The document describes a passport workbook that was created to help post-16 students successfully apply to university. It incorporates materials from several universities and organizations. The workbook was put together by staff from the University of Greenwich, and is part of an initiative called "On Course" that supports students' progression to higher education. The workbook contains exercises to help students learn about higher education, develop personal skills, and improve study skills in preparation for university applications and coursework.
This subject guide provides information for a 100-level statistics course offered through the University of London's International Programmes. It was prepared by James S. Abdey and covers an introduction to the subject area, presenting the aims, learning outcomes, syllabus, and resources for the course. The guide also offers advice on how to study statistics effectively and prepare for examinations.
This document discusses various methods and approaches for teaching English as a foreign language. It covers the history of foreign language education from ancient to modern times. It also examines different learning strategies like listening, reading, and vocabulary acquisition. The document then explores teaching strategies such as blended learning and various techniques. Finally, it analyzes region-specific language education and different methods for teaching English, including the direct method, grammar-translation method, and audio-lingual method.
Download báo cáo thực tập ngành kinh doanh quốc tế với đề tài: Các yếu tố ảnh hưởng đến ý định mua hàng của khách hàng tại các chợ ở TPHCM, bài báo cáo được viết toàn bộ bằng tiếng anh, các bạn tham khảo ngay và luôn nhé
FINNISH SPORT SPONSORSHIP AND SPONSORED SOCIAL MEDIA CONTENTLaura Peltonen
In Finnish sports marketing sports organizations' social media networks are used to connect sponsoring brands with the fans. The main objective of this thesis is to help rights-holders and sponsors to recognize and create engaging sponsored social media content that generates desired reaction and engagement among the target audience. This thesis is a case study that investigates how different content factors affect the willingness of Finnish sports consumers to engage with sponsored content posts published by the rights-holders. The research focuses on investigating sponsored posts published by Liiga ice hockey teams on their social media platforms and the reaction they create among the target audience. The case organizations, Liiga ice hockey teams, are 15 Finnish ice hockey teams that compete in Liiga, Finnish top professional ice hockey league. To offer an international benchmark to the research also three NHL ice hockey teams and the sponsored posts published on their social media platforms are included.
The research was conducted by analysing the collected social media content posts with explanatory sequential mixed research method which combines both quantitative and qualitative methods. Based on the research results suggestions and recommendations are given on how sponsored social media content could be developed and targeted more effectively.
This report investigates barriers to female education in Ethiopia by analyzing statistical trends and conducting qualitative fieldwork. It finds that a gender gap exists at all levels of education, particularly in rural areas. This gap widens after 8th grade as girls face greater challenges in continuing to secondary school. Economic factors like costs of schooling and lack of jobs for women discourage education. Culturally, girls bear more household responsibilities which impact schooling. The distance to secondary schools also presents difficulties. Recommendations focus on supporting girls through this challenging transition period from primary to secondary levels.
1) The document discusses online learning opportunities at Queen's University and makes recommendations to enhance online education. It covers the pedagogy of online learning, current online courses at Queen's, necessary technology and support, and quality assurance.
2) Some key benefits of online learning discussed include promoting active learning, increased flexibility for students, and potential cost savings for institutions. Risks include decreased interaction and less engagement compared to in-person classes.
3) The report recommends that Queen's promote active learning approaches, thoughtfully invest in evidence-based teaching, explore improving support for online education, and establish mechanisms for collaborations between innovators in online pedagogy.
This is the University of London subject guide for course MN2177 Core Management Concepts. It will be useful for those who are doing courses related to management
This report summarizes a study conducted by Lucy Philpott on gender issues in education within Dedza District, Malawi. The study aimed to identify national gender policies, district structures related to gender, and local barriers impacting girls' education. At the national level, while equal access has been achieved, gender disparities remain, with fewer girls progressing to secondary and tertiary education. In Dedza, female dropout is high, especially in later primary standards, and retention and achievement of girls lags behind national averages. The report presents findings from national, district, and local levels to provide an initial scoping of challenges, with the goal of informing future interventions by Link Community Development.
This subject guide provides information for a 100-level statistics course offered through the University of London's International Programmes. It was prepared by James S. Abdey and covers an introduction to the subject area, presenting the aims, learning outcomes, syllabus, and resources for the course. The guide also offers advice on how to study statistics effectively and prepare for examinations.
This document discusses various methods and approaches for teaching English as a foreign language. It covers the history of foreign language education from ancient to modern times. It also examines different learning strategies like listening, reading, and vocabulary acquisition. The document then explores teaching strategies such as blended learning and various techniques. Finally, it analyzes region-specific language education and different methods for teaching English, including the direct method, grammar-translation method, and audio-lingual method.
Download báo cáo thực tập ngành kinh doanh quốc tế với đề tài: Các yếu tố ảnh hưởng đến ý định mua hàng của khách hàng tại các chợ ở TPHCM, bài báo cáo được viết toàn bộ bằng tiếng anh, các bạn tham khảo ngay và luôn nhé
FINNISH SPORT SPONSORSHIP AND SPONSORED SOCIAL MEDIA CONTENTLaura Peltonen
In Finnish sports marketing sports organizations' social media networks are used to connect sponsoring brands with the fans. The main objective of this thesis is to help rights-holders and sponsors to recognize and create engaging sponsored social media content that generates desired reaction and engagement among the target audience. This thesis is a case study that investigates how different content factors affect the willingness of Finnish sports consumers to engage with sponsored content posts published by the rights-holders. The research focuses on investigating sponsored posts published by Liiga ice hockey teams on their social media platforms and the reaction they create among the target audience. The case organizations, Liiga ice hockey teams, are 15 Finnish ice hockey teams that compete in Liiga, Finnish top professional ice hockey league. To offer an international benchmark to the research also three NHL ice hockey teams and the sponsored posts published on their social media platforms are included.
The research was conducted by analysing the collected social media content posts with explanatory sequential mixed research method which combines both quantitative and qualitative methods. Based on the research results suggestions and recommendations are given on how sponsored social media content could be developed and targeted more effectively.
This report investigates barriers to female education in Ethiopia by analyzing statistical trends and conducting qualitative fieldwork. It finds that a gender gap exists at all levels of education, particularly in rural areas. This gap widens after 8th grade as girls face greater challenges in continuing to secondary school. Economic factors like costs of schooling and lack of jobs for women discourage education. Culturally, girls bear more household responsibilities which impact schooling. The distance to secondary schools also presents difficulties. Recommendations focus on supporting girls through this challenging transition period from primary to secondary levels.
1) The document discusses online learning opportunities at Queen's University and makes recommendations to enhance online education. It covers the pedagogy of online learning, current online courses at Queen's, necessary technology and support, and quality assurance.
2) Some key benefits of online learning discussed include promoting active learning, increased flexibility for students, and potential cost savings for institutions. Risks include decreased interaction and less engagement compared to in-person classes.
3) The report recommends that Queen's promote active learning approaches, thoughtfully invest in evidence-based teaching, explore improving support for online education, and establish mechanisms for collaborations between innovators in online pedagogy.
This is the University of London subject guide for course MN2177 Core Management Concepts. It will be useful for those who are doing courses related to management
This report summarizes a study conducted by Lucy Philpott on gender issues in education within Dedza District, Malawi. The study aimed to identify national gender policies, district structures related to gender, and local barriers impacting girls' education. At the national level, while equal access has been achieved, gender disparities remain, with fewer girls progressing to secondary and tertiary education. In Dedza, female dropout is high, especially in later primary standards, and retention and achievement of girls lags behind national averages. The report presents findings from national, district, and local levels to provide an initial scoping of challenges, with the goal of informing future interventions by Link Community Development.
This document provides an introduction to the subject guide for the course MN3127 Organisation Theory: An Interdisciplinary Approach, which takes an interdisciplinary perspective drawing on psychology, sociology, economics, and management theory to examine how organizations can be designed to achieve their objectives. The course aims to expose students to how different social science disciplines address issues related to organizational design and functioning, comparing and contrasting the contributions from economics, psychology, and sociology through theoretical and empirical materials. Students will learn about essential features of organizations, factors shaping them, evolution of organizational designs, how managers build and change organizations, and how organizational forms impact individuals within them.
The role of transnational ethnic on socio economic integration in the horn of...Mohamed Aden Farah
Requirements of Partial Fulfillments of Masters of Arts Degree in Diplomacy
and International Relations, School of Diplomacy and International Relations,
College of Leadership and Governance, The Ethiopian Civil Service
University.
This Memorabilia is collection of all the activities carried out at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (Gujarat - India). This booklet is edited by group of students. The students have contributed their creative writing (poems), blogs, film reviews, play reviews, art, photographs etc. The booklet has some interesting charts on number of online discussion and the number of words used by students, number of books issued by students from library etc.
This research report examines mathematics education for children ages 3-8. It discusses views of mathematics that emphasize relationships, learning environments, and engaging children's preconceptions. Good pedagogy integrates factual knowledge with conceptual frameworks and promotes metacognition. Teaching practices should encourage math talk, modeling, challenging tasks, and formative assessment. The curriculum aims to develop mathematical processes like communicating, reasoning, and problem-solving. Partnerships with parents and ongoing teacher professional development are also emphasized.
