parents and carers

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Get involved

In Year 9, your teenager is being asked to makedecisions about the coursesand qualifications they willtake in Years 10 and 11.This is just the first roundof decisions they will beasked to make. There willbe further choices abouttheir future in Year 11 and beyond.

Your support is invaluable inhelping them to make sounddecisions. As a parent or careryour influence and support is animportant part of the process.

This booklet will tell you:

... what you need to know about Year 9 and beyond by

• bringing you up to date with the changes in education

• outlining the range of courses on offer in Years 10 and 11 and beyond

• explaining the options in furtherand higher education, trainingand employment

• looking at developing skills for life

• highlighting the help and adviceavailable.

... how you can help yourteenager with their decisions by

• making sure you understand thebigger picture

• helping you to keep an open mind about new developments

• recognising the ways they like to learn

• taking advantage of the help and advice available.

Interactive version of thisguideYou can find an interactive version of this guide online at Wwww.connexions-direct.com/

parentcarer

Information in this guide often directsyou to websites. If you do not haveaccess to a PC at home, you or yourteenager can access the internet atyour local public library or Connexionscentre.

Acknowledgements:We would like to thank Bishop DavidBrown School for permission to takephotographs.

We would also like to thank all theyoung people who agreed to be casestudies for Parents and Carers.

For reasons of confidentiality, somenames may have been changed.

Which way now? Which way now? is a guide foryour teenager that can help themto make decisions about coursesand qualifications in Years 10 and11. Your teenager’s school shouldprovide them with a copy.Alternatively, you can download a copy or look at an interactiveversion of Which way now? at Wwww.connexions-direct.com/

whichwaynow

or order a copy from DCSFPublications onT0845 602 2260.

The Department for Children, Schools and Families(DCSF) is not responsible for the content or reliability of the websites listed in this publication and does notnecessarily endorse the views expressed within them.Listings shall not be taken as endorsement of any kind.The DCSF cannot guarantee that these sites will work allof the time and has no control over the availability orcontent of the sites listed.

Parents and Carers of Year 9 Students 2007-2008

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Contents

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Keeping up with changesBringing you up to date with the changes ineducation to help you prepare your teenager for thechoices they will have to make in the next few years 2

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Choices in Year 9Information on the courses and qualifications that maybe available to your teenager, how you can help themwith their decisions and what other support is available

Years 10 and 11How you can help your teenager to make learningeasier, choose options after Year 11, think aheadand plan for the future

Financial help post-16Information about the financial help that may beavailable to help your teenager continue learning infurther education, training or the workplace

Higher education and other optionsThe range of courses and financial help availableto your teenager if they want to go on to highereducation, plus other options open to them

Skills for lifeAn insight into the skills most valued by universities,colleges and in the workplace, and how your teenagercan develop them both in and outside of school

Help with challengesUnderstanding the challenges that your teenagermay face and the information, advice and supportthat both of you can call on

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Keeping up with changes

2

There are significant benefits toyoung people from staying ineducation or training until the ageof 18, as they may improve theirqualifications and skills.

This will be valuable to them financiallybecause they will be more likely to beemployed and to get jobs payinghigher salaries. For example, onaverage, a young person with five ormore good GCSEs earns over £100,000more during their lifetime than one wholeaves learning with qualifications belowLevel 2. There are also much broaderbenefits: they are more likely to behealthy and to have good social skills.

The curriculum and qualifications for14–19 year olds are changing. The aimof these reforms is to:

• encourage more young people tostay in learning – currently 77% stayon beyond 16 and the aim is for allto stay in education or training until18 – education or training can happenat school, at college or in a job

• provide more options for teenagers

• offer courses that take into account thedifferent ways teenagers like to learn

• add to the variety of places where theycan learn, including the workplace

• build a highly skilled workforce to compete in a global economy

• give employers a say in the way new courses are put together

• all schools are required to offer aprogramme of work-related learningfor 14–16 year olds, which willinclude enterprise education andwork experience.

The education reforms for those aged 14–19 are designed to help allyoung people fulfil theirpotential by the age of 19and enjoy ongoing successin learning, work and life.

‘Diplomas are different – they will

give young people a fully rounded

education, which combines

theoretical and practical learning.’

Sir Alan Jones

Chairman of Toyota

tested out in some schools and collegesfrom September 2007. They will betaught as part of Diploma programmeswhen they start in 2008 and as part ofthe other qualifications from 2010.

Less coursework in GCSEs

From September 2007, mathematicswill no longer have any courseworkassessment. For many subjects,including business studies andgeography, from September 2009 therewill be controlled assessments done inschool or college that are teacher setand marked, instead of coursework.

A levels to stretch the most able

Changes from 2008 will include anoptional extended project alongside A levels, with pass grades of distinctionand merit.

For more information on changes to A levels, see Years 10 and 11on page 12.

More options in the FoundationLearning Tier

Qualifications at Entry Level and Level 1are being re-designed to give learningopportunities to those who maystruggle at this stage to get GCSEs. The aim is to help them move on toGCSEs or other Level 2 qualifications.

Expansion in Young Apprenticeships

Young Apprenticeships give teenagers a taste of real work. Alongside doingGCSEs, they spend around two days aweek getting practical experience withan employer or training provider andgaining a work-related qualification,such as a City & Guilds qualification or a National Vocational Qualification(NVQ). Numbers have increased steadilyfrom 1,000 in 2004 to 9,000 youngpeople starting Young Apprenticeshipsin 2007 in a wide range of employmentsectors, including retail and sportsmanagement.

For more information on YoungApprenticeships, see Choices in Year 9 on page 5.

The first five will be available inselected schools and colleges from2008, and by 2013 all 14–19 year oldswill have an entitlement to studytowards any one of the 14 Diplomas.

The National QualificationsFramework on page 3, shows howthe 14–19 Diplomas fit with otherqualifications, such as GCSEs.

For more information on 14–19Diplomas, see Choices in Year 9on page 5.

Priority for essential skills

Good language, mathematics and IT skillsare essential for adult life and importantto employers. So, these skills will becomepart of all qualifications – includingGCSEs, Diplomas and Apprenticeships –and will be available as stand-alonequalifications. Functional skills are being

The main changes are:An exciting new way to learn with14–19 Diplomas

• 14–19 Diplomas will offer yourteenager a mix of theoretical andapplied learning, including functionalEnglish, mathematics and ICT, and theopportunity to develop a specialism ortake on some complementary study.

• Diplomas will provide your teenagerwith exciting and challengingopportunities to increase theiremployability and experiencedifferent styles of learning in avariety of settings.

• Designed in partnership withemployers and higher educationinstitutions, the Diplomas will bewidely recognised and valued.

Section 1


3

The National QualificationsFrameworkWhatever qualifications your teenager is working towards in Years 10 and 11, they will be nationally recognisedand valued by employers andeducational institutions.

How do all the differentqualifications relate to each otherand where do they lead?

The expansion in the range of coursesfor 14–19 year olds means that somequalifications will be unfamiliar. You maybe asking how these qualificationscompare to GCSEs or A levels andwhere they might lead.

For example, can someone with a 14–19 Diploma at Level 2 progress on to do A levels?

The answer is yes, because allqualifications are graded and groupedinto a level with other qualificationsrequiring the same depth of knowledge,skills and understanding. So if you lookat the framework below, you will see

that the Diploma Level 2 is at the samequalification level as GCSEs at gradesA*-C. Also, someone with a Level 3Diploma can go on to university.

In the national framework, qualificationsare divided into nine levels, ranging fromEntry Level certificates to postgraduateand professional qualifications at Level8. The higher the level, the greater is the depth of knowledge, skills andunderstanding needed for thequalification. It is the courses leading to different qualifications that vary in content, learning styles and methods of assessment.

This national framework has createdmore opportunities and flexiblepathways to move from one level toanother. With up-to-date informationand guidance from teachers andConnexions personal advisers, yourteenager can plot a route through the framework and move acrossqualification types, as well as from onelevel to another. This will enable them tocarry on learning (full or part time) afterYear 11 and beyond.

Builds a basic level of knowledge, understanding and skills.

Basic knowledge, understanding and skills, and the ability to apply learning to everyday situations.

Building knowledge and/or skills in relation to subject or sector areas; gaining the ability to apply learning to a varied range of tasks. This is seen as the minimumlevel required by employers and is critical to going on to further study and higher skill levels.

Learning at this level involves in-depth knowledge,understanding and skills, and a higher level ofapplication. Appropriate for people who want to go into higher education or further training or employment.

Specialist learning involving a high level of knowledgein a specific occupational role or study. Appropriatefor people working in or wishing to progress tospecialised technical and professional roles, which can involve managing and developing others.

Entry Level

Level 1

Level 2

Level 3

Levels 4–8

Entry Level certificates at Levels 1, 2 or 3, in a range ofareas including National Curriculum subjects, life skills,functional skills, and skills for working life.

All GCSE grades D-G; 14–19 Diploma Level 1; AwardScheme Development and Accreditation Network(ASDAN) Level 1 certificates; functional and key skillsLevel 1; Vocationally Related Qualification (VRQ) Level 1,for example: BTEC Introductory or City & Guilds Level 1;National Vocational Qualification (NVQ) Level 1.

All GCSE grades A*-C; 14–19 Diploma Level 2;functional and key skills Level 2; VRQ Level 2, forexample: City & Guilds Level 2 or BTEC First Certificatesand Diplomas; NVQ Level 2.

All GCE AS and A levels; Advanced Extension Awards;14–19 Diploma Level 3; functional and key skills Level 3;VRQ Level 3, for example: Foundation Diploma in Artand Design or BTEC National Certificates and Diplomas;NVQ Level 3; International Baccalaureate.

Certificates and Diplomas of Higher Education;Bachelor’s degrees; postgraduate qualifications;professional qualifications; Foundation degrees; HigherNational Certificates and Diplomas; key skills Level 4;NVQ Levels 4 and 5.

Qualification level Level indicators Examples of qualifications at this level


4

Everyone takes a coregroup of subjects:• English

• Mathematics

• Science

Your teenager will take an exam, usuallya GCSE, in these three subjects.

As well as the coresubjects, your teenager will also study:• Information and Communication

Technology (ICT)

• Careers education

• Citizenship

• Physical education

• Religious studies

• Sex and relationships education

• Work-related learning

Examinations may be available in thesesubjects but this is optional. Someschools make other subjects compulsory;you will need to check this with yourteenager’s school.

In Year 9 your teenager haschoices to make on someof the courses they willtake in Years 10 and 11, orKey Stage 4. There are somesubjects that everyonetakes, but your teenager’sschool will offer a range ofcourses to choose from.This section explains thewide range of courses nowon offer and how youcan help your teenagermake sound choices.

The range of courses from which options can be chosen Your teenager has a wider range ofcourses available than when you were at school. This increase in choices takes into account the different waysteenagers like to learn and widens thevariety of places where they can learn,including the workplace.

Please remember that not all schoolsoffer the full range of choices, so checkwith your school prospectus.

The courses offered in Years 10 and 11can be taken at Entry Level, Level 1 orLevel 2. For example, GCSEs grades A*-C are at Level 2.

For an explanation of what thedifferent levels are, see The NationalQualifications Framework on page 3.

Entry Level courses

If your teenager is likely to find GCSEsdifficult, there are courses at Entry Levelleading to a Certificate of Achievement.These useful qualifications can lead onto GCSEs or other courses at Levels 1and 2. The important thing is for your

Choices in Year 9

Section 2

teenager to find a course that intereststhem and matches their ability; this waythey are more likely to succeed and stayin learning or training after 16.

General Certificate of SecondaryEducation (GCSE)

The majority of students in Years 10 and11 will take GCSEs. Your teenager nowhas more options to choose subjects thatinterest them and match their abilities.

The range of subjects has broadenedout in recent years to include morevocational or applied GCSEs, forexample, in engineering, media studiesand manufacturing. If your teenagerlikes a practical ‘hands on’ approach oris interested in learning about subjectsdirectly related to an area of work, anapplied GCSE may be for them.

Some applied GCSEs count as two GCSEqualifications. You can also choose totake some GCSEs as ‘short courses’,equivalent to half a full GCSE.

For more information on the range of subjects that may be available, seeTable of commonly offered GCSEsubjects on page 10.


5

14–19 Diplomas

The Diploma is an integrated programmefor 14–19 year olds that uniquelycombines essential skills and knowledge,hands-on experience and employer-based learning, to prepare your teenagerfor work or further study.

The first five 14–19 Diplomas will beavailable in selected schools and collegesfrom September 2008, and by 2013 theywill be available as a national entitlementin 14 different lines of learning at Levels1, 2 and 3 covering all the sectors of theeconomy. They will sit alongside, andmay incorporate, A levels and GCSEs.

14–19 Diplomas will bring together:

• Principal learning – developingknowledge, understanding and skills in the context of a particular sector.

• Generic learning – includingfunctional skills in English,mathematics and ICT, and personallearning and thinking skills.

• Additional/specialist learning –offering young people the opportunityto study a particular topic in moredepth or broaden their studiesthrough complementary learning.

• An extended project – allowingindividuals to plan and organise theirown learning. At Level 3 the projectwill demonstrate project managementand other higher skills that highereducation institutions need.

• Work experience as a key feature.

Phase 1 – September 2008

• Construction and the BuiltEnvironment

• Creative and Media

• Engineering

• Information Technology

• Society, Health and Development


• Business, Administration and Finance

• Hair and Beauty

• Hospitality and Catering

• Land-based and Environment

• Manufacturing and Product Design


• Public Services

• Retail

• Sport and Leisure

• Travel and Tourism

Aimed at young people with differentabilities, the Diplomas will be availableat Levels 1, 2 and 3. At Levels 1 and 2the Diplomas will be taken alongsidecore subjects that everyone takes.

Subject to availability, your teenager mayhave the chance to do a Diploma atLevel 2 or 3 after Year 11.

Work-related courses

These courses will suit your teenager ifthey want a practical ‘hands on’ courseand have an interest in, and acommitment to, a particular area ofwork, such as construction, catering,business, agriculture or engineering.

There is a range of different courses –check what is on offer at your teenager’sschool. All of them usually involvelearning away from school at a collegeor with a training provider for one ortwo days a week.

Assessment of these courses includesshowing that you have the practicalskills and knowledge for a task.Examples of the qualifications availableinclude NVQ Levels 1 and 2, City &Guilds Levels 1 and 2 and BTECIntroductory Certificate Entry Level.

Young Apprenticeships

A Young Apprenticeship is an optionthat could suit your teenager if they likea more practical way of learning. Theydo the subjects in school that everyonetakes and for the other two days a weekthey go out and gain skills and workexperience with an employer or trainingprovider. They work towards a nationallyrecognised work-related qualification,such as an NVQ, City & Guilds or BTECat a level to suit them.

Young Apprenticeships pave the way fordoing an Apprenticeship after 16, butalso keep open all the other options too.

Young Apprenticeships are available inhealth and social care, the motor industryand business administration, amongothers. However, they are not offered in all areas – please check with yourteenager’s school to see what they offer.

Case Study

GaryGary is currently in Year 11 and isalmost at the end of his GCSEs. At the moment, he doesn’t have aparticular career in mind, but enjoysbusiness studies. He has a part-timejob and works to help out in thefamily business at weekends.

When it came to choosing his options inYear 9, he decided to do subjects thathe knew he would like and those thathe felt he could achieve good grades in.By choosing to study a range of subjectsin Years 10 and 11, and opting for thosethat he hopes to pass well in, Gary kepthis options open.

‘I’m taking GCSEs in business studies,French, ICT, product design, doublescience and of course English andmathematics. I’m not sure exactly what Iwant to do in the future, but, after Year11, I think I will be staying on in thesixth form to do a mixture of A levels.My advice is to look for something youare good at and are interested in.’

Gary’s parents support his subjectchoices and are happy that by choosinga range of courses he can move on tofurther study after Year 11.

jobs4u Careers Database This contains information on over 800 jobs. Your teenager can entertheir interests or the subjects they are taking or thinking about taking,and match them to career ideas. They can also find out about thequalifications, skills and qualitiesneeded for different jobs, what isinvolved in doing them and where to get more information.

See the website atWwww.connexions-direct.com/

jobs4u


6

How you can helpIt is important to let your teenager maketheir own decisions, but they need yoursupport to check that the reasonsbehind their decisions are sound.Encourage them to get involved inmaking their own decisions and helpthem to see the process in a positivelight – a real chance to choose coursesthey enjoy.

Start by getting as muchinformation as possible

In order to help, it is important tounderstand how the curriculum ischanging to meet different interests andthe way teenagers like to learn. Try tokeep an open mind about the differentqualifications on offer and find out thefacts to avoid dismissing newqualifications out of hand.

Your teenager’s school is likely to haveopen evenings for parents and carersand will produce an options bookletcovering the courses available in Years10 and 11.

For information on the help andadvice available, see Who else canhelp? on pages 8–9.

Bear in mind the factors thatinfluence decisions

Your teenager may need steering awayfrom making choices for the wrongreasons. This can be because:

• They want to do the same as theirfriends, regardless of whether it suitsthem. If this is the case with yourteenager, you can help them to seethat they can cope in a class withouttheir friends, do a course they enjoyand still see their friends at breaks and after school.

• They like the teacher. Help them tosee that this is not a good enoughreason to do a course that doesn’tsuit them.

Choices in Year 9 continued

• They see a course as an easy option. It will not be that easy if they are notmotivated by the subject – we allknow how much easier it is to makean effort if you are interested. Also,there is no such thing as an easyoption. The same principles andstandards apply to all courses at thesame level, whether it is physicaleducation or mathematics.

• They are put off by thinking a courseis ‘a boys’ course’ or a ‘girls’ course’.Help them to overcome genderstereotyping and follow their interestsand abilities.

• Timetable difficulties mean theycannot do the combination theywant. Not all combinations will bepossible on a timetable, and if thishappens you will need to help yourteenager consider alternatives.

Now there is more choice of courses on offer, your teenager needsencouragement to choose a broad andbalanced range of courses that keepstheir options open beyond 16.

Section 2


7

Questions to considerOf the teenagers taking part in a recentNext Steps survey by the Department for Children, Schools and Families:

• 91% said they chose options in Year 10 because they wereinterested in them

• 78% chose subjects that led tospecific courses after Year 11

• 82% said their options would help with future careers.

You can support your teenager inmaking their own decisions by helpingthem to think things through. Thefollowing six questions may help you.

1. What are they interested in?

If your teenager is interested in a course,they are more likely to make an effortand succeed. Explore their interests bothin and out of school.

2. How do they like to learn?

Different courses involve differentlearning styles and have differentapproaches to work. Your teenager mayprefer classroom-based learning or theymay prefer a more practical, work-related course.

The mix of coursework and final examsvaries between GCSEs and there areplans to reduce the amount ofcoursework in some subjects, so you will need to check this out with yourteenager’s school. Some work-relatedcourses involve a large amount ofcoursework.

For more information on the mix ofcoursework and exams in GCSEs, seeTable of commonly offered GCSEsubjects on page 10.

3. What are they good at?

Which subjects does your teenager dowell in? Also think about what they are good at outside of school work.

4. Are they keeping an open mind?

There is a lot of new information tothink about. Are they keeping an openmind about unfamiliar courses orqualifications until they have found out more about them?

Could a new subject or course givethem a fresh challenge?

5. Do they have a specific course in mind after Year 11, or do they have any career ideas?

Encourage your teenager to think aheadand make sure they take into accountany subjects or qualifications that mightfit in with any ideas they have.

If they have no definite ideas, reassurethem that the important thing is tochoose a broad and balanced mix ofsubjects to keep their options openafter 16.

6. Is more information and advice needed?

Encourage your teenager to takeadvantage of the help and adviceavailable to them. You can help themmake a list of questions and where tofind the answers.

For information on where to find help and support, see Who else can help? on pages 8–9.

Case Study

BethanBethan is currently in Year 9 and forher option choices decided to studytextiles alongside her core GCSEsubjects, combined with a City &Guilds Land-Based StudiesCertificate Level 1 specialising inAnimal Care, which she will study at college.

She talked to a range of people,including her parents, teachers,Connexions personal adviser and friends.She was attracted to the vocationalcourse at college because it would giveher the opportunity to do somethingmore practical in a subject she wasinterested in:

‘I have loads of animals at home and Ilove looking after them. I chose to doAnimal Care partly because I think Imight like to work with animals in the future and also so that I can dosomething more hands-on.’

Bethan’s parents were initially concernedabout the college course, fearing thatshe might be missing out on otherqualifications in school. After discussionswith her teachers and college tutor theywere reassured that she would still gainaround seven GCSEs, and also achieve a vocational qualification equivalent toD-G grades at GCSE.

Bethan thinks she might like to continueat college full time after Year 11 andstudy for further qualifications. She feelspositive about her future:

‘I’m looking forward to going to collegeand spending time with the animals. It will be good to do something morepractical and I’m also looking forward to meeting people from other schools. It will be a good preparation for goingto college after Year 11.’


8

Who else can help?There is a network of support to helpyour teenager progress in their learningand personal development and makeinformed decisions for their future.

Schools

Schools welcome the support thatparents and carers provide. They offeropen evenings for you to find out moreabout the options in Years 10 and 11and to give you an opportunity to askquestions.

Your teenager’s school will have acareers co-ordinator who is able to talkthrough the options available and giveadvice on choosing courses and howthese fit in with future education,training and career options.

Individual subject teachers and formtutors are a good source of advice asthey know your teenager well and howthey are getting on in different subjects.

Your teenager also has careerseducation lessons that cover the coursesand qualifications available in Years 10and 11 and how to choose wisely. They learn about the value of workexperience and how to look ahead tofurther education, training and careers.

Extra support

Volunteers and learning mentors inschool can help your teenager overcomeany issues that are getting in the way oftheir learning. You could ask whetheryour teenager’s school has a mentoringscheme.

Some schools also have LearningSupport Units, where students can get additional support if they are notperforming well in mainstream classes.Ask your teenager’s school for details.

Connexions personal advisers

Connexions personal advisers go into schools and also work out ofConnexions centres. They offer adviceand guidance on courses, training andcareers and can help your teenagermake decisions.

Connexions isn’t justabout advice on coursesand careersConnexions personal advisers giveinformation, advice and practicalhelp with a variety of issues, likechoosing courses, mapping outfuture career options, finance,health and using spare time in asociable, positive way. In fact, theycan help with anything that mightbe affecting your teenager atschool, college, work or in theirpersonal or family life.

They recognise the part you play insupporting your teenager and are happy to talk to parents and carers inschool or in a Connexions centre. MostConnexions centres are in a central highstreet location and you can find yournearest one by contacting ConnexionsDirect, see below.

Connexions Direct

This is a service for 13–19 year olds thatoffers quick access to information andadvice, either through the website orthrough contact with a ConnexionsDirect adviser. You and your teenagercan get in touch by phone, e-mail, textor online.

Connexions Direct takes calls from 8amto 2am, seven days a week. Call them onT080 800 13 2 19, text on T07766 413 219, or talk to an adviseronline or e-mail from the website at Wwww.connexions-direct.com


For further information on howConnexions can help, see Help with challenges on pages 20–21.

ParentscentreAn online ‘one-stop-shop’ ofinformation and support for parentsand carers on how to help with allaspects of your teenager’s learning,including issues relating to choices inYear 9, and links to other websites.Take a look at the website atWwww.parentscentre.gov.uk

Section 2


and the Special Educational Needs Co-ordinator. Your teenager’sConnexions personal adviser will also help with the plan and provide ongoingsupport to put it into action. Thissupport from Connexions continues untilyour teenager reaches the age of 25.

A network of support

When your teenager has specific,additional needs or a disability, there are so many things to think about, such as finding the best health care or therapy, supporting them at schooland investigating the services andopportunities available.

There are networks of support andresources available, including your local Parent Partnership Service, to help you meet these challenges.

See the table below for organisationsthat can help you.

Help for young people withlearning difficulties and/ordisabilitiesParents and carers of teenagers withspecial needs or disabilities can getadditional help and support from theirConnexions personal adviser and the school’s Special Educational Needs Co-ordinator.

Transition plans

Young people with statements of specialeducational needs must have theirtransition through the rest of theirschool time and on to adult life set outin a plan.

In Year 9 your teenager and you will beinvited to a review meeting where youwill have the chance to say what youwould like included in the transitionplan, and to discuss this with teachers

Offers support and advice and can put you in touch with familiesin similar circumstances.

Information about the rights of people with disabilities, theireducation and available benefits.

Provides information, advice and support for parents of youngpeople with special needs. Can provide contact details for yourlocal service and put you in touch with other useful organisations.

Help for young people with disabilities seeking jobs and training.

Provides information about education, training and work forstudents with disabilities.

A website which includes information for parents and carers ofyoung people with special educational needs.

A network of organisations and individuals providing informationand support for disabled young people, their parents and carers.

Contact a Family

Directgov: public service information

National ParentPartnership Network(NPPN)

Shaw Trust

Skill: National Bureaufor Students withDisabilities

Teachernet

Transition InformationNetwork

0808 808 3555Text phone: 0808 808 3556www.cafamily.org.uk

Disability Rights Commission: 08457 622633Text phone: 08457 622 644Benefit Enquiry Line: 0800 882200Text phone: 0800 243355www.direct.gov.uk/DisabledPeople

www.parentpartnership.org.ukAsk your Special Educational Needs Co-ordinator for details.

01225 716300www.shaw-trust.org.uk

0800 328 5050Text phone: 0800 068 2422www.skill.org.uk

www.teachernet.gov.uk

020 7843 6006www.after16.org.uk

Who What Where

9

Support organisations


10


There will be no coursework in GCSEsstarted in 2009 in business studies,geography, history, modern foreignlanguages, religious studies and someother subjects not listed above.

For more information on courses andlevels, see The National QualificationsFramework on page 3.

Optional subjects

Art and design60% coursework and 40% examination.Applied art and design is two-thirdscoursework and one-third examination.

Business studies Up to 25% coursework and the rest isexamination. Some courses are 100%examination. Applied business studies istwo-thirds coursework and one-thirdexamination.

Citizenship studies 40% coursework and 60% examination.

Design and technology 60% coursework and 40% examination.

DramaA mixture of 60% coursework and 40%examination, which may includeperformance.

Engineering Two-thirds coursework and one-thirdexamination.

Geography Examination, but 20–25% of the resultis based on a geographical investigationinvolving fieldwork.

Health and social care Two-thirds coursework and one-thirdexamination.

History25% coursework and 75% examination.Some courses are 100% examination.

Leisure and tourism Two-thirds coursework and one-thirdexamination.

Manufacturing Two-thirds coursework and one-thirdexamination.

Media studies 50% coursework and 50% examination.

Modern foreign languages The coursework can count for up to25% and there are tests in listening,reading and speaking. Someexamination boards do a written testinstead of coursework.

Music Tests in composing and performing makeup 50–60%, plus written examination.

Physical education 60% coursework and 40% examination.Coursework includes assessment of sportsperformance in two chosen activities.

Religious studies Usually 20% coursework and the rest isexamination. Some courses are 100%examination.

Table of commonly offeredGCSE subjectsThere are some subjects that everyonetakes and others are optional.

Please check what is offered at yourteenager’s school, as the choices and thelevels at which they are offered are notthe same at every school.

For a list of the areas of thecurriculum that are compulsory, see Choices in Year 9 on page 4.

The level of coursework for each subject may vary between differentexamining boards. The figures given are a guide only.

For more information on what is involved, visit the Qualifications andCurriculum Authority (QCA) website at Wwww.qca.org.uk

Section 2

English Between 20% and 40% coursework,the rest is examination.

Mathematics100% examination.

Science Between 20% and 40% coursework,the rest is examination. Applied scienceis two-thirds coursework and one-thirdexamination.

Information andCommunication Technology (ICT) All students have to study ICT, but it isnot a compulsory examination subject.For those who do choose this as anoption, typically 60% is coursework andthe rest is examination. Applied ICT istwo-thirds coursework and one-thirdexamination.

Compulsory subjects (offered by all schools)

Don’t forget that the new 14–19Diplomas may be available in yourteenager’s school. For more information,see Choices in Year 9 on page 5.


Learners who like to visualisethings…

• take numerous detailed notes andoften close their eyes to remembersomething

• find something to watch if they are bored

• like illustrations and presentations that use colour.

Learners who like to listen…

• tend to listen well but don’t alwayspay attention to what is happening in front of them

• hum or talk to themselves or otherswhen bored

• learn by reading aloud or talkingabout lessons.

Learners who like action or touch…

• learn best through hands-on activities,such as cooking, engineering or art

• need to be active, take breaks andfind reasons to tinker with somethingor move when bored

• remember what was done, but have difficulty recalling what was said or seen.

If you know your teenager’s learningstyle, you can help them to:

• improve how they learn in theclassroom, carry out tasks or dorevision

• identify situations where they findlearning difficult, work out whetherthis is because it is not geared to their learning style and ask theirteacher for help

• be smart learners by giving them hints and tips for studying.

11

Helping your teenager tobe a smart learnerYour teenager may need support withplanning so that they can do theirhomework and assignments on time.They will also need a space in which towork at home. Developing good timemanagement skills is useful for meetingcoursework deadlines in Years 10 and11, making applications for furthereducation, training and work after Year11, and later on in higher education andthe workplace.

However, planning is only one part ofthe learning process. Have you everwondered why your teenager wants tolisten to music, say things out loud orget up and move about when they arelearning? It could be all to do with theirlearning style.

We use our different senses – hearing,seeing and touching – to help us learnthings. Some of us prefer to use onesense more than the others. This leadsto the different ways in which we like to learn – our learning style.

Do you know yourteenager’s learning style? This can help you understand how theylike to carry out tasks and do theirhomework or revision, so that you cansupport them. Here are some clues:

Years 10 and 11

Helping your teenager to learnIf they like to visualise things, they should...

• use visual materials when they study,such as pictures, charts, maps, graphs, etc

• have a clear view of their teachers inorder to see their facial expressions

• use colour to highlight importantpoints

• take notes or use handouts andvisualise information as a picture

• illustrate their ideas as pictures before writing them down

• study in a quiet place away from noise.

If they like to listen, they should...

• join in class discussion and debates

• use a tape recorder instead of taking notes

• read text out aloud

• create musical jingles to help them remember things

• discuss their ideas

• dictate to someone who writes down their thoughts.

If they like action or touch, theyshould...

• take frequent study breaks and move around to learn new things

• work in a standing position

• use bright colours to highlight reading material

• listen to music while they study

• skim through reading material to get arough idea of what it is about beforesettling down to read it in detail.

Section 3

It’s your choiceIt’s your choice is a guide for yourteenager that will help them to makeinformed decisions about routes andoptions post-16. Your teenager’sschool should provide them with acopy. Alternatively, you can downloada copy or look at an interactiveversion of It’s your choice at Wwww.connexions-

direct.com/itsyourchoice


Years 10 and 11 continued

12

Deciding what to do nextWhatever your teenager decides to do after Year 11, it is vital that theycontinue to learn and build on theirqualifications and skills to give them the best possible start in life.

For information on the financialsupport that may be available to help your teenager stay in learning,see Financial help post-16 on pages 14–15.

In order to compete in the globaleconomy, the UK needs a highly skilled workforce. There will be moreopportunities, advantages and moneyfor those with qualifications and skills.

There are different ways of gainingqualifications and skills after Year 11.The main options are:

• continuing in full-time education at school or college

• learning and training in the workplace – usually through anApprenticeship

• finding a job or self-employment and continuing in part-time learning

• Entry to Employment – an option if your teenager is not ready to do one of the above.

Full-time educationThere is a wide range of courses tochoose from in school sixth forms, sixthform colleges or colleges of furthereducation. From September 2007 youwill be able to access an online Local14–19 Prospectus which lists all of thecourses available in your area. For moreinformation, speak to your Connexionspersonal adviser or careers co-ordinator.

Find out how to access your Local14–19 Prospectus for where you live atWwww.dcsf.gov.uk/14-19

Advanced Subsidiary (AS) and Advanced (A) levels

If your teenager wants to study a particularsubject in more depth, this option may suitthem. This could be the chance to carry onwith a favourite subject or to try a new one.As well as the familiar subjects, there arealso subjects related to an area of work,such as leisure and tourism, or accountancy.A levels are useful for entering highereducation or going straight into a job.

A levels are two-year courses made up of the AS level and the A2, with eachpart being 50% of the overall grade.Most students take three or four ASlevels in the first year and then choose to continue with three A2s in the secondyear to make full A levels. There is alsothe chance to take Advanced ExtensionAwards alongside A levels with two passgrades – distinction and merit.

There are changes coming in fromSeptember 2008 to stretch the most ablestudents. There will be a reduction in thenumber of units of work from six to fourin most subjects. An optional extendedproject will be available. These changeswill increase the range, breadth andchallenge of A levels available. Theextended project would be completedtowards the end of Year 13.

Higher education modules now allowteenagers to work in greater breadth and depth, and will also enable them todevelop their independent working skills in preparation for progression ontohigher education courses.

International Baccalaureate

In some areas, your teenager may havethe option of doing an InternationalBaccalaureate Diploma Programme. For16–19 year olds, the programme leads toan International Baccalaureate, which isrecognised by many of the world’s leadinguniversities. It aims to help develop theintellectual, personal, emotional and socialskills that teenagers will need in order tolive, learn and work in a globalising world.

The programme takes two years tocomplete. Students study six subjectsselected from a range of subject groups.Normally three subjects are studied athigher level (courses representing 240teaching hours), and the remaining threesubjects are studied at standard level(courses representing 150 teaching hours).All three parts of the core – extendedessay, theory of knowledge and creativity,action, service – are compulsory and are central to the philosophy of theDiploma Programme.

14 –19 Diplomas

14–19 Diplomas will be available inselected areas from September 2008. Theyare available at Levels 1–3 and may be anoption at whatever level is appropriate,given a student’s previous learning orachievement. The subject areas areConstruction and the Built Environment;Creative and Media; Engineering;Information Technology; Society, Healthand Development.

For more details on 14–19 Diplomas,see Choices in Year 9, pages 4–5.

Full-time qualifications related to the workplace

These may suit your teenager if they havea definite career in mind and want to dosomething specific towards this. There area wide range of qualifications offered atdifferent levels, such as the BTEC NationalDiploma (Level 3 of which is equivalent toA levels) and NVQs at Levels 1–3. Someare offered in school sixth forms, but themajority are available in further educationcolleges.

To find out how these qualifications fitin with other qualifications, see TheNational Qualifications Frameworkon page 3.

Section 3


If they do have a Level 2 qualification, it isstill in their best interest to aim for a jobwith training. Your teenager’s Connexionspersonal adviser can help them find a jobwhere they can continue to learn newskills and gain valuable qualifications.

For more information on qualificationlevels, see The NationalQualifications Framework on page 3.

If your teenager is thinking of startingtheir own business, they should still plan to do further training to developtheir skills. Help is available throughBusiness Link on

T0845 600 9006 or Wwww.businesslink.gov.uk

and from the Prince’s Trust on T0800 842 842 or Wwww.princes-trust.org.uk

Not ready to go straight into one of the above options?Entry to Employment (e2e) is aprogramme that helps 16–18 year oldsmove on into further education, trainingor employment. If your teenager needshelp with their literacy, numeracy and ITskills, e2e could be the right option forthem. e2e gives them the chance togain qualifications in these skills and theopportunity to try out different jobs.

Ongoing support and advice is availablefrom their Connexions personal adviser.Your teenager could be eligible to receivean Education Maintenance Allowance(EMA) while on the programme and mayget help with travel expenses.

For more information on financialsupport, see Financial help post-16on page 14.

13

ApprenticeshipsApprenticeships give young people the chance to work and learn while they earn. Working for an employer or as a trainee on a programme-ledApprenticeship, your teenager canchoose from a broad range of jobs, suchas hairdressing, engineering, businessadministration, laboratory work andmany others. They work towards anationally recognised qualification, suchas an NVQ, BTEC or City & Guildsqualification.

They can take these qualifications atLevel 2 or Level 3. All 16–17 year oldswith five or more GCSE passes at gradesA-G can choose to do an Apprenticeship.A Connexions personal adviser can helpyour teenager decide which employmentsector and level is best for them.

The national minimum wage of £3.40an hour for 16 and 17 year olds (fromOctober 2007) does not apply toApprentices under the age of 19. Paycan vary, but all employed Apprenticesfunded by the Learning and SkillsCouncil in England must receive aminimum of £80 per week.

To find out more, visit Wwww.apprenticeships.org.uk

Going into employmentIf your teenager is thinking of goingstraight into a job, encourage them tofind one that offers part-time training to learn skills and gain qualifications, asthis will offer them better prospects forpromotion and higher wages.

If your teenager does not have a Level 2qualification – that is, GCSEs at gradesA-C or NVQ Level 2 or equivalent – theyare entitled to have paid Time Off forStudy and Training (TfST). To beeligible, they must be aged 16–17 andin employment. To find out more, visitWwww.connexions-direct.com

Case Study

SarahSarah has always enjoyedmathematics and, having completedsome work experience in Year 10 atan accountancy firm, she knew shewanted to combine her interest inmathematics with a career related to finance. She continued with herstudies in the sixth form, opting forA levels in mathematics, psychologyand chemistry and AS levels in Latinand further mathematics.

‘When choosing your A levels, it isimportant to think about what you wantto do with them afterwards. I knew Iwanted to go on to university to studymathematics, so I used the ConnexionsResource Centre at school and theinternet to research the contents ofdegrees and their entry requirements,and checked whether I needed certain A level subjects to get in.’

Sarah is now in her final year atuniversity on a MORSE (Mathematics,Operational Research, Statistics andEconomics) degree. She chose a degreethat allows her to continue with herinterest in mathematics, but also keepsher career options open. She opted for a course that also included businesselements rather than just puremathematics.

‘Looking back, I was pleased that I haddone further mathematics at AS level, as although it wasn’t a requirement, Ifound it gave me a real head start in myfirst year at university.’

Having completed a successful workplacement during her summer break,Sarah is now heading towards a careerto train as a chartered accountant onceher exams are over.


14

In the 21st century job market,skilled workers are in demand tohelp the UK compete in the globaleconomy. Financial support may beavailable to help your teenager stayin learning and achieve their goals,whatever route they take.

Help for studentsWhether your teenager is staying on atthe same school or going to a new sixthform or college, they may be able toclaim Education Maintenance Allowance(EMA) and/or get help from the schoolor college’s Learner Support Funds.Some Local Authorities may provide helpwith public transport costs and theremay be help with residential costs forstudents wanting to attend courses atcolleges too far away for daily travel.Special help may be available for studentsaccepted into dance and drama schools.

Education Maintenance Allowance(EMA)

Your teenager could get £10, £20 or £30a week, plus bonus payments of up to£100 for doing well and meeting agreedtargets. They can use the cash to helpwith their expenses and can still claimEMA even if they have a part-time job. Itdoesn’t affect household benefits either,so you will still be able to claim thingslike Child Benefit and Child Tax Credit.

It is a sound investmentfor your teenager todevelop a wider range of higher level skills,knowledge andqualifications after Year11. This will open up morejob opportunities forthem and better pay.

Your teenager may be able to get EMAafter Year 11 if:

• they are aged 16–18

• they are:

• in full-time education at school or college

• or on an e2e programme

• or on a course that leads to an Apprenticeship (known as a programme-led Apprenticeship)

• your annual household income isbelow a certain threshold (for 2007-08applications, it must have been lessthan £30,810 in the 2006-07 tax year).

For more information on EMA and how to apply, call the EMA helpline onT0808 10 16219 or visitWhttp://moneytolearn.direct.gov.uk

Learner Support Funds

Schools and colleges have LearnerSupport Funds to help out furthereducation students aged 16 and overwith financial emergencies, or if theyhave trouble paying for costs associatedwith their course. They can get helpwith the costs of transport, books,equipment, childcare provision andresidential costs.

For more information, contact thestudent support or welfare officer at the college or the year tutor, studentsupport or student awards officer atschool. You can find general informationon Learner Support Funds atWwww.direct.gov.uk

Help with transport costs

To see what help with transport costsyour Local Authority may offer studentsaged 16–19, visitWwww.direct.gov.uk

Help with residential costs

If your teenager wants to go to one of the 51 specialist colleges that offercourses, for example, in agriculture,horticulture or art and design, they canget help with the cost of living awayfrom home. There is also a residential

Financial help post-16

pilot scheme for students wanting to attend courses at colleges outsidedaily travelling distance. For moreinformation, contact the student supportofficer at the college your teenagerwishes to attend and visitWwww.direct.gov.uk

Dance and Drama Awards

The number of Dance and DramaAwards is limited and competition forthem is extremely fierce. They are givento those students who, regardless oftheir financial circumstances, show themost talent and potential at theiraudition with the dance or drama school of their choice.

Conditions do apply, though, and yourteenager will not be able to claim EMAif they get a Dance and Drama Award.For further information, visitWhttp://moneytolearn.direct.gov.uk

Other sources

Some national and local organisations,including charities and trusts, offergrants to students studying certainsubjects or who have a particulardisability. Useful starting points forfinding such organisations include yourlocal public library, the Skill NationalBureau for Students with Disabilitieswebsite at Wwww.skill.org.uk

and the Educational Grants Advisory Service website at iwww.egas-online.org.uk

Financial Help for Young PeopleThis useful booklet summarises allof the financial help available to16–19 year olds and where to find more information. You candownload a copy from the Learningand Skills Council (LSC) website atWwww.lsc.gov.uk or order a freecopy from the LSC helpline on T0870 900 6800 (quotingreference LSC-P-NAT-060103).

Section 4


Help for young people with disabilities or learning difficultiesBecause of the way they are funded,colleges will usually be able to meetyour teenager’s disability-related needs,for example, by providing specialistequipment or additional support. LocalAuthorities must ensure that studentsare not held back from attendingcollege because of transport difficulties,so they often provide transportationsupport for disabled students. Thecollege may also be able to help to meet travel costs.

Your teenager may be able to get aplace at an independent or specialistresidential college if their disability-related needs cannot be met by a localschool or college.

If your teenager gets a job or is about tostart work, the Access to Work schemecan help them with the additionalemployment costs they have because oftheir disability. It can pay for things likethe extra cost of getting to and fromwork, special aids and equipment, andadaptations to premises. For moreinformation, visitWwww.jobcentreplus.gov.uk

For help with other costs, young peoplewith disabilities or learning difficultiesshould also apply to the other sources of funding described in this section thatapply to their situation.

Your teenager’s Connexions personaladviser can help you identify the extrafinancial support they may be able to get after Year 11. Other usefulinformation is available from the Skill National Bureau for Students with Disabilities website atWwww.skill.org.uk

15

Help for Apprentices and traineesTrainees on courses leading to anApprenticeship (Programme-ledApprenticeships) who are unpaid may be able to claim EMA. Apprentices in England who are employed earn at least £80 a week and often more.

For more information, contact the Apprenticeships helpline on T08000 150600 or visitWwww.direct.gov.uk/apprenticeshipsandWwww.apprenticeships.org.uk

Help with Entry toEmployment (e2e) Teenagers on e2e have their expensespaid in full and may be able to claimEMA as well. For more information, visitWwww.connexions-direct.comand select Work, then Work Schemes.

Help for young parents If your teenager is under 20 and a youngparent and carer of their own child orchildren, they can get Care to Learnfunding to help pay for childcare with aregistered childcare provider, so that theycan follow courses at school, college, on aprogramme leading to an Apprenticeshipor on e2e. For more information, talk to aConnexions personal adviser or contactthe Care to Learn helpline on T0845 600 2809 or visitWhttp://moneytolearn.direct.gov.uk

Case Study

KateKate is currently in Year 12 in schoolsixth form, studying A levelmathematics and geography and anapplied A level in health and socialcare. She applied for an EducationMaintenance Allowance (EMA)before she started in the sixth formand has been receiving theallowance for a year:

‘I have used EMA for things like thebooks I need for my A levels, and to buymyself lunch during the day. Anything I have left over I leave in the bank andput towards my savings for university.EMA goes straight into my bankaccount every week and it soon addsup. You can also get bonuses if you dowell on your course.’

In order to get EMA, Kate has to attendall her lessons and have her timetablesigned by her tutor. She says this issometimes a good incentive to get up inthe morning and go in! Kate feels thatEMA has been a real help to her and herparents:

‘Mum and Dad can still claim ChildBenefit for me and I have a part-timejob. Getting EMA doesn’t affect eitherof these. If I didn’t get EMA I’d have topay for everything out of my wages orask my parents for money. Getting EMAmeans I can be more independent.’

Kate plans to continue with her studiesin Year 13 and will reapply for EMA thissummer.


16

Why choose highereducation?Higher education is becoming more and more popular as a post-18 optionchoice. Latest figures show that almostone in three young people aged 18 and19 are improving their prospects bytaking higher education courses – sodon’t rule out higher education for yourteenager even if no one in your familyhas done it before.

Having higher education qualificationsopens up more job opportunities, withthe possibility of more interesting workand greater earnings in the future.

Your teenager may even be invited tosample university or college life bytaking part in local activities, such ascampus tours, residential visits and tasterdays arranged for students with thepotential to go on to higher educationbut who may not normally consider it.

Higher education is not just about degrees...There is a whole range of highereducation courses to choose from, and many of them are work related.Although entry with A levels is still apopular route, your teenager will beable to apply for courses with a relevantBTEC National or 14–19 Diploma atLevel 3. Examples of higher educationcourses include:

Higher National Certificates andDiplomas (HNC and HND)

These qualifications equip people withthe knowledge and skills they need for a particular field of work. They can leadstraight into a career and in somesectors they are a stepping stone on theroute to professional qualifications. Withfurther study, they can be converted intodegrees. These courses take one year(HNC) or two years (HND) full time andcan also be done part time.

Foundation degrees

These are qualifications in work-relatedsubjects that combine study withworkplace learning. There are no setentry requirements and appropriateexperience as well as qualifications istaken into account when assessingsuitability for the course. Because theyhave been designed with employers,Foundation degree courses help peopleto gain the knowledge and skills thatemployers are looking for.

A full-time Foundation degree courseusually takes two years to complete andcan be done part time. A Foundationdegree is a useful qualification in its ownright, but, with a further year’s study (inmost cases), it is possible to convert itinto an honours degree.

Degrees

Sometimes these are called ‘bachelors’degrees, ‘first’ degrees, ‘ordinary’degrees or ‘honours’ degrees. Degreecourses provide an in-depthunderstanding of a subject, includingthe very latest thinking or findings.Some, such as medicine or law, preparepeople for a particular career. Alldegrees lead to the development ofskills that are highly valued in theworkplace, such as analysing andevaluating evidence, problem solving,making sound judgements, reportwriting and presentation.

Most full-time degree courses last forthree years or four if the course includesa year out in industry or abroad. Coursesin some subjects, such as veterinaryscience and architecture, last longer. It isalso possible to study for a degree parttime and by distance learning.

Higher educationand other options

Applying to university

Most applications to degree courseshave to be made through theUniversities and Colleges AdmissionsService (UCAS). Your teenager’s school,college or Connexions personal adviserwill help with the process, and help isalso available on the UCAS website atWwww.ucas.com

Before applying, it is important toresearch thoroughly both the coursesand the institutions where they are held. All universities publish their ownprospectuses, which are free, and havetheir own websites and open days.

The UCAS site holds information on all the courses that can be applied for through their service and manyinstitutions provide ‘Entry Profiles’ forthe UCAS site which give information on the qualifications and attributes thatyou will need to be considered forparticular courses.

Connexions centres and ConnexionsResource Centres in schools also haveinformation about institutions and courses.

AimhigherFor a wealth of user-friendlyinformation for anyone thinking ofgoing into higher education, visitWwww.aimhigher.ac.uk. You candownload the following usefulbooklets or request copies by callingT0800 587 8500 and quoting thereference number:

Don’t stop doing what you love (PRE1607)for students under 16

Your future, your choice(16PLUS07)for post-16 students

Help your child into highereducation (PARENT07)for parents and carers

Section 5


17

studying in Wales, Scotland or NorthernIreland, so if your teenager wants tostudy outside England they will need tofind out what the fees are.

Loans for tuition fees

Students living in England can take out a low interest Student Loan for Fees forany amount up to the full amount ofthe tuition fee payable. The money ispaid direct to the university or collegewhere they are studying. Student loansonly become repayable when studentsleave university and are earning morethan £15,000 a year. See Paying backstudent loans below for moreinformation.

Living expenses

The Student Loan for Maintenance

The Student Loan for Maintenance(sometimes known as a loan for livingcosts) can help with basic living costssuch as accommodation, food andclothes. In 2008-09, students livingaway from home and studying inLondon can borrow a maximum of£6,475, whilst students living awayfrom home and studying outsideLondon or living at home (whereverthey are studying) can borrowmaximums of £4,625 and £3,580respectively. Student loans only becomerepayable when students leave universityand are earning more than £15,000 ayear. See Paying back student loansbelow for more information.

Other options at 17 and 18Taking a gap year

Some young people take a year outbefore moving on to the next step of theircareer path. They may choose to do paidor voluntary work, full or part time withinthe UK or abroad, or travel. It may providean opportunity to earn some cash beforegoing into higher education or gainconfidence and experience before gettinga job. Some volunteering activities evenoffer opportunities for accreditation. It canlook good on a CV if your teenager plansit well and makes the most of their time.

Getting a job

At school or college, your teenager will be able to get help with job searchskills such as selling themselves well on application forms and at interview.They can get further help at their localConnexions centre, which will also havedetails of local job vacancies particularlysuited to young people.

Apprenticeships

Your teenager could still do anApprenticeship so long as they are notin full-time education and they startbefore they are 25.

For more information on this option,see Years 10 and 11 on page 13.

Starting a business

This is a fairly unusual step for schoolleavers. However, if your teenager has agreat business idea, has done a lot ofresearch and is prepared to work hard,this may be an option for them.

For help developing entrepreneurialskills, see Challenges on page 19.

Paying for higher educationThere are two main costs involved:tuition fees and living expenses. Tuitionfees cover the cost of the course,whereas living expenses cover the costof accommodation, books, food, clothesetc. Financial help is available if yourteenager is planning to take any of thecourses described in this section.

Tuition fees

In 2008-09 students will be liable to pay tuition fees of up to £3,145. Theamount could vary between institutionsand between courses. There aredifferent fee arrangements for students

Paying back student loansStudent Loans for Tuition Fees andStudent Loans for Maintenance arelow-interest loans with the interestrate linked to inflation. This meansthat the amount repaid is roughlythe same in real terms as theamount borrowed. Student loansonly become repayable whenstudents leave university and areearning more than £15,000 a year.Repayments are then at 9% of theirearnings over £15,000. This meansthat someone on a salary of £18,000will pay back about £5.19 per week.

Repayments are related to howmuch is earned and not how muchis borrowed – the more you earn,the more you repay; the less youearn, the less you repay. For mostpeople, repayments are collectedthrough the UK tax system.

Case Study

LaurenceLaurence is studying AS levels inmathematics, further mathematics,physics and music. With help fromhis school, his Connexions personaladviser and a psychiatrist, who allsupported his funding application,he has additional learning supportfrom his Local Authority’s MedicalEducation Team.

Laurence developed bipolar disorder inYear 10, and the severity of his illnessmeant he was unable to attend school.Special funding paid for home tuition toenable him to continue his GCSEs andachieve the high grades predicted beforehis illness.

Home tuition will continue to supporthis learning up to A level and he ispredicted to achieve the grades neededto study the degree in mathematics orphysics at university that he’s aiming for.

Laurence’s Dad is keen for him to applyfor a Disabled Students’ Allowance(DSA) to help pay for the extra supportneeded because of his disability whenhe moves on to university:

‘I’m encouraging Laurence to apply forDSA funding, with support from histutors, healthcare professionals and theDisability Unit at university, to pay forthe extra support he needs.’

Laurence says: ‘My illness hasn’t affectedmy ambition – if anything I’m moredetermined than ever to achieve. I thinkextra support helps to put me, as adisabled student, on a more levelplaying field with students of similaracademic ability.’


18

Higher education and other options continued

Maintenance Grants

Depending on their household income,students may be able to get non-repayableMaintenance Grants of up to £2,835.

• Students with a household income ofless than £18,360 will get a full grant.

• Students with a household incomebetween £18,361 and £39,305 willget a partial grant.

• Students with a household income ofover £39,305 will not receive a grant.

Special Support Grant

Students can get a Special SupportGrant if they are eligible for benefitssuch as income support or housingbenefit. The grant covers extra course-related costs such as books, equipmentand childcare and does not affectbenefit payments. Students who areentitled to a Special Support Grant willnot receive a Maintenance Grant.

Bursaries

English universities and colleges chargingthe full tuition fee for a course have toprovide extra non-repayable financialhelp to students receiving the maximumMaintenance Grant or Special SupportGrant. The help could be in a variety ofways, for example cash or discountedaccommodation costs. In 2007-08 theminimum bursary will be £305; howevermany universities are offering more, andnot just to these students.

Disabled Students’ Allowances (DSAs)

These help meet the extra costs studentsmay have as a result of studying theircourse and as a direct result of theirdisability, mental health condition orspecific learning difficulty. How much astudent gets does not depend on incomeand this help does not have to be repaid.

Access to Learning Fund

This is available through universities andcolleges and provides help for studentswho need extra financial support fortheir course and to stay in higher

Where to find out more

Section 5

Useful information can be found on:www.direct.gov.uk/studentfinance

How to get financial help as a studentRequest a copy by calling 0800 587 8500 and quoting reference FINANCE 08.

The Student Finance Direct Customer Support Office (0845 607 7577) offers practical advice and guidance onapplying for student loans and other types of finance.

www.direct.gov.uk/studentfinanceInformation about higher education and DSAs, plus you can download the publication Bridging the gap.Alternatively, contact your Local Authority for a copy ofBridging the Gap or order one via the DCSF information line on 0800 731 9133.

www.direct.gov.uk/studentfinanceInformation about help with childcare, course-related costs and adult dependants, plus you can download the booklet Childcare Grant and other support for full time student parents in higher education.Alternatively, contact your Local Authority for a copy of the booklet or order one via the DCSF information line on 0800 731 9133.

The range offinancial helpavailable to highereducation students

Disabled Students’Allowances

Help for students with children or adult dependants

About... Resources

education. Your teenager should get intouch with the institutions where theyare thinking of studying for moreinformation about whether they can get this help and how much they could receive.

Planning aheadSome families plan ahead to ease thecosts of higher education throughregular saving and investment plans. Anindependent financial adviser may beable to give you some ideas on the bestways of doing this.

Some students take time out beforetheir higher education course and get ajob to reduce the amount they have toborrow. Others take part-time jobs whilethey are studying to help boost theirincome, often working in shops, bars,hotels and restaurants.


There are laws and local restrictionsabout the type of work young peoplecan do, and the hours and days they are allowed to work before the end of Year 11. To find out more, visitWwww.connexions-direct.com orcontact your local Connexions centre.

Volunteering

Many teenagers find that volunteering isa great way to meet new people, learnnew skills and expand their horizons. Itcould be a regular commitment or aseries of one-off activities. It can help tobuild your teenager’s confidence and itlooks good on a CV. Some volunteeringactivities even offer opportunities foraccreditation. For ideas on where to find opportunities particularly suited toteenagers in your area and elsewhere,visit Wwww.connexions-direct.com(click the ‘Free Time’ tab), orWwww.vinspired.com

Challenges

If your teenager is looking for a personalchallenge, the Duke of Edinburgh’sAward Scheme may be what they arelooking for. They can start with theBronze Award when they are 14. To findout more, visit Wwww.theaward.org

Your teenager’s school will probablyhave an enterprise programme and may offer enterprise workshops or the chance for students to take on aproject or set up and run their own realcompany at school. They have to thinkfor themselves, plan ahead, take risksand work together in a team –entrepreneurial skills that will serve themwell in both the workplace and highereducation. Your teenager’s school mayoffer opportunities to get involved innational projects, such as YoungEnterprise Wwww.young-enterprise.org.uk, YoungBizWwww.youngbizuk.co.uk and ShellLiveWIRE Wwww.shell-livewire.org.The Make Your Mark Challenge is anational online enterprise challenge –see Wwww.enterpriseweek.org

19

Universities and colleges also look for students with goodcommunication skills, who canhandle figures and have the skillsneeded for independent study.

The courses that your teenager willbe doing from Year 10 will helpthem to learn skills that will beuseful to them later on – in furtherstudy, in the workplace and ineveryday life. However, the thingsthey do out of school will also helpthem to develop these skills andprovide useful experiences that theycan include on their CV later on.

What are skills for life?Mathematics, English and ICT

Your teenager will need practical skills in these areas so that they can copeconfidently with further learning,employment and daily life. These‘functional’ skills are seen as being so important that soon people will be able to take them as stand-alonequalifications. Meanwhile, GCSEs in mathematics and English candemonstrate your teenager’s skills in these areas.

Often employers reportthat they cannot findpeople with the right mix of skills to help their businesses remaincompetitive in a globaleconomy. These skill gapsare frequently in areassuch as oral and writtencommunication, customerservice, team working and problem solving.

Employers, universities and colleges arelooking for people who:

• have a positive attitude

• have team working skills

• have problem solving skills

• are able to apply IT and numeracy

• are able to communicate well

• have business and customerawareness

• are able to self-manage.

They are also looking for people who are:

• independent enquirers – able to find and use information to makedecisions or draw conclusions

• creative thinkers – able to explore and come up with ideas and ways to solve problems

• reflective learners – able to thinkabout what they have done and how they can improve.

Developing skills for lifeYour teenager can start developingthese skills right away.

Work experience

Most schools organise work experiencein Year 10 or 11, often with the help ofoutside agencies. Your teenager will beable to find out first-hand what skillsemployers are looking for and get ataste of working life.

They may also be able to take part inworkplace visits, work shadowing, mockinterviews and enterprise activities tohelp them develop the skills and ‘cando’ attitudes to take on challenges.

Help is available through local EducationBusiness Partnerships – find yours throughWwww.nebpn.org/aboutus.htm

Working part time

Getting a part-time job not only givesyour teenager a bit of financialindependence but also provides theopportunity to meet people, buildconfidence and practise using their skills.

Skills for life

Section 6


20

It is important to be able to look atthese challenges from your teenager’spoint of view and understand thatthey may be embarrassed or reluctantto talk about them with you at first. Itis also helpful if you are familiar withthe issues that teenagers face today,which may be very different fromthose you faced at their age.Information, advice and support are available and can help you tobreak the ice and make difficultconversations a bit easier.

See the table opposite for a list ofresources that may help you andyour teenager with any of theproblems discussed below.

Drugs, alcohol, smokingDrugs, alcohol and smoking are a partof today’s youth culture and all can putyour teenager at risk. It is important foryour teenager to understand the risksinvolved in these activities and how they might affect their life – physically,mentally, socially and legally. Knowingwhat actions they can take to reducethese risks will help them to stay safe.

BullyingBullying causes a great deal of emotionaldistress. If your teenager is being bullied,it can have a negative effect on theirschool performance and can lead tolateness and truancy. Try discussing theproblem with the school, and ask fordetails of their anti-bullying policy.

There is a lot more toyour teenager’s life thanlearning and work. Mostof the time daily life is nota problem, but sometimesthey may have concernsthat make it hard forthem to cope with otherareas of their life.

Sex and relationshipsSex becomes legal in England, Scotlandand Wales at 16 and in Northern Irelandat 17. Your teenager may start to formclose relationships before this. If you areable to discuss relationships with yourteenager in an open and supportiveway, it is more likely that they will delaysexual activity and use contraceptionwhen they decide to go ahead.

PregnancyShould your teenager discover she ispregnant, her Connexions personaladviser can help her to find services and sources of support. They can putyour teenager in touch with GPs, family planning clinics, Brook and otheryouth clinics, school nurses, healthvisitors, teachers, social workers andyouth workers.

Health, well-being andweightDuring puberty your teenager is goingthrough both physical and emotionalchanges triggered by adjustments intheir hormone levels. Relationships withfriends and family members change,sleep patterns alter and body imageoften becomes an important issue.Recognising that this is a response tochemical changes within the body and a normal part of growing up will helpboth of you to understand and dealwith it.

Getting plenty of exercise and eatingwell is important for your teenager’soverall well-being. Being overweightincreases the risk of getting diabetes,heart disease and certain cancers. Toavoid this, encourage your teenager to eat a balanced diet that includesbreakfast every day, and to cut down onjunk food. If you are concerned aboutyour teenager’s weight or eating habits,you can get advice from your doctor.

Help with challenges

Personal financeOpening a current account canencourage your teenager to save andmanage their money more responsibly.They can put their pocket money, cashgifts or earnings from part-time jobs into it.

Mobile phone bills can become costly, so choose a tariff carefully and shoparound for call packages. Make sureyour teenager is aware that whendownloading things such as wallpaperor ringtones, they often have to join a club, which will continue to send them texts charged at a premium rate.Accessing the web on a mobile alsoincurs a charge.

Safe use of the internetAlthough the internet has many positivebenefits, make sure that your teenageris aware of the potential dangersinvolved with using it. Encourage yourteenager to act responsibly and safelywhen communicating and accessinginformation through the internet.

Brushes with the lawAlthough most teenagers do not breakthe law, for those that do it could be asign that there are problems elsewherein their lives. Connexions personaladvisers can help you and your teenagerto deal with the consequences ofoffending, as well as any underlyingcauses in other areas of their life.

Connexions can helpYour teenager’s Connexions personaladviser is someone who will listen andshare your concerns. Connexions canput your teenager in touch with expertadvice and help in any area of their lifewhere they need support.

There are also a lot of helpful websitesand services where you can get one-to-one support over the phone, by e-mailor online.

Section 7


www.connexions-direct.comwww.need2know.co.ukwww.parentscentre.gov.ukwww.youthinformation.comwww.direct.gov.uk/en/YoungPeople

www.doctorann.orgwww.bbc.co.uk/radio1/onelife/healthwww.nhsdirect.nhs.ukwww.youngminds.org.uk/youngpeoplewww.youngminds.org.uk/parentswww.rd4u.org.uk (bereavement)

www.knowyourlimits.gov.uk (alcohol)www.re-solv.org (solvents)www.sniffing.org.uk (solvents)www.talktofrank.com

(all addictive drugs)www.quitbecause.org.uk (smoking)www.direct.gov.uk/en/parentswww.kidscape.org.uk (bullying)www.bullying.co.ukwww.thinkuknow.co.uk (internet safety)

www.ruthinking.co.ukwww.likeitis.orgwww.brook.org.uk

www.rizer.co.uk

Anything that may concern your teenager

Health and well-being including physical and emotional health, and healthy living

Staying safeincluding drugs, alcohol, smoking,bullying and internet safety

Sex and relationshipsincluding the law,sexuality, pregnancy,sexual health andcontraception

Brushes with the law

Connexions Direct: 080 800 13 2 19 (8am–2am, 7 days aweek), or text: 07766 4 13 2 19, or visit: www.connexions-direct.com to send an e-mail or get advice online.Childline: 0800 1111www.there4me.com (for 12–16 year olds)Parentline Plus: 0808 800 2222www.parentlineplus.org.uk

NHS direct: 0845 4647YoungMinds Parents Information Service: 0800 018 2138Samaritans: 08457 90 90 [email protected] (bereavement): 0808 808 1677

Drinkline: 0800 917 8282Frank (drugs): 0800 77 66 00 www.talktofrank.comNarcotics Anonymous: 0845 373 3366 or 020 7730 0009Smoking Quitline: 0800 00 22 [email protected] (solvents): 01785 810762 Bullying Online (advice on school bullying): [email protected]

Sexwise helpline (for under 18s): 0800 28 29 30 Brook helpline (for under 25s): 0800 0185 023

Help with... Find out the facts Get one-to-one help

Information and one-to-one support

Case Study

21

LizzieLizzie has always loved animals andis interested in training to be a vet.For her work experience in Year 10,she chose to work at an RSPCA rescuecentre. She spent two weeks there.

‘I really enjoyed it at the centre. I lovedspending time with the animals and itgave me a real insight into what’sinvolved in looking after animals on a large scale. I also talked to otherworkers there about their jobs and howthey got into working with animals.’

Lizzie knows that getting into veterinarywork is extremely competitive and thatwork experience is considered essentialby university admissions tutors. She

KeyAimed at teenagers Aimed at parents Aimed at anyone

therefore became involved in thelambing season at a local farm:

‘I learnt quite a few things whilstlambing, including a lot of scientificthings about sheep. It was quite gory at times and I found out that I’m notsqueamish, which is definitely good if I want to be a vet!’

So far all of Lizzie’s experiences haveconfirmed her career interest and shefeels she has learnt a great deal. However,in order to widen her experience further,she has applied to her local vets for awork placement during the summerbefore she starts her A levels. She feelsthat this will give her the opportunity to develop her skills and learn moreabout the work involved.


DCSF Publications

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

DCSF PublicationsPO Box 5050SherwoodNottinghamNG15 0DJ

Phone: 0845 602 2260Fax: 0845 603 3360Website: Wwww.connexions-direct.com/parentcarer

ISBN: 0-86110-923-6Crown copyright 2007

Extracts from this document may be reproduced for non-commercial education or training purposes, on condition that the source is acknowledged.

Other formats

This publication is available in Braille and audio CD.

Please call DCSF Publications on T 0845 602 2260 or

e-mail [email protected] to order copies.Text only versions in English, Arabic, Somali,Gujarati, Bengali, Vietnamese, Punjabi, MandarinChinese, Urdu, Hindi and Turkish are available todownload from the website. A pdf and text onlyversion is available online at Wwww.connexions-direct.com/parentcarer

Feedback

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behalf of the DCSF by VT Careers

Management.

We welcome feedback on Parents and

Carers. If you have any thoughts on the

content of this booklet, please e-mail VT

Careers Management at

[email protected]

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