the student.

28 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 29 UNIVERSITY VS APPRENTICESHIPS DECISION MAKING teaching require degrees. Some careers such as WHICH IS BEST? law traditionally were a degree route but there are now alternatives through apprenticeships If a young person is deciding whether to apply for – GIVING GOOD ADVICE and on the job training. Some such as journalism a degree or an apprenticeship then considering and marketing, while many people have degrees, Whether the young person is making decisions at 14, 16, or 18 there are various the following questions is a good idea. are possible to enter with A Levels and work experience. However, young people will find that issues which may come up. Here are some signs that they may need some help and 1. Are they interested in a particular academic many skilled jobs do ask for a degree. suggestions of ways to support them. course? If so then a degree is an opportunity to really specialise and learn more about a subject. 2. Does the career they are interested in IS A DEGREE SUITABLE FOR specifically require a degree? EVERYONE? 3. Which would an employer in the area they would like to work in prefer? Very much so! Some young people may have concerns that university is not for them which is why visiting open days and attending summer DO YOU NEED A DEGREE OR schools can really help build a young person’s AN APPRENTICESHIP? confidence. As long as they are willing to work hard, to read and to write then the process of This very much depends on what the student getting a degree can change a young person’s hopes to do. Some careers such as medicine and future for the better.

HOW MUCH DOES IT COST? CONCERNED ABOUT UNIVERSITY COSTS? Apprenticeships are free to do and if doing a For many people the idea of finishing university degree apprenticeship the employer pays for with debts of £50,000 or more is a worrying the degree costs and pays the student a salary. prospect. But it is really important to remember encourage them to ask questions about what However, the student may have to move away that a student will only be repaying what they IF THEY ARE LIMITING THEIR the jobs is like, anyone from a doctor, to the from home to do the apprenticeship so this will can afford. In the worst case scenario if despite broadband engineer, to the local cafe owner. have to budgeted for out of their salary as they obtaining a degree, they earn a low salary then AMBITIONS They will all have stories to tell and will help the will not be able to apply for a loan for living costs. they may never have to pay back any money they Sometimes young people choose courses or young person develop a broader understanding University degrees fees are not all payable up borrowed. Basically this means that a student careers because they are familiar or they think of different pathways and confidence that there front. Student loans cover the degree fees (around will only be ‘charged’ for their degree if it has they seem easy options. Often this is because are many options open to them. £9000 per year) and depending on parental or contributed positively to their future earnings. guardian income students receive loans to go they don’t have the confidence to try something  There is lots more useful and clear information You can also ask the young person questions towards living costs. Some universities also offer new and it can mean they limit their options or about student loans and tuition fees here: about where they think the career they are grants (which students do not have to pay back) miss out on opportunities to fulfill their potential. www.moneysavingexpert.com/students/ currently interested in may lead and what they for students who are first in their family to go student-loans-tuition-fees-changes think the job will be like. Sometimes the reality to university as well as other offers of support. Solution  There are lots of student bursaries and grants of hearing the working hours would be long, Students do not pay anything back until they start A great way to encourage aspirational thinking available (money that doesn’t have to be paid repetitive and very poorly paid can get them to to earn over £26,575 a year. is by introducing young people to a range of back) so do check what individual universities careers. At school this can be done by inviting in reconsider. Sometimes even low salaries can offer as well as www.savethestudent.org/ professionals, colleges and universities. At home seem large to a young person so demonstrating student-finance/student-grants-bursaries- you can ask a young person to think about the how much living costs are where you live can help scholarships.html and the loans available at jobs they come into contact with either through them to compare careers fairly by income. www.gov.uk/student-finance. the media or in their day to day life. If possible

30 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 31 www.icanbea.org.uk/app/game/interests/. It IF THEY HAVE AN is also important to remind them that any decision IF THEY HAVE A LACK IF YOU ARE WORRIED ABOUT UNREALISTIC GOAL they make is not for the rest of their lives! While OF CONFIDENCE, SEEM THEIR CHOICES it is a good idea to anticipate where a course of DEPRESSED AND UNABLE TO Careers advisors hear from many young people study may lead them it is also ok to decide to Many adults question some of the choices that want to be ‘professional sports people’, do something because you enjoy it best at that MAKE DECISIONS young people make including the ones regarding ‘youtube stars’, or ‘a forensic scientist’ (the TV moment in time. future plans and in many cases this might be A lack of confidence, depression and/or negative show CSI has a lot to answer for!) While these justified! However, it is very easy to jump to thinking can make decision making an even and other niche or specialist careers are of course uninformed conclusions and make assumptions IF THEY DON’T DO WELL more difficult process and may result in a young possible they all require a combination of talent, about various pathways. For example that person making uninformed and poor choices or luck and perseverance that may be beyond many ENOUGH apprenticeships are for less academic people, or disengaging from the process entirely. people starting out. that studying art doesn’t lead anywhere. GCSE and A Level results days can be some of the most stressful in a young person’s life. Years Solution Solution Solution of expectations and hopes all culminating in one The most important thing is to make sure the Strong aspirations are fantastic and can Try and be objective about their decision. If it piece of paper is a huge amount of pressure and young person’s wellbeing is addressed and that encourage a young person to work hard. It is a was someone else’s child or a young person you sometimes the results are not as expected. Equally may mean postponing decisions till they are in a delicate balance to encourage them while also did not know would you be as concerned? Ask some young people struggle in a school environment better position or mood. Try to limit any feelings introducing alternatives. Usually it is quite easy to questions to find out why they are making the and may take a different route in their education. of being overwhelmed by breaking decisions tell a serious goal from a pipedream. For example decision, you may be surprised at how much they into small achievable goals e.g let’s look at one a student that expresses interest in being a top know and how considered their decision is. If it Solution college prospectus today. The website football star who is neither in a team nor plays really is a worry then encouraging them to speak While it is important for young people to https://youngminds.org.uk has some really much is likely the latter! In this case (and even for to a careers advisor would be very beneficial and recognise good grades do help you to progress useful resources to help support young people those who are serious) it is a good idea to have will allow their ideas to be challenged objectively more easily it is vital they are also reassured that and a phone line for parents and there are useful a back up. In this instance help them look at by someone not emotionally invested. academic results are not the be all and end all. tips to share with young people about building other careers in sports, for example the media or In the worse case scenario that they fail then confidence here www.childline.org.uk/info- science and encourage them to see that there are they may be able to retake (true for English and advice/your-feelings/feelings-emotions/ many other options behind the most visible and maths GCSE and most A Levels and BTECs and building-confidence-self-esteem/. obvious jobs. degrees). There are always alternative routes to achieve a goal and with some creative thinking IF THEY JUST DON’T KNOW it is always possible to move someone forward even if it is not the route originally planned. For some people ‘what do you want to do when For more information see the section on Getting you are older?’ is a very difficult question to Qualification Results on page 28. answer. Either they have lots of interests or very few or there are other things going on in their life which makes future planning not a priority.

Solution It is very hard to make decisions with little information. For students struggling to make decisions research is vital. A good place to start is with an online activity which looks at their interests and strengths and recommends possible careers. The Buzz test is short and fun https://icould.com/buzz-quiz/ or try

32 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 33 DECISION MAKING

CASE STUDIES I DIDN’T REALISE HOW MUCH EDUCATION, TRAINING AND WORK OPPORTUNITIES HAD CHANGED As a parent/guardian and even teacher it can be almost impossible to be impartial about a young person you care for, especially when they are making decisions that LUCY, FOSTER PARENT can have a significant impact on their lives. Hormones, friends and the media can When it came to our foster son making apprenticeships. Also how these connect with all have less than ideal influence on the decisions young people make and it is very decisions about his next steps after year 11 future options like university, apprenticeships likely you will have some opinions about these decisions. Below are real examples I have to admit I was a bit unprepared. It has and jobs. I didn’t know that Degree of common issues parents, guardians and school staff may need to deal with and been a long time since I had to make any Apprenticeships were possible or that you recommendations of how to cope. education and work choices as I am now could study such a wide range of subjects. retired and things have changed so much. I found myself advising Stuart based on what The advisor also helped him take advantage turned out to be very outdated beliefs. of opportunities like careers fairs and university visits and helped him connect Luckily his school has a careers advisor his interests (fixing bikes and electronics) who was able to help him see the range with a possible career path of engineering. I of opportunities from vocational courses find I am learning from him which is a great and academic ones at a college to experience. WE LET OUR CONCERNS OVER OUR DAUGHTER’S BEHAVIOUR AND CHOICES CLOUD OUR JUDGEMENT DAVID, PARENT

Our daughter was going through an local theatre and really enjoyed the technical emotional time, going out a lot, and as such work backstage. We had a chat with some did not put much effort into her GCSEs. We of the staff and began to see the range of tried everything to encourage her including, careers in performing arts and when our I am afraid to say, blackmailing her. She daughter was offered an apprenticeship SEEING THINGS FROM A YOUNG PERSON’S PERSPECTIVE wanted to go on to do Performing Arts at which allowed her to learn while working we HANNAH, CAREERS ADVISOR college which we were not very happy about were fully behind her. Now in her 20s she is As an adult (even one very in tune with take some time for me to grasp that 1. All as we were concerned where this would going to university as a mature student so their younger self!) it is very easy to forget the knowledge I take for granted and that lead career wise. But we said if she did well she can gain more advanced skills in lighting what being a teen is like. Even with all the seems obvious e.g. if you work hard you we would allow it. So when she got her (as design. information in the world, young people can will likely do better than if you don’t, is not expected) poor results we were adamant find it very difficult to process and make necessarily common sense for teens and 2. she would do the subjects we thought I think looking back it was not fair for us to informed decisions. In fact to some extent Even equipped with knowledge teens will suitable. use choices she was making about her life young people physically can’t! There is sometimes make decisions which are hard to as a bargaining tool. What she needed was evidence that the parts of the brain involved comprehend. I now always try to remember She started the courses we chose but she some time to learn from her own mistakes in making decisions about behaviour, as to put myself in their shoes whether that is was miserable, her attendance waned, until - and ours! It is ok if it takes some young well as processing cause and effect, are not imagining the fear of too much choice or she stopped going altogether. In the end she people a bit longer to find their path. fully developed until adulthood. So even as empathising with their experience of the managed to get some work experience at a someone whose job it is to offer impartial world. information, advice and guidance it did

34 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 35 I NOW TAKE INTO ACCOUNT MENTAL HEALTH AND PERSONAL ISSUES FEAR OF THE UNKNOWN WHEN HELPING YOUNG PEOPLE MAKING CHOICES LINDSAY, GRANDPARENT / GUARDIAN NADIYA, TEACHER I had a very difficult time with one student. I had him how he didn’t feel he had any control over No one in our family went to university Luckily my grandson is pretty strong willed known him quite a few years through teaching his life and as such putting effort in and making so when our grandson mentioned he so he got a teacher at school to help him him and being a form tutor. I knew he was decisions about the future seemed pointless. I might be interested my first reaction was apply. Eventually I went with him to an academically able when he put some effort in but managed to pair him up with an older student it wasn’t for someone like us. I had no information day at a local university and as he got into year 9 he started to misbehave who had been through a similar experience, and idea about the financial support he could was really surprised at what was on offer and disengage. I was aware there were all sorts though it took time, it really helped. As adults access being the first in our family to and there were lots of families there just of reasons why this may be but after exploring we know how hard it is to make good decisions go nor the range of courses at different like us – a bit unsure and confused by the them it did seem he was just playing up for when we are stressed and I think we sometimes universities. I was probably quite negative whole process! That was four years ago attention. When he didn’t hand in his GCSE forget that while they might not have the same about the whole idea and distracted by his and he has just graduated with a 2:1 and choices form and said he ‘didn’t care’ I was responsibilities we do, young people experience older sibling who was in trouble with the has been offered a junior position with the incredibly frustrated. It wasn’t till I met with his mental health issues just as often and sometimes police. police force. I am really proud of him. mum and discovered his parents were going more acutely. I now always consider this in the through a separation that it became clear he was first instance when a young person is struggling. struggling to cope. I was then able to explore with

WE WERE LETTING PERSONAL BIAS ABOUT THE LABOUR MARKET GET IN THE WAY LIAM, STEPFATHER

Both my daughter’s mother and I worked hard Eventually we looked into some information to achieve our career goals. I have a high level of about the careers she was mentioning and education and my wife runs her own business. discovered that while they were less familiar Our daughter however, is really interested in to us they were equally if not more in demand subjects that we don’t know much about and and required highly skilled people. We also was looking at apprenticeship routes which we discovered that very few jobs are secure these felt would be less prestigious. We had imagined days and what employers need are people with her becoming a doctor, a lawyer, an accountant experience and skills as well as qualifications. – a career we understand and believed would While our intentions were good – we just want be secure. We had a lot of arguments about the best for our daughter – we now are a bit our ideas for her A Levels (maths, history, more flexible about what that might look like and English) versus hers (an apprenticeship, arts the paths she may take to get there. and science/maths or a vocational course).

36 | WHAT NEXT AT 14, 16 AND 18? WHAT NEXT AT 14, 16 AND 18? | 37 WHO CREATED THIS GUIDE?

The Sussex Learning Network (SLN) is a partnership of universities, colleges, training providers and local councils across East and West Sussex. SLN work with schools, further education colleges, universities, councils and industries across Sussex focusing on issues that affect learning opportunities.

 www.sussexlearningnetwork.org.uk

Elev8Careers is a careers education and guidance company based in Brighton. For the last ten years they have provided careers support to thousands of young people across Sussex helping them build the careers skills, knowledge and networks to successfully navigate their careers.

As part of a Uni Connect programme funded by the Office for Students, SLN commissioned Elev8Careers to provide careers guides alongside a range of careers education, information, advice and guidance support across the county.

 www.elev8careers.org.uk

Throughout the booklet we refer to Get Career Confident, a Uni Connect programme funded by the Office for Students which supports parents/carers, teachers and young people living in Sussex. In addition to this booklet, visit the website for more support and video information on all things careers.

 www.getcareerconfident.co.uk