Thesis: The Effect Of 3rd Standard (NPST): Knowledge Of Islamic Values And Et...Pakistan
The Effect Of 3rd Standard (NPST): Knowledge Of Islamic Values And Ethical Values/Social Life Skills On Student’s Personality At Elementary Level by Aisha Bano
This document outlines the 2010 Saskatchewan Kindergarten curriculum. It includes the core curriculum, broad areas of learning, cross-curricular competencies, and effective program components. It also provides outcomes and indicators for subject areas like arts education, English language arts, health education, mathematics, physical education, science, and social studies. The curriculum is designed to incorporate principles of early learning, actualize features of early childhood education, and use reflection to support student learning through play and inquiry.
This document is the 2012-2013 student/parent handbook for CCSD. It contains 6 sections that provide contact information, general notices, enrollment guidelines, educational program policies, student support services, and a table of contents. The handbook includes information such as testing calendars, school listings, attendance policies, grading systems, promotion criteria, free and reduced lunch procedures, driver's license requirements, counseling services, and more. It is intended to inform students and parents of the important guidelines, programs, and services available through CCSD.
5 core topics in ielts speaking part 2 (1)GoldenIELTS
This document provides an overview and sample cue cards for the IELTS Speaking Part 2 exam. It is divided into 5 topics: People & Animals, Favorites, Places, Experiences & Events, and Others. Each topic contains 8-10 sample cue cards with descriptions of people, items, events, etc. that students may be asked to speak about. The purpose is to help students prepare responses and practice their speaking skills for different topics they could encounter in the IELTS Part 2 exam.
Here are the key points about the University Core Curriculum:
- It consists of 42 credit hours of general education courses that all UNT students must complete.
- The core curriculum exposes students to a broad range of subject areas to gain well-rounded knowledge and skills.
- Core classes develop critical thinking abilities through activities like writing, research, community service, etc.
- Exploring different subject areas through the core helps students find their academic interests and choose a major.
- Completing the core is a graduation requirement for all bachelor's degrees at UNT.
This document is an article by Pralhad & Padma Dhumal that provides 74 tips and strategies related to parenting, education, academic success, health, and well-being. Some of the tips include identifying a child's strengths, avoiding comparisons, importance of reading biographies, time management, study breaks, learning entrepreneurship, choosing supplementary materials, increasing exam confidence, and fixing fights between parents. The document also discusses homework, social science, homeschooling, arts, drama, healthy habits, special needs, foreign language learning, concentration, public speaking, creative writing, and stress management.
Andover Public Schools: Bright Spot Profile 2019Sheldon Berman
The Andover Public Schools have undertaken a shift towards personalized learning over the past several years. They began by developing a digital learning program and strategic plan to guide their efforts. Some key strategies they have implemented include responsive classrooms, project-based learning, and using student feedback surveys to personalize the learning environment and curriculum access. They have focused on equity of opportunity and teacher empowerment. Assessment data indicates their personalized learning approaches are working to improve student achievement and engagement. The district views their efforts as ongoing work to continuously improve and better meet student needs.
This document is the 2014-2015 student/parent handbook for Cherokee County School District (CCSD) in Georgia. It provides contact information for CCSD Board of Education and school administration. It also includes the school calendar, testing schedules, and policies on various topics like attendance, grades, transportation, and more. The handbook is intended to inform students and parents about CCSD programs, procedures, and expectations for the upcoming school year.
This document summarizes an academic dissertation on mergers and acquisitions in the US telecommunications industry from 1998-2008. It begins by acknowledging those who provided assistance and support for the dissertation. It then provides a table of contents and list of tables and graphs. The introduction provides background on M&As and discusses the objectives of studying their impact on shareholder value in the US telecom industry. The literature review critically evaluates previous research on the motives, processes and post-acquisition performance of M&As. The dissertation aims to analyze whether M&As in the US telecom industry created value for acquiring firms' shareholders in the short and long term.
This booklet is documentation of various activities carried out by students during academic year 2019-20. It also has graphical presentations of usage of library books and students quantified performance in co-curricular activities. It also documents creative writings, poems, paintings, photographs etc of the students. The memorabilia 2020 is written, compiled and edited by the students of the Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat, India.
This document provides guidance for teachers on developing number sense and numeration skills in students from kindergarten to grade 3. It outlines the big ideas in number sense and numeration, general principles of instruction, and characteristics of learning and instructional strategies for each grade. Specific topics covered include counting, operational sense, quantity, relationships, and representation. Learning activities with accompanying blackline masters are also provided for each grade level.
This lesson plan outlines a class that will be taught about capitalization rules. It includes objectives for students to realize, identify, practice, and use capitalization rules accurately. The plan details the structure of the class including a warm-up, review of the previous lesson, and a new lesson on capitalization rules. It lists teaching activities such as collecting homework, identifying mistakes, explaining examples, and asking students questions. The plan aims to engage students through participation, feedback, and applying the new content.
This document is an intermediate training manual that contains instructions for formatting publications. It includes sections on adding headers and footers, using color and font schemes, inserting and formatting text boxes, setting guides and margins, and arranging objects. The table of contents lists 4 sections that cover topics such as polishing publications, using text boxes, arranging objects, and completing publications.
The document provides findings from a study on urban violence in Nakuru County, Kenya. It identifies the main forms of violence as sexual and gender-based violence (SGBV), violence against children, violent crime, police violence, and political/ethnic violence. SGBV and violence against children were highlighted by over 70% and 66% of respondents respectively as significant challenges often occurring in households. Youth and women/girls were identified as the main victims. Unemployment, poverty, and drug/alcohol abuse were cited as the primary causes of violence. The study assessed various interventions and found gaps in approaches and coverage. Recommendations focus on prevention, including awareness programs incorporating trusted community actors, empowering youth and victims
1) The document summarizes an information evening for a sixth form program at Ratcliffe College, outlining the entry requirements, subject choices, and opportunities available.
2) Students can choose from over 20 A-Level subject options arranged into 5 blocks, with most students taking 4 subjects initially and dropping one by the end of the first term.
3) In addition to A-Levels, students can take extended qualifications in areas like the Extended Project Qualification, European Computer Driving License, and senior games.
Farnham Sixth Form College Higher Education Presentation to Parents Feb 2014vblake33
This document provides information for a Higher Education Evening for parents at Farnham College. It outlines the objectives of providing an overview of higher education and the UCAS application process, identifying support available to students, and key upcoming dates. Some of the benefits of higher education discussed include continuing studies, career requirements, skills development, and improved employment prospects. The document also covers choosing courses and institutions based on subject, structure, entry requirements, location and facilities. Key application dates are listed, with the UCAS deadline of October 15th. Support for students throughout the application process is noted.
This document provides an introduction to the subject guide for the course MN3127 Organisation Theory: An Interdisciplinary Approach, which takes an interdisciplinary perspective drawing on psychology, sociology, economics, and management theory to examine how organizations can be designed to achieve their objectives. The course aims to expose students to how different social science disciplines address issues related to organizational design and functioning, comparing and contrasting the contributions from economics, psychology, and sociology through theoretical and empirical materials. Students will learn about essential features of organizations, factors shaping them, evolution of organizational designs, how managers build and change organizations, and how organizational forms impact individuals within them.
The role of transnational ethnic on socio economic integration in the horn of...Mohamed Aden Farah
Requirements of Partial Fulfillments of Masters of Arts Degree in Diplomacy
and International Relations, School of Diplomacy and International Relations,
College of Leadership and Governance, The Ethiopian Civil Service
University.
This Memorabilia is collection of all the activities carried out at Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (Gujarat - India). This booklet is edited by group of students. The students have contributed their creative writing (poems), blogs, film reviews, play reviews, art, photographs etc. The booklet has some interesting charts on number of online discussion and the number of words used by students, number of books issued by students from library etc.
This research report examines mathematics education for children ages 3-8. It discusses views of mathematics that emphasize relationships, learning environments, and engaging children's preconceptions. Good pedagogy integrates factual knowledge with conceptual frameworks and promotes metacognition. Teaching practices should encourage math talk, modeling, challenging tasks, and formative assessment. The curriculum aims to develop mathematical processes like communicating, reasoning, and problem-solving. Partnerships with parents and ongoing teacher professional development are also emphasized.
Thesis: The Effect Of 3rd Standard (NPST): Knowledge Of Islamic Values And Et...Pakistan
The Effect Of 3rd Standard (NPST): Knowledge Of Islamic Values And Ethical Values/Social Life Skills On Student’s Personality At Elementary Level by Aisha Bano
This document outlines the 2010 Saskatchewan Kindergarten curriculum. It includes the core curriculum, broad areas of learning, cross-curricular competencies, and effective program components. It also provides outcomes and indicators for subject areas like arts education, English language arts, health education, mathematics, physical education, science, and social studies. The curriculum is designed to incorporate principles of early learning, actualize features of early childhood education, and use reflection to support student learning through play and inquiry.
This document is the 2012-2013 student/parent handbook for CCSD. It contains 6 sections that provide contact information, general notices, enrollment guidelines, educational program policies, student support services, and a table of contents. The handbook includes information such as testing calendars, school listings, attendance policies, grading systems, promotion criteria, free and reduced lunch procedures, driver's license requirements, counseling services, and more. It is intended to inform students and parents of the important guidelines, programs, and services available through CCSD.
5 core topics in ielts speaking part 2 (1)GoldenIELTS
This document provides an overview and sample cue cards for the IELTS Speaking Part 2 exam. It is divided into 5 topics: People & Animals, Favorites, Places, Experiences & Events, and Others. Each topic contains 8-10 sample cue cards with descriptions of people, items, events, etc. that students may be asked to speak about. The purpose is to help students prepare responses and practice their speaking skills for different topics they could encounter in the IELTS Part 2 exam.
Here are the key points about the University Core Curriculum:
- It consists of 42 credit hours of general education courses that all UNT students must complete.
- The core curriculum exposes students to a broad range of subject areas to gain well-rounded knowledge and skills.
- Core classes develop critical thinking abilities through activities like writing, research, community service, etc.
- Exploring different subject areas through the core helps students find their academic interests and choose a major.
- Completing the core is a graduation requirement for all bachelor's degrees at UNT.
This document is an article by Pralhad & Padma Dhumal that provides 74 tips and strategies related to parenting, education, academic success, health, and well-being. Some of the tips include identifying a child's strengths, avoiding comparisons, importance of reading biographies, time management, study breaks, learning entrepreneurship, choosing supplementary materials, increasing exam confidence, and fixing fights between parents. The document also discusses homework, social science, homeschooling, arts, drama, healthy habits, special needs, foreign language learning, concentration, public speaking, creative writing, and stress management.
Andover Public Schools: Bright Spot Profile 2019Sheldon Berman
The Andover Public Schools have undertaken a shift towards personalized learning over the past several years. They began by developing a digital learning program and strategic plan to guide their efforts. Some key strategies they have implemented include responsive classrooms, project-based learning, and using student feedback surveys to personalize the learning environment and curriculum access. They have focused on equity of opportunity and teacher empowerment. Assessment data indicates their personalized learning approaches are working to improve student achievement and engagement. The district views their efforts as ongoing work to continuously improve and better meet student needs.
This document is the 2014-2015 student/parent handbook for Cherokee County School District (CCSD) in Georgia. It provides contact information for CCSD Board of Education and school administration. It also includes the school calendar, testing schedules, and policies on various topics like attendance, grades, transportation, and more. The handbook is intended to inform students and parents about CCSD programs, procedures, and expectations for the upcoming school year.
This document summarizes an academic dissertation on mergers and acquisitions in the US telecommunications industry from 1998-2008. It begins by acknowledging those who provided assistance and support for the dissertation. It then provides a table of contents and list of tables and graphs. The introduction provides background on M&As and discusses the objectives of studying their impact on shareholder value in the US telecom industry. The literature review critically evaluates previous research on the motives, processes and post-acquisition performance of M&As. The dissertation aims to analyze whether M&As in the US telecom industry created value for acquiring firms' shareholders in the short and long term.
This booklet is documentation of various activities carried out by students during academic year 2019-20. It also has graphical presentations of usage of library books and students quantified performance in co-curricular activities. It also documents creative writings, poems, paintings, photographs etc of the students. The memorabilia 2020 is written, compiled and edited by the students of the Department of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar, Gujarat, India.
This document provides guidance for teachers on developing number sense and numeration skills in students from kindergarten to grade 3. It outlines the big ideas in number sense and numeration, general principles of instruction, and characteristics of learning and instructional strategies for each grade. Specific topics covered include counting, operational sense, quantity, relationships, and representation. Learning activities with accompanying blackline masters are also provided for each grade level.
This lesson plan outlines a class that will be taught about capitalization rules. It includes objectives for students to realize, identify, practice, and use capitalization rules accurately. The plan details the structure of the class including a warm-up, review of the previous lesson, and a new lesson on capitalization rules. It lists teaching activities such as collecting homework, identifying mistakes, explaining examples, and asking students questions. The plan aims to engage students through participation, feedback, and applying the new content.
This document is an intermediate training manual that contains instructions for formatting publications. It includes sections on adding headers and footers, using color and font schemes, inserting and formatting text boxes, setting guides and margins, and arranging objects. The table of contents lists 4 sections that cover topics such as polishing publications, using text boxes, arranging objects, and completing publications.
The document provides findings from a study on urban violence in Nakuru County, Kenya. It identifies the main forms of violence as sexual and gender-based violence (SGBV), violence against children, violent crime, police violence, and political/ethnic violence. SGBV and violence against children were highlighted by over 70% and 66% of respondents respectively as significant challenges often occurring in households. Youth and women/girls were identified as the main victims. Unemployment, poverty, and drug/alcohol abuse were cited as the primary causes of violence. The study assessed various interventions and found gaps in approaches and coverage. Recommendations focus on prevention, including awareness programs incorporating trusted community actors, empowering youth and victims
1) The document summarizes an information evening for a sixth form program at Ratcliffe College, outlining the entry requirements, subject choices, and opportunities available.
2) Students can choose from over 20 A-Level subject options arranged into 5 blocks, with most students taking 4 subjects initially and dropping one by the end of the first term.
3) In addition to A-Levels, students can take extended qualifications in areas like the Extended Project Qualification, European Computer Driving License, and senior games.
Farnham Sixth Form College Higher Education Presentation to Parents Feb 2014vblake33
This document provides information for a Higher Education Evening for parents at Farnham College. It outlines the objectives of providing an overview of higher education and the UCAS application process, identifying support available to students, and key upcoming dates. Some of the benefits of higher education discussed include continuing studies, career requirements, skills development, and improved employment prospects. The document also covers choosing courses and institutions based on subject, structure, entry requirements, location and facilities. Key application dates are listed, with the UCAS deadline of October 15th. Support for students throughout the application process is noted.
The document is a preview of university taster courses offered in 2013 in the UK. It lists over 150 courses across many subject areas offered by over 20 universities. The courses ranged from one-day experiences to longer previews of degree programs. Applications for the courses opened on January 10, 2013 on the program's website, with places allocated on a first-come first-served basis, except for some competitive medical and veterinary courses.
The document provides a list of 10 tasks for a textiles summer project, including buying an inexpensive object to draw daily, learning book binding to make a sketchbook to document different surfaces over a holiday, teaching knitting or crocheting skills, reimagining the use of an existing object, experimenting with material properties, and visiting specified art exhibitions.
1) The document lists 15 summer tasks for a graphics course, including reading recommended books, creating a scrapbook of found typography, inventing a game, and making a comic documenting one's holiday.
2) Other tasks involve illustrating everything consumed in a week, improving and selling a worthless object on eBay, making a daily mantra banner, and redesigning an example of bad design.
3) Additional tasks are designing an ad to market one's bedroom as a hotel, making a visual response to an exhibition or book, creating a time capsule about design to bury and unearth, and representing music or a material through color, type, or symbols.
This document outlines summer tasks and projects for a fine art student to complete over their break. It includes tasks such as building the tallest structure and documenting it, painting over a jigsaw puzzle to try and reassemble it, making scale models, and daily drawings. Students are also instructed to write about a TV program after selecting a random sequence to paint. Additional suggestions include taking photographs of beautiful and ugly scenes to present in a sketchbook along with others' opinions. Exhibitions to visit are listed along with materials needed for an equipment list. A reading list of two books on art criticism is also provided.
This document provides an overview of an English textbook for 1st year secondary students in Chile. It includes the following key details:
- The textbook is divided into 5 units covering topics relevant to teenagers' lives. Each unit includes reading and listening lessons.
- The objectives are to engage students through interesting topics, introduce current language, encourage independent learning, and provide regular review opportunities.
- In addition to the student book, the course includes a teacher's book and an accompanying CD. The student book provides instructions, activities, self-assessments and end-of-unit reviews.
- The goal is to make English learning appealing by relating it to students' lives and interests, while gradually increasing language skills and knowledge
This document provides an overview and syllabus for an e-business course offered by the African Virtual University. It was developed in collaboration with 18 African partner institutions from 16 countries. The course aims to increase access to higher education in Africa through open educational resources. It is comprised of 4 units that cover topics such as the history and models of e-business, as well as e-marketing strategies. Assessment includes quizzes, discussions, and a final exam to evaluate students' understanding of key concepts. The course materials have been made freely available online to promote sharing of educational content across Africa and globally.
This document provides an introduction to 25 quick formative assessments for use in a differentiated classroom. It discusses formative assessments, which are ongoing checks for understanding that inform instruction and provide students feedback. These assessments are important for differentiation, allowing teachers to address student needs. The introduction outlines the benefits of formative assessments and argues they do not need to take much class time. It presents types of quick formative assessments and provides guidance on using the strategies in the book, tracking assessment data, differentiating instruction, and gathering multiple sources of evidence. The assessments are organized into sections on summaries, lists/charts, visual representations, and collaborative activities.
The document is a guide for parents of children with special needs that provides information about planning for life after high school. It discusses topics like pursuing college, seeking employment, securing housing and benefits. Throughout the guide, real stories from families are shared to illustrate different paths and options. The overall goal is to help parents navigate this transition and feel less overwhelmed by providing a framework and sharing resources.
This study examined the relationship between school climate and student growth in select Michigan charter schools. The author administered the Organizational Climate Descriptive Questionnaire for Elementary Schools (OCDQ-RE) survey to 355 teachers from 11 charter schools to assess teacher perceptions of school climate. Student growth data were calculated using reading and math scores from fall and spring standardized tests. The results of the Pearson correlation and linear regression analyses found significant relationships between principal openness and student growth, teacher openness and student growth, and whether a school had an open or closed climate and student growth. In summary, the study concluded that there is a significant relationship between school climate and student growth in Michigan charter schools.
This document provides an overview of The eLearning Guild's Handbook of e-Learning Strategy. It includes a foreword discussing the importance of strategy in e-learning and a table of contents outlining the various chapters in the book. The chapters cover topics such as developing an e-learning strategy, transitioning to e-learning, design strategies, marketing and change management, elements of a successful strategy, and strategies for learners. It also includes sponsored content sections promoting Adobe e-learning solutions.
This document is a career guide from the Career Development Center at Community College of Denver. It provides information and resources to help students explore career options and gain real-world experience through activities like informational interviews, part-time jobs, volunteering, and internships. It also offers guidance on job search tools like resumes, cover letters, and interviewing. The Career Development Center provides individual advising, workshops, and connections to employment opportunities to support students' career development.
This document provides guidance for developing technology-based vocational skills training programs for marginalized girls and young women. It outlines a general strategy for conducting a community needs assessment, selecting and socializing participants, developing relevant curricula using participatory teaching methods, and implementing expanded training programs. The document includes several tools to guide assessment of community needs, participant selection, curriculum planning, and workshop facilitation. The overall aim is to empower marginalized girls and women through skills training and improved economic opportunities.
The document analyzes school autonomy in Boston Public Schools and its implications for the future of the district. It finds that autonomous schools in Boston outperform traditional schools, and that increased autonomy allows schools to tailor resources and decision-making to student needs. The report also examines autonomy models in other districts and identifies core autonomies that could be expanded in Boston, such as staffing, budget, and curriculum/assessment. Expanding autonomy district-wide while ensuring support and accountability is presented as a path forward to improve outcomes across the school system.
The Roger Williams University Center for Career & Professional Development's mission is to help students and alumni understand their personal and professional values and interests, and acquire skills to obtain employment or admission to graduate school. They provide career counseling, internship and job search assistance, career fairs and networking events, and online career management tools to support students and alumni throughout and after college. Students are required to attend a Career Planning Seminar prior to registering for an internship. The CCPD is located in Global Heritage Hall and can be contacted by phone, email, or by dropping in during specified hours for assistance.
25quickformativeassessments 130203063349-phpapp01Sarah Jones
This document is a book that provides 25 quick formative assessment strategies for teachers to use in a differentiated classroom. It includes an introduction explaining what formative assessments are and how to use the strategies in the book. The strategies are organized into four sections: summaries and reflections, lists, charts and graphic organizers, visual representations of information, and collaborative activities. Each strategy includes a description, examples, and tips for implementation. The book aims to help teachers gather real-time data on student understanding to inform instruction and meet the diverse needs of learners.
This document outlines a teaching plan for a course aimed at increasing awareness of incivility in nursing. Incivility is a significant problem that contributes to the nursing shortage and higher costs for healthcare organizations. The course will use didactic teaching, simulation exercises, and debriefing discussions to educate nursing students and new graduates about incivility, develop their skills for managing it, and help create a culture of civility in nursing. The goal is to improve patient outcomes by reducing the harmful effects of uncivil behaviors among nurses.
Smart Speaker as Studying Assistant by Joao ParganaHendrik Drachsler
The thesis by Joao Pargana followed two main goals, first, a smart speaker application was created to support learners in informal learning processes through a question/answer application. Second, the impact of the application was tested amongst various users by analyzing how adoption and
transition to newer learning procedures can occur.
This document is an introduction to the Life Skills and Leadership Manual created by the Peace Corps to develop life skills and leadership abilities in youth. It was created with input from Peace Corps staff and volunteers in several countries to address core competencies related to health, work, and community engagement. The manual contains over 45 hours of interactive sessions divided into units on personal development, interpersonal development, goal setting, and teamwork/leadership. It is intended for youth ages 12-18 and utilizes experiential learning techniques.
The document provides materials for a course to prepare students in Costa Rica for the country's English graduation exam, including:
- 14 lesson plans covering topics like sports, food, art, democracy, and careers
- Practice tests and materials to help students improve their reading comprehension, grammar, and test-taking skills
- The authors thank the individuals and organizations who helped create the guide to support Costa Rican students in expanding their educational opportunities.
This document provides an overview of ACT's holistic framework for education and workplace success. It discusses four domains: core academic skills, cross-cutting capabilities, behavioral skills, and education/career navigation. For each domain, it outlines frameworks describing the knowledge and skills within that domain, how they relate to important outcomes, and how they were developed. It argues that while traditional assessments have focused only on core academic subjects, success requires a broader range of competencies. The frameworks aim to provide a more holistic and empirically-validated understanding of readiness.
Getting started with blended learning guideHafidzah Aziz
This document provides guidance for academics looking to implement blended learning in their courses. It defines blended learning as combining face-to-face instruction with computer-mediated activities. The document recommends a step-by-step process for planning, designing, implementing, and reviewing blended learning courses. This involves considering factors like student needs, available resources and technologies, and pedagogical goals. It provides examples of blended learning designs and general design principles. Academics are advised to start small and focus on engaging students in meaningful learning through technology-enhanced activities.
Global Medical Cures™ | Emerging & Re-Emerging Infectious Diseases
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
Identifying and prioritizing stakeholder needs in neurodevelopmental conditio...KBHN KT
PURPOSE
This 118 page report presents the results of a detailed scan,
for the purpose of identifying the needs of stakeholders
in neurodevelopmental disorders. Potential uses of
this stakeholder engagement activity include
i) to inform research priorities of Kids Brain Health
Network (KBHN) 2018-2020;
ii) to inform priorities for the strategic planning cycle
for KBHN 2020-2025; and,
iii) to inform decision-making regarding policies,
programs and services offered, service delivery
methods and approaches, and other activities of
organizations external to KBHN that similarly have a
focus on improving quality of life for individuals and
families affected by neurodevelopmental conditions
such as cerebral palsy (CP), fetal alcohol spectrum
disorders (FASD) and/or autism spectrum disorders
(ASD).
The e learning-guilds-handbook-on-synchronous-e-learningIbrahim Khleifat
This document provides an introduction to synchronous e-learning and discusses various synchronous technologies such as teleconferencing, webcasting, gaming/simulations, and web conferencing. It outlines the business case for synchronous e-learning and considerations for integrating synchronous technologies. The document is a handbook for designing, producing, leading and promoting successful synchronous e-learning events.
Similar to Passport workbook 2009 10 web version (20)
Sole traders have unlimited liability but full control over their business. Partnerships share liability and control between 2-20 owners. Private limited companies limit owners' liability but control is shared between shareholders and directors.
This document provides information about a production of A Doll's House by Henrik Ibsen playing at the Young Vic theater in London from June 29th to July 26th, 2012. It features Hattie Morahan and Dominic Rowan in the leading roles. The synopsis explains that the play depicts the moment when Nora discovers that her life and marriage are built on lies. The production is directed by Carrie Cracknell and features set design by Ian MacNeil. Students are assigned summer tasks of buying the Methuen Student Edition of the script, attending the production, and creating a presentation on Ibsen and the historical context of the play.
The document discusses the Cambridge Technicals level 3 course in business. In year 12, students complete the Certificate in Business, studying units on the business environment, business resources, and an optional unit. In year 13, students progress to the Introductory Diploma in Business, studying units on business accounting, recruitment and selection, and another optional unit. Completing both years allows students to earn UCAS points for university applications.
This document outlines two summer tasks for students taking Applied Science Level 3 BTEC courses in Forensic Science and Medical Science. Task 1 requires students to purchase a course textbook by September 1st, providing the ISBN. Task 2 requires students to describe and compare the key structures and functions of eukaryotic and prokaryotic cells, including specific organelles, in a document up to 1000 words accompanied by labeled diagrams of each cell type.
The document provides information about the AS Level Biology course that will be offered at Welling School. Students are assigned two tasks over the summer break to help prepare them for the course. Task 1 involves purchasing the core textbook, while Task 2 requires students to define terms related to blood clotting and describe the blood clotting process and its role in cardiovascular disease. The course structure is also outlined, covering three units that will be assessed through written exams involving different question types and practical skills.
The document outlines sociology summer tasks for September 2012. Students are asked to make a collage of different family types, prepare for a debate on whether there is a "right" type of family, and provide examples from the media for each family type listed. The tasks focus on different family structures and whether any one structure is considered ideal.
This document provides a list of films and the directors associated with each film. It includes background information on the director and contextual information about the film, including any critical reception or awards. The purpose is to analyze these films and create a case study on one film of choice based on the provided information.
The anthropology summer project has three main tasks: 1) Explain the differences between social, biological, and economic anthropology including key theorists. 2) Explore how women are treated in the Na Tribe and Maasai Tribe, and discuss if women are treated universally. 3) Visit the Museum of Natural History if possible. Students are expected to purchase the textbook "Sharing our Worlds" by Joy Henry. The completed project is due on the first day of anthropology class in September.
This document outlines the two sections of an AS Level English Language summer homework assignment:
1. Analytical Skill - This section assesses the ability to comment on a fiction and non-fiction text. It includes tasks analyzing an excerpt from Catch-22 and a sales promotion letter.
2. Creativity - This section assesses the ability to use source material to produce new, original texts using imagination.
The analytical skill section provides sample texts and prompts the student to highlight language features, comment on tone and meaning, and analyze persuasive techniques.
This document is an application form for a 3-day summer school program on law, criminology, and psychology in criminal justice being held June 26-28, 2012 at London South Bank University. It requests information about the applicant, their parent/guardian, and a reference from their teacher. Applicants must submit the completed form by April 23rd, and there are only 40 spots available.
This document provides information about a summer school program that will explore issues related to criminal behavior and the criminal justice system from the perspectives of law, criminology, and psychology. Over three days, students will learn how these three disciplines complement each other and are studied at the university level. They will also participate in a mock trial to apply what they have learned. The summer school is intended for students considering further study in law, criminology, or psychology and will provide insight into related university courses, subject matter, and career opportunities. Interested students should contact the partnership liaison officer by April 23rd to apply for one of the 40 available spots.
This document is a student application form for a 3-day IT summer school program taking place from July 17-19, 2012 at the University of Greenwich. [END SUMMARY]
The University of Greenwich is partnering with the British Music Experience to offer a free three-day summer school program for Year 12 students. The program will take place both on campus and at the British Music Experience, and will include trips for research and a final showcase event. Students can choose from three strands: events management, music technology, or video production. The events management strand will plan and coordinate a live showcase event at the British Music Experience. The music technology strand will work on music production and remixing for the event. The video production strand will create films and videos to be featured at the event. The goal is for students to gain experience in their chosen field through practical group projects.
The University of Greenwich is offering a free chemistry practical session on thermometric titration of a strong acid on March 28th from 12:30-3:00 PM. Students will determine the concentration of hydrochloric acid by titrating it with sodium hydroxide and recording the temperature changes. They will draw a graph of temperature vs. volume of acid added and use it to find the endpoint and calculate the concentration of the strong acid. Proper safety procedures will be followed when handling the corrosive acids and bases.
This document is an application form for a Year 12 History Summer School taking place at SOAS, University of London from June 26-28. It requests the applicant's contact information, educational details including their GCSE results, a 150-word statement on why they want to attend, whether they will be the first in their family to attend university, and signatures from their parent/guardian and a supporting teacher agreeing to their attendance. It notes that submitted personal data will be processed according to the UK Data Protection Act and not used for marketing purposes.
The School of Oriental and African Studies at the University of London is hosting a summer school for year 12 students focused on using new sources like photographs, maps, and music in the study of Asian and African history. Over three days, students will attend lectures from leading academics, develop study skills, and learn about the university application process from current undergraduate students. The summer school will take place June 26th-28th from 9:30am to 3:30pm each day on the Russell Square campus. Interested students should contact Sarah Tucker by March 30th for more information.
This document is an application form for a Year 12 English summer school. It requests personal details from the applicant such as name, date of birth, ethnicity, disability status, as well as academic information like predicted grades and previous attendance at summer schools. It also includes sections for parental consent with questions about education history and occupation. Finally, it provides a space for a reference from the applicant's teacher, confirming details and their endorsement of the application.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. Acknowledgments
The passport workbook incorporates materials from the following sources:
University of the First Age (2002), Brain Friendly Revision, Network Educational Press
Stella Cottrell (2003), The Study Skills Handbook, Palgrave Macmillan
University College for the Creative Arts at Canterbury, Epsom, Farnham, Maidstone and Rochester
Information & Library Services, University of Greenwich
Materials have been put together by:
Isabel Gill, University of Greenwich
Mark Hertlein, University of Greenwich
Andrew Sinclair, University of Greenwich
Naomi Young, Prospects Services Ltd
London Borough of Greenwich
References:
www.networkcontinuum.co.uk
www.ufa.org.uk
www.prospects.co.uk
The passport workbook is offered as part of “On Course”, an initiative that supports post-16 students
in making a successful application and progression to university. On Course is a partnership scheme
between the University of Greenwich and a number of local schools and colleges.
To find out more about “On Course” and the activities and arrangements on offer through
the scheme, visit: www.gre.ac.uk/on-course
PLEASE COMPLETE DETAILS BELOW BEFORE SUBMITTING THIS WORKBOOK
Name:
School or college:
Date of birth:
4. Introduction
Next steps
Deciding to go to university is one the most important decisions you will make in life. As such, it is vital that the
decisions you take are both informed and considered. This means finding out as much as possible about higher
education (HE), available courses and places to study.
However, making the right decisions is only half the story. Once you have identified which courses to apply for, you
still need to do what it takes to get on to one of them. This means writing a UCAS application that makes you stand
out from the thousands of other students applying to university and getting the grades needed to meet the entry
requirements for one of these courses (ideally your first choice).
But even then, the job’s not done. You still need to make sure that you arrive at university with the necessary subject
knowledge and skills to succeed.
2
5. What you need to do
The key to making a successful application and progression to HE is effective research and preparation. Between
now and leaving sixth form or college, there are a number of things you can do that will enhance your chances of
getting on to your chosen course and succeeding once on it.
Making an informed decision about HE
• Research careers – determine whether HE will help you make it into your chosen profession.
• Gain an understanding of HE – find out about the costs and benefits, the terminology used, and the
qualifications on offer.
• Find out about the range of courses on offer and the institutions offering them – determine what’s the right
course and institution for you.
Making a successful application to HE
• Reflect upon your qualities, skills and experiences – think about what your have to offer and what makes you
stand out.
• Consider whether gaining additional qualifications or work experience, or attending preparation for HE activities,
will enhance your HE application.
• Produce a personal statement that shows you understand the courses you are applying for, and that you have
what it takes to be a successful student.
Preparing for HE study
• Develop effective study skills, in for example note taking and essay writing, and higher level skills, such as
critical thinking and independent learning.
• Enhance your key personal skills, such as communication, team working, and time management.
• Acquire the subject knowledge and understanding expected of first-year undergraduates.
Your passport to success
Although this all might sound overwhelming, the good news is that there is plenty of help at hand. There are
workshops and events you can attend, people that can advise you, and a range of printed and online resources to
guide you.
This workbook is one such resource. It is designed to support you in making it to university by giving you an idea of
the sorts of things you need to consider, and telling you where to look for further information. It contains activities
and exercises, as well as guidance notes that will help you to think about, apply to, and prepare for HE.
3
6. Introduction
Learn and earn
This workbook has been produced by the University of Greenwich in partnership with local schools and colleges,
and the Connexions service. All the information contained within is impartial, meaning you will find it useful whichever
universities you are thinking of applying to.
However, for those thinking about applying to the University of Greenwich, there is an additional benefit of the
workbook – passport points. You earn 10 passport points for each section of the workbook you complete. If you
complete all three sections, you receive an additional 10 points. This means you could earn up to 40 points.
To complete a section of the workbook, you simply need to complete all exercises within that particular section.
Once you have done this, you need to meet with the passport co-ordinator in your school or college. He or she will
help you to complete an activity record sheet summarising what you gained from completing that section. You must
fill in an activity record sheet for each section you complete.
Using your passport points
Once a passport co-ordinator has signed off your completed activity record sheet, he or she sends a copy to the
University of Greenwich. Details of the number of points you have earned are then added to the university’s
admissions database. When your final results are released, these points are included when determining whether
you meet the entry requirements for the programme you are holding an offer of a place on. For example, if the entry
requirement for your chosen programme is 200 UCAS points, and you gain 160 points from your A-levels/National
Diploma, the 40 points you earned through passport are added, meaning you would meet the entry requirements.
It is important to bear in mind that some university programmes have specific requirements, which you will still need
to meet. Similarly, some programmes, such as those in nursing, midwifery and teaching, also require you to attend
an interview. As such, gaining passport points does not guarantee you a place on a particular university programme.
4
7. Section 1 Find out more about higher education
About this section
This section will help you to make an informed decision about higher education (HE), both in terms of whether or
not it’s for you and, if it is, what and where to study.
Useful websites
General information on HE Information on courses/universities
I www.dfes.gov.uk/aimhigher I www.ucas.co.uk
I www.dfes.gov.uk/studentsupport I www1.tqi.ac.uk
I www.connexions-direct.com I www.ukcoursefinder.co.uk
I www.push.co.uk I http://education.guardian.co.uk/universityguide2006
I www.uni4me.co.uk I www.timesonline.co.uk
I www.merlinhelpsstudents.com I www.xb4u.co.uk/universities.asp
Other sites
I www.scholarship-search.org.uk
I www.woodyswebwatch.com
I www.erasmus.ac.uk
I www.studential.com
5
8. Section 1
Activity 1 Understanding HE terminology
The first step to finding out about HE is understanding the various terms used. Using the brief guide to higher
education at the end of this section, as well as www.ucas.com and university websites and prospectuses, provide
definitions for the following terms:
Academic
BEng
BA
BSc
Bursary
Campus
Clearing
Conditional offer
FD
Gap year
Graduate
HEI
HND
Insurance acceptance
Personal statement
Prospectus
Sandwich year
Student loan
Tuition fees
UCAS
UCAS tariff
Undergraduate
Vocational
6
9. Activity 2 How much do you know about HE?
Completing the following quiz will help you gain a better understanding of HE. To assist you, use the brief guide to
higher education, www.aimhigher.ac.uk, www.ucas.com and the websites listed at the start of this section.
What’s it all about?
Approximately how many HE course are available within the UK?
a. 10,000
b. 50,000
c. 100,000
Name two types of institutions that offer HE courses.
1.
2.
Approximately how many institutions within the UK offer HE courses?
a. 50
b. 300
c. 1,000
List three “study modes” available within HE.
1.
2.
3.
Which of these awards is not a recognised entry route in HE?
a. A-levels
b. Applied A-levels
c. BTEC National Diplomas
d. Access to HE courses
e. Cycling proficiency badge
Why go, and what’s it going to cost?
Give three reasons for studying an HE course
1.
2.
3.
What is the average starting salary for a graduate?
a. £9,000
b. £12,000
c. £19,000
7
10. Section 1
On average, how much more over the course of his or her life can a person with an HE qualification expect to earn
than a person without an HE qualification?
a. £20,000
b. £160,000
c. £500,000
How much is the maximum tuition fee for a full-time degree starting in 2009–10?
What are the two main types of financial support provided by the government, and what is the maximum amount
available for students entering HE in 2009–10?
1.
2.
How to apply to HE
How much does it cost to make an application through UCAS?
How many UCAS tariff points are three ‘A’s at A-level worth?
a. 120
b. 240
c. 360
What is the earliest date that you can apply through UCAS in 2009–10?
What is the official closing date for the main UCAS cycle in 2009–10?
What is the maximum length your UCAS personal statement can be?
a. 3,000 characters/37 lines of text
b. 4,000 characters/47 lines of text
c. 5,000 characters/57 lines of text
And finally ...
List three ways to find out more about HE.
1.
2.
3.
8
11. Activity 3 Will HE get you into your chosen career?
One reason for studying in HE is that it greatly improves your career prospects. For some professions, a degree
increases your chance of finding a job, or helps you to get a better job at a higher level. In certain professions, such
as nursing, law and architecture, you must have a specific HE qualification to practise.
The first step in deciding whether HE is for you and what to study is to determine whether HE will help you achieve
your career goals, and, if so, whether you need to do a specific course in order to qualify to practise in your intended
profession. The following exercise will help you to make a start on this”
Using www.connexions-direct.com/jobs4u, identify three jobs that interest you, providing the following information.
Job title 1:
Brief description of job:
Personal qualities, skills and interests required:
Working conditions/starting salary:
Job title 2:
Brief description of job:
Personal qualities, skills and interests required:
Working conditions/starting salary:
9
12. Section 1
Job title 3:
Brief description of job:
Personal qualities, skills and interests required:
Working conditions/starting salary:
Having identified three jobs, state which one best reflects your personal qualities, skills and interests, and explain
why. Give details of the entry route into that job (i.e. whether or not HE will help you get a job in that profession
and, if so, whether you need to do a particular course).
Job title:
Why?
Entry route(s) into this job:
10
13. Activity 4 Choosing the right course
There are a number of factors to consider when deciding what course to study. However, ultimately, you need to choose
a course that is right for you. Using the brief guide to higher education, www.ucas.com and university websites and
prospectuses, identify four courses you are interested in studying and provide the requested information.
Course 1……….......……………...................………….. at…………………………………………...............
What does the course involve?
What qualifications are required?
Why do you want to do it?
Course 2……….......……………...................………….. at…………………………………………...............
What does the course involve?
What qualifications are required?
Why do you want to do it?
Course 3……….......……………...................………….. at…………………………………………...............
What does the course involve?
What qualifications are required?
Why do you want to do it?
Course 4……….......……………...................………….. at…………………………………………...............
What does the course involve?
What qualifications are required?
Why do you want to do it?
11
14. Section 1
Activity 5 Which university is for you?
As with choosing what to study, the key to choosing where to study is to select a place that’s right for you. Using
the brief guide to higher education, www.ucas.com and university websites and prospectuses, identify five
universities you think you would be interested in studying at, giving details of why.
University:
Course:
Why:
University:
Course:
Why:
University:
Course:
Why:
University:
Course:
Why:
University:
Course:
Why:
12
15. Activity 6 Getting the most from a university Open Day
Although you can find out a lot about HE courses and universities using the Internet, the only way to truly find out
what’s right for you is to visit universities for yourself. However, it is important that you make the most out of your
visits. Attend an Open Day and use the following checklist to record what you find out. For details of Open Days,
visit www.opendays.com.
Name of university
Date
Find out the following:
Course
Facilities
Sandwich options
Options for studying abroad
How the course is assessed
Suitability of university
Entry requirements
Graduate success
Study facilities
Location
Accommodation type and costs
Travel distances and costs
Mix of students
Social life
Facilities
Atmosphere
Costs
Part-time work opportunities
Comments
Finance
Fees
Bursaries
Scholarships
13
16. Section 1
A brief guide to higher education
Higher education explained
Higher education – often abbreviated to HE – provides courses at a higher level than A-levels, National Diplomas and
Access Couses. You can take an HE course at a university, an HE college or at many further education colleges.
Why should I take an HE course?
Here are just a few reasons.
• Graduates are less likely to be unemployed.
• The Average starting salary for a graduate is £19,000 per year, which is greater than the equivalent starting salary
of a non graduate.
• People with an HE qualification can expect to earn more over the course of their working life than those without
(approximately £160,000 more).
• Over the last five years, graduates were given double the average number of promotions at work compared with
non-graduates.
• An overwhelming majority of HE students – 95 per cent – agree that going to university is a worthwhile experience.
• Whatever you want to do in life, your career opportunities will be greatly improved if you have a degree or
diploma from a university or college. If you want to work in certain professions (such as law or medicine) you
must have a relevant degree.
What kinds of HE courses are available?
With 50,000 different courses on offer, there should be a suitable academic or vocational course out there for you. In
some popular subjects, such as business studies or computing, there are literally hundreds of courses to choose from.
Where can HE courses be taken?
There are over 300 institutions offering higher education courses. The most commons of these are universities and
further education colleges.
How long does an HE course take?
The majority of courses last between two and four years, depending on the qualification, though some, such as
medicine, can take up to six years to complete. You can often take an HE course as a part-time student over a
longer period.
14
17. What kind of qualifications can I get?
As an HE student you’ll be working towards one of the following:
• an Honours degree leading to a Bachelor of Arts (BA), Bachelor of Science (BSc), Bachelor of Engineering
(Beng), or Bachelor of Law (LLB). These usually take three years to complete;
• an Honours degree course including one year in industry or a year abroad. These are called sandwich courses
and usually take four years to complete;
• a two-year Higher National Diploma or Diploma of Higher Education course. These are both popular qualifications
in their own right and have the option of being “topped up” to a degree at a later stage if you want to;
• a foundation degree. This is a relatively new qualification that is geared towards a specific job.
Student finance explained
If you are planning to enter HE, it is important to know what it is likely to cost. The two types of financial costs you
will face as a full-time or part-time student in HE are tuition fees and your day-to-day living expenses (maintenance
costs).
How much does HE cost?
From September 2006 universities have been able to charge variable tuition fees for full-time HE courses up to a
maximum set by the Government. In 2009–10 the maximum tuition fee students can be charged is £3,225 a year.
However, fees vary from institution to institution.
As a student, you will also have to manage your living expenses. These will be higher if you live away from home,
and higher still if you live away from home and study in London. Expenses to consider when getting an idea of costs
include accommodation, food, household bills, clothes, travel, socialising, leisure and sport, and study costs such
as books and materials.
What kind of financial support is available?
The good news is that there is plenty of financial support available. This include money you pay back after your have
completed your studies (student loans), and money you don’t pay back (grants and bursaries).
Student loans
There are two types of loan available. The first is a maintenance loan to help towards the costs of general living
expenses. The amount of loan available to you will depend on your circumstances, as well as where you live while
you study. For example, the maintenance loan rates for 2009–10 are:
• a maximum of £6,928 for students living away from parents and studying in London;
• a maximum of £4,950 for students living away from parents and studying elsewhere;
• a maximum of £3,838 for students living with parents and under 25.
Students can also take out a loan to cover their tuition fees. The amount students can take out is linked directly to
how much their college or university charges for their chosen course.
Both of these loans are paid by the Student Loans Company. They are not commercial loans like those offered by
high-street banks or building societies, who aim to make a profit. The interest rate is linked to inflation so that the
money you repay is the same in real terms as the money you originally borrowed. More importantly, you do not start
to pay back the loans until you have left university and are earning above £15,000. You will then pay back 9 per
cent of your earnings over £15,000 a year. If you are earning £20,000 a year, for example, you would repay around
£9 per week.
15
18. Section 1
Grants and bursaries
The Government also provides non-repayable grants for full-time students from lower income households. For
example, students starting their studies in September 2009 with a gross family income of less than £25,000 are
guaranteed to receive the maximum amount of grant, which for 2009 is £2,986. Families with incomes of between
£25,001 and £50,000 per year will qualify for a proportion of this grant. If you currently receive the full amount of
Education Maintenance Allowance you are likely to qualify for the maximum grant. Students who receive an element
of grant will not be eligible for the maximum loan. For every £2 of grant they receive they will be eligible for £1 less
in terms of a loan. So, if a student receives the full grant, he/she would be eligible for the maximum loan minus
£1,493.
For more information regarding the eligibility for student funding, to get an idea of your entitlement before applying,
to apply online and for information regarding repayment, visit www.studentfinancedirect.co.uk.
Most universities also offer bursaries. These are reductions on the tuition fees they charge. They can either be offered
to all students or specific students (e.g. students on certain courses, from certain schools or colleges, or above a
certain age). For more information on busaries, visit http://bursarymap.direct.gov.uk.
As well as the standard financial support package, some courses, such as those for initial teaching training and pre-
registration health professional courses, have there own financial packages. A number of financial grants and
allowances are also available to students with additional costs to cover. For more information on these, visit
www.aimhigher.ac.uk.
Getting into HE
How do I get into HE?
The Universities and Colleges Admissions Service (UCAS) is the central organisation that processes applications for
full-time undergraduate courses at UK universities and colleges. Applications are made online using the secure
“Apply” link on the UCAS website (www.ucas.com). The cost of making a UCAS application is £17.
The main cycle begins in September for applicants who wish to begin studies in the following September. You can
make up to five choices on one application. For students applying to enter university in the 2009–10 academic
year, the main closing dates for applications is 15 January 2010. Universities and colleges are not permitted to fill
their places before this deadline. If the application is submitted after the deadline but before 11 June 2010,
universities may consider it, but do not have to (it depends if they have courses with spaces on).
Once UCAS has checked that your application is complete, it will send a printout to each university and/or college
you have applied to. Each institution will have only the details of the course or courses that you have applied for at
that university or college. UCAS will send you an application number and will include advice on the next step.
Each university or college you apply to will decide whether or not to make you an offer. If you already have enough
qualifications to be offered a place, you may receive an unconditional offer. If not, you may be made a conditional
offer and asked to achieve certain grades in your level 3 qualifications. Such conditions are often expressed in terms
of the UCAS tariff or UCAS points (you can access a tariff calculator on the UCAS website).
UCAS will ask you to decide which offers, if any, you want to hold. You can hold only two. One is called your firm
acceptance and is, in effect, your first choice. The other is your insurance acceptance, which is usually an offer linked
to easier conditions.
Once the university or college holding your firm acceptance receives details of your final grades, it decides whether
or not you have met the conditions. If you have, your place is confirmed, and your offer status becomes
unconditional. The university or college will then write to you with joining information. If, however, the institution
16
19. holding your firm acceptance does not confirm its offer, UCAS will pass the application to the university or college
holding your insurance acceptance. This too will make a decision as to whether or not you have met the conditions.
If you have, the university or college will write to you with joining information.
If neither of your acceptances are taken up, you will be eligible for Clearing, when you can apply for other courses.
These include those at universities and colleges to which you have already applied and which still have vacancies.
A diagram outlining what you need to do in terms of the UCAS process can be found at the end of this guide.
How do I decide what to study?
Think carefully about long-term career plans and find out if you have to study a particular course for your chosen
profession. If you are unsure about what career to pursue, you need to choose between studying a favourite school
or college subject, and trying something new. If you continue with one of your current subjects, you have a wide
range of options. For example, if you are studying a BTEC National Diploma in business, HE courses open to you
may include business, business administration, business computing and business culture.
You may be inclined, on the other hand, to take a new direction. Your first step is to find out as much as possible
about the subject. Many students are surprised by the number of courses it is possible to study with no significant
previous experience. Whether it’s a subject familiar to you or a new one, you need to know that courses with the
same name can have very different content.
You may not realise is that over 60 per cent of graduate jobs are open to graduates in all areas. Employers are most
interested in the class of your degree, and in the transferable skills and work experience that you can offer.
www.prospects.ac.uk has information on a range of graduate topics, including average graduate starting pay and
what employers are looking for from graduates.
Once you have decided what to study, you need to consider what type of qualification to apply for, e.g. degree,
Higher National Diploma or foundation degree. You must decide whether to study one subject or combine it with
another, and whether to include a work placement, i.e. sandwich course, or study options abroad.
You also need a clear idea of what grades you expect to achieve, so you are realistic about which courses to
apply for.
How do I decide where to study?
Having identified the right course, you need to research which HE institutions offer them. The first decision you need
to make it whether you want to stay at home or move away. You also need to consider location – big city , medium-
sized town or rural setting. As for accommodation, would you prefer a hall of residence to sharing a house or
apartment, and what about the university’s facilities, clubs and societies?
Useful sources on student life include the Push Guide to Which University, the Virgin publication Alternative Guide
to British Universities, and The Student Book, published by Trotman. League tables published in newspapers such
as The Times and The Guardian can be a useful indication of quality. They rate universities on criteria which include
teaching and research quality, spending on resources, staff-student ratios, entry requirements, and where students
progress to after graduating.
The recently introduced annual National Students Survey asked final-year students about various aspects of their
courses. The results are available on www.tqi.ac.uk.
Remember: the atmosphere and environment of where you study could make all the difference. You can look at
websites and books, but there is no substitute for visiting universities. Visit www.opendays.com for details on when
and where they days are taking place and go and have a look!
17
20. 18
Your route to
higher education Start
university
Start
university
Section 1
Accept a place
Accept a university
at place
Accept one at university
firm and
Accept one one
insurance
firm and one place
insurance place
Get exam
results
Get exam
Visit universities Complete student
finance application results
Visit universities
that offer you Complete student
Complete UCAS a place
UCAS sends application that offer you form (PN1)
finance application
application
Complete UCASonline UCAS sendseach chosen
to application a place form (PN1)
at www.ucas.com
application online university/college
to each chosen
at www.ucas.com university/college
Receive offer
School/college University may from UCAS
Receive offer
Complete your adds reference and invite you
School/college University may for an from UCAS
Personal
Complete your sends to UCAS interview*
adds reference and invite you for an
statement
Personal sends to UCAS interview*
statement
Reflect upon your
Reflectskills and work
upon your
experience
skills and work
Attend HE experience
fairs/conventions
Attend HE
fairs/conventions
Choose courses and
Start Attend universities
Choose courses and
thinking Open (up to 5 choices)
universities
Start Attend Days
about
thinking Open Days (up to 5 choices)
university
about
university
March–Aug Sept–Dec Jan–Jul Aug–Oct
*Check with university if an Sept–Dec
March–Aug interview is part of their selection process Jan–Jul Aug–Oct
**All dates are approximate
*Check with university if an interview is part of their selection process
**All dates are approximate
21. Section 2 Get personal
About this section
This section will help you to think about the skills, qualities, and experience your possess and ways in which you can
enhance them. This will help you to write a strong personal statement.
Useful websites
General information on HE Personal statements
I www.connexions-direct.com I www.ucas.com/students/startapplication/apply/
I www.prospects.ac.uk personalstatement
I jobs.guardian.co.uk/careers I www.studential.com/personalstatements
I www.aimhigher.ac.uk/Uni4me/how_do_i_get_in_/
personal_statements.cfm
CVs
I www.greatcvs.co.uk
I www.alec.co.uk/cvtips/index.htm
I www.gre.ac.uk/student_information/get/careers/
guides/cvs
19
22. Section 2
Activity 1 What are your personal qualities?
Personal qualities describe the kind of person you are. They may influence the type of courses you choose to study,
and the careers you decide to pursue. The following exercises will help you to think about your personal qualities.
Consider the following list of personal qualities and circle those that apply to you. You could also ask friends what
qualities they think you have.
Reliable Adaptable Responsible
Dependable Polite Sincere
Interested Mature Open
Inventive Generous Considerate
Tolerant Concerned Respectful
Noisy Sarcastic Concentrates
Industrious A good friend Helps others
Good appearance Independent Uses initiative
Hard-working Punctual Organised
Creative Sensitive Humorous
Enthusiastic Learns from criticism Willing to learn
Good talker Irritating Moody
Of the qualities you have identified, select six positive ones that apply to you.
1. 2. 3.
4. 5. 6.
Provide details of how or where you demonstrate these. For example, “I am good at helping others, as shown
by my work with the local under-7s football club.”
1.
2.
3.
4.
5.
6.
20
23. Activity 2 Skills checklist
Whether you are applying for a job or for a higher education (HE) course, it is important to understand the range of
skills you possess (you might be surprised just how many you have). The following exercises will help you reflect
on your skills and the various settings in which you demonstrate them.
Tick which of the following skills you possess. Add any other skills you possess that aren’t listed.
People skills – able to: Numerical skills – able to:
K Listen carefully to what people are saying K Add up and subtract
K Encourage people to talk K Multiply
K Start conversations K Divide
K Talk to people over the phone K Use a calculator
K Explain things to people K Take money and give change
K Give instructions K Operate a till
K Persuade people K Keep accounts
K Help people with problems K Work out measurements
K Work as part of a team
.....................................................................
K Care for people
K Take responsibility for looking after children or .....................................................................
other people
K Organise people to do things
Information-handling skills – able to:
K Make friends
K Take messages
K Ask questions to gain information
K Make lists
..................................................................... K File information
K Keep records up to date
.....................................................................
K Write a report
K Check for accuracy
Practical skills – able to:
.....................................................................
K Use hand tools
K Make things .....................................................................
K Repair things
K Carry out precision work Creative skills – able to:
K Operate machinery K Come up with ideas
K Maintain equipment K Use your imagination
K Prepare food K Solve problems
K Grow things K Plan activities
K Sew K Design things
K Style hair .....................................................................
..................................................................... .....................................................................
.....................................................................
IT skills – able to:
K Enter information on a database
K Find information
K Word process
K Use spreadsheets
.....................................................................
.....................................................................
21
24. Section 2
Once you have done the checklist, list your top three skills. Write one in each space below, and provide examples
of where you have used this skill.
1. I am good at _________________________________________________________
I have shown this by
a. ____________________________________________________________________
b. ____________________________________________________________________
2. I am good at _________________________________________________________
I have shown this by
a. ____________________________________________________________________
b. ____________________________________________________________________
3. I am good at _________________________________________________________
I have shown this by
a. ____________________________________________________________________
b. ____________________________________________________________________
List three skills you enjoy using and want to develop.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
22
25. Activity 3 What have you gained from work?
Having reflected upon the skills and qualities you possess, and how and where you demonstrate them, the next step
is to relate these to the experience you have gained in the workplace. Using the headings below to structure your
thoughts, identify the skills and qualities you gained through a recent work experience. Think about the tasks
completed and what you learned, identifying the skills and personal qualities you developed.
1. Set the scene
What kind of organisation did you work for? What was its main purpose? Where did you work? Think about the
location and environment you were in. Was the setting what you expected?
2. Your role
What type of work did you do? How often? Did you get paid or was it voluntary? What responsibilities did you have?
What was your main motivation for doing the work?
23
26. Section 2
3. Your skills
What kind of skills have you developed? Did you work with the general public or with particular types of people? Did
you learn practical,computing or information skills, or handle money, or generate any ideas? What did you find easy
and what was difficult? Which skills need improvement to help you achieve your career ideals?
4. Impact
What impact will your experience have on your studies, your choice of career, qualifications or course? Have you
changed as a person in any way?
5. Review
What have you learned about yourself? Has it helped you to identify your strengths and weaknesses, or given you a
sense of direction for the future? Overall, was your experience worthwhile?
24
27. Activity 4 Getting more experience
Whether you are applying for jobs or to HE, having relevant experience is important. This is particularly true if you
are applying for HE courses that involve professional accreditation, such as courses in nursing, midwifery, teaching
and law. The problem is, it can be difficult to get direct hands-on experience in these areas.
However, you can gain related experience that allows you to demonstrate that you have the skills and qualities
essential for your chosen career. The key is to understand what skills and qualities are most important. For example,
if you want to be a nurse, you need to demonstrate that you have experience of caring for others, and if you want
to be a teacher, you need to demonstrate that you have experience of working with young people.
Once you have identified the skills and qualities that are important in your chosen career or subject area, the next
step is to undertake some sort of experience that allows you to develop and apply them. There are a number of
different ways in which you can gain this experience:
• paid work;
• work experience/placements (linked to your course);
• volunteering;
• helping friends and family (e.g. caring for a brother or sister);
• extracurricular activities (e.g. organising school events, mentoring);
• doing voluntary work at your school or college.
To help you think about the steps you can take to gain additional relevant experience, complete the following
exercise. For help with this, speak with your tutor, a career guidance person at your school or college, or a
Connexions adviser.
I am interested in working/studying in the area of:
The key types of experience in this area are:
To develop this experience I intend to:
1.
2.
3.
25
28. Section 2
Activity 5 Enhance your CV
Another way of thinking about and recording the skills, qualities and experience you possess is by producing a
curriculum vitae (CV). Building on the earlier activities in this section, and using the brief guide to writing about
yourself, have a go at producing a CV.
To help get you started, work through the following list, ticking those skills that apply to you and circling those that
you need to improve.
K I like to get everything just right
Gives attention to detail; methodical; follows instructions accurately.
K I have always got lots of things to do.
Copes with pressure; flexible; good at juggling tasks; enthusiastic; versatile.
K I never have any last-minute panics with my work.
Organised; good at planning; methodical; uses foresight.
K I don’t find essay writing a struggle.
Has good research skills and written communication; articulate; has good presentation skills.
K I am good at taking an overall view of a task.
Has strategic perspective, vision, judgement and foresight.
K I prefer to tackle tasks step by step.
Methodical; gives attention to detail; accurate.
K I can get on with things with little supervision.
Independent; driven; takes risks; can self-manage; autonomous; is a self-starter; motivated; proactive.
K I want to be successful in whatever I do.
Driven; ambitious; dynamic; enthusiastic.
K When I say I’ll do something, it gets done.
Reliable; dependable; organised; good at planning and prioritising; results-oriented; good at setting objectives.
K I persevere when others give up.
Determined; adaptable; resilient.
K I can always come up with a novel solution to a problem.
Has vision, initiative and creativity; can improvise; imaginative, has design skills.
K I am a good listener.
Sensitive; supportive; caring; a good team player; empathetic.
K I often find myself taking the lead in situations.
Has initiative and leadership skills; driven; organised; insightful; able to influence, negotiate, delegate and supervise.
K I am not afraid to take responsibility.
Confident; self-aware; flexible; able to exercise authority.
26
29. K I am sympathetic to the needs of others around me.
Sensitive; co-operative; diplomatic; understanding.
K I usually have lots of ideas when presented with a problem.
Analytical; has flair; inventive; entrepreneurial; insightful; able to giving advice; impartial.
K I get on well with all types of people.
Good listener, sensitive, a team player; good-humoured.
K I am quick at absorbing new information.
Flexible; ready to learn; intelligent; has good memory.
K I am computer literate.
Confident; a quick learner; adaptable; able to cope with change.
K I’m not afraid to say what I think.
Confident; assertive; has debating skills; takes risks.
K I can quickly shift from doing one thing to another.
Flexible; adaptable; can manage own time.
K I do not feel daunted by public speaking.
Confident; articulate; has good verbal communication and debating skills; can present information.
K I am enthusiastic about new projects.
Enthusiastic; dynamic; driven; has energy and a positive approach.
K I will take the initiative when others are hanging back.
Has leadership skills; can organise and take responsibility; confident.
K Working under pressure gives me a buzz.
Can cope with pressure and meet deadlines; flexible.
K I manage my time in order to complete the work I have to do.
Organised; able to plan and manage time; has foresight.
K I don’t need pushing to complete the work I have to do.
Self-starter; will seek tasks; thorough; driven; committed.
K I can be very persuasive.
Has good verbal communication; can negotiate, sell, influence, teach and train.
27
30. Section 2
Activity 6 Get your personal statement right
Having thought about the course you are going to apply for and why, and considered the range of skills, qualities
and experience you possess, you should now be in a position to write a strong personal statement. Completing the
following exercise will help you get started and will help to give your statement some structure.
Please give:
1. Your reasons for choosing the course or subject.
2. The background to your interest in the subject.
3. Information on employment, work experience or placement, and voluntary work, if applicable.
4. Your career aspirations, particularly if you are choosing a vocational course or have definite goals.
28
31. 5. Details of other activities you are involved in.
6. Details of your social, sporting and similar interests.
7. A list of the personal qualities you have that are required for the course.
8. Information on whether you are applying for deferred entry.
29
32. Section 2
A brief guide to writing about yourself
CVs
Personal qualities:
CURRICULUM VITAE - adaptable
This is a vital document for job hunting. Many employers will ask for your CV - assertive
when you apply for a job. You can also send it to companies which interest - versatile
you, to ask about vacancies. First impressions count, employers receive many - precise
- energetic
CVs. Yours needs to be eye catching. It is your sales document: an advert for
- honest
your qualities, skills and experience. - hard-working
- organised
BEFORE YOU START, YOU SHOULD - flexible
• list your skills, attributes, and characteristics. Be positive but realistic; - responsible
- mature
• decide on the format, layout and the words to present yourself at
- self-motivated
your best; - confident
• decide what you want your CV to achieve every time you use it. You may - ambitious
need to change it for each application. - efficient
- quick to learn
YOUR CV SHOULD BE - creative
• well presented and clearly laid out;
Power words:
• word processed on good paper; - achieved
• limited to one or two sides of A4 paper; - co-ordinated
• clear, concise and informative; - developed
• targeted to the employer’s job description. - improved
- supervised
- proposed
LANGUAGE - prepared
Be positive, direct and concise. Make every word work for you. Do not write as - planned
though you are talking – you are presenting your skills and achievements, not - negotiated
having a conversation. - introduced
- identified
- implemented
WHAT SHOULD YOU INCLUDE?
Personal details: full name, address, date of birth, telephone and/or mobile Action words:
number, and e-mail address. - analysed
- completed
PERSONAL PROFILE - created
- demonstrated
This is a self-marketing statement about you. Essentially, state who you are
- designed
and what you want. - evaluated
- set up
SKILLS - delivered
A skill is something that can be learned, such as driving, using a computer and
speaking a language. If you have skills that other applicants do not, this can be Skills:
- teamwork
a great help.
- numeracy
- literacy
- research
- time management
- driving
- problem solving
- dealing with people
- budgeting
- computer literacy/
competence,
e.g. Microsoft Word
30
33. Some suggestions:
PERSONAL QUALITIