Advice for students after receiving their GCSE results
Deciding what you want to do after your GCSE results can be a tough choice, and you might not even know what career path you want to head down just yet, so making decisions on A Levels and further education can be hugely overwhelming. The key is to keep your options open and throw yourself into everything; nothing needs to be set in stone just yet. Below is some advice to help you navigate your way through this tricky period from Sharon Walpole, Director at www.careermap.co.uk… Gain some hands-on experience As part of your school curriculum you’ll be given the opportunity to do work experience, which usually involves spending a week shadowing members of staff as they go about their jobs. This is a great chance for networking so put some effort into finding a worthwhile placement; think about what sort of work interests you and what kind of environment you might want to work in. Don’t panic if you have no idea what career path you want to take yet, this is the perfect time to try new things out, discover what you like and what’s not right for you. It can sometimes be tricky to secure work experience so make sure you’re flexible and open to trying different things; your placement may not be your dream job but it can give you valuable experience or help you get your foot in the door. Make use of your school’s advice and careers services as well as your family, as they may be able to put you in touch with potential contacts. Remember, to secure the most lucrative opportunities, you must be proactive: make phone calls and email out your CV, for example, as the more positions you apply for the greater your chance of being successful. Throw yourself into all things extra-curricular A great way to develop essential skills for your CV (and personal statement if you end up going to university) is through extra-curricular activities. Whether it’s debating to enhance your communication, or sports to improve your team-working abilities, it all counts. Not only that, but this is also a great opportunity to meet new people, find out what you enjoy and work out where your strengths lie. Take a step back A Levels aren’t for everyone, so don’t feel pressured into staying in school if you already have a pretty good idea of what you want to do. Whilst aspiring doctors and vets will have to get the grades, there are plenty of apprenticeship schemes – from engineering to accounting – available that might be a better fit for you. Apprenticeships and vocational qualifications such as BTECs and National Vocational Qualifications (NVQs) can be done alongside A Levels, or even instead of, and they focus on the practical side of the working world, meaning that you can put what you already know into action. Apprenticeships even give you the opportunity to be paid around £170 per week, meaning that you can start earning early on, and get a head start into the concept of ‘adult life’ from an early age. Be sure to do your research into all the alternative options out there to find the best choice for you. If you change your mind about higher education later on, you can apply to university with your level 3 NVQ qualification or your BTEC results. Think it through If you’ve decided A Levels are the route you want to take, think about the relevance of your chosen subjects to your future. If you’re unsure what you want to do later on, keep your subjects varied, but if you know which area you want to go in to, then it’s important that you pick subjects relevant to the topic. Employers are crying out for those with more technical skills in maths and sciences as these jobs tend to not be too oversubscribed. Take this into account if you have a flair for these subjects, and perhaps consider a language if this is something you enjoy as it’ll make your CV stand out a little more. More information on what to do following your GCSE results can be found in the Careermap Results Day Guide: careermap.co.uk
Avoiding the tech trap
Currently, there is a global movement in education to become smarter. Businesses have been competing to be more digitally intelligent and energy efficient for some time and schools are becoming no different. This shouldn’t mean a tablet computer for every pupil. Instead it means using existing data in new ways: intelligent ways. Here Carl Plant, CEO of digital technology expert bITjAM gives best practice advice for schools looking to become digital leaders. In a study conducted by the Organisation for Economic Co-operation and Development (OECD) in September 2015, doubts were raised as to the benefit of increased technology in schools. The report stated that students who used computers frequently in school were attaining poorer results than those who used computers infrequently – once or twice a week. The reality is schools can become better at using digital tools even without a considerable investment in new machines or advanced technologies. Instead, the shift requires looking at current issues and implementing simple digital solutions. Using tech in schools should do three things: solve problems (not create them), engage pupils and aid communication. So what current problems do schools face? Save paper, go digital A couple of years ago it was recorded that the average school consumed the equivalent of 74 trees worth of paper a year. When you combine this knowledge with the latest government statistics that state there are just under 25,000 schools in the UK, that’s a considerable effect on the environment and an unnecessary expenditure. Students are largely required to work on paper and will be for the foreseeable future. However, ways to minimise carbon consumption and become more efficient can be sought elsewhere. In secondary schools and colleges, for example, timetables are invaluable to pupils and yet faculties hand them out on pieces of paper – destined to be lost, binned or succumb to wear. By using existing databases in a more intelligent way and tapping into the rising number of tablets and smart phones, schools and colleges can cut down on carbon consumption by taking advantage of technology. bITjAM recently worked with Stoke-on-Trent College to create a timetable app students could access on their smart phones. The app, called Logga, is a smart approach to the traditional problems schools face with paper timetables. Logga allows schools to minimise the amount of paper used, while also engaging students. The app also negates any excuses of pupils claiming to have lost their timetable. In addition, Logga opens up another means of communication between teachers and pupils. Task management features allow notes to be made regarding attendance and achievements, providing pupils, teachers and parents with historical information at the touch of a button. The great news is this app doesn’t require radical technical changes to a school’s IT infrastructure. All the information is currently available, it’s just a matter of using it in a more intelligent way. It sounds obvious, but technology in schools needs to have a practical use and make logical sense. There’s no use kitting out the IT lab with expensive iMacs simply because a budget exists. Track work experience When talking to schools and colleges we’ve come across another common problem to which we’ve created a digital solution. Although no longer compulsory, students are often encouraged to take part in work experience. Unfortunately, few schools have a reliable tracking system for work experience, and even fewer actually give students the tools to put together a relevant and clear CV even before they leave school. With competition for university places and jobs as high as it’s ever been, it’s become just as important to record out of school activities as it is curricular ones. Again, what schools need is a smarter framework in place to keep track of students’ extra-curricular activities, like work experience, Duke of Edinburgh, volunteering and other skills development. bITjAM was recently involved in an EU-funded project conducting research into the core skills gap. What became brutally obvious during this research is that students and businesses alike don’t seem to know what they want when it comes to work experience. To help, we’re developing an app on which students can record all their extracurricular activity. They can then use their digital CV towards employment or UCAS as an accurate portrayal of skills and experience. Businesses can look at this record and make informed decisions when taking on young people for work experience and apprenticeships. This way, technology can open up another means of communication, this time between businesses and potential employees. Using technology in an educational environment doesn’t have to be more of a distraction than a benefit, so long as there are clearly defined goals. By simply looking at existing data in a smarter way, schools and colleges can make a conscious effort to reduce their effect on the environment, minimise costs and increase engagement. Uncoincidentally, these are the same goals driving hospitals, factories, shops and a number of other businesses to become smarter too. It’s really not a matter of whether you take the steps, but when. bITjAM would like to invite schools and colleges to get in touch with their challenges and see how the company can help to implement digital solutions. To get in touch, go to www.bitjam.org.uk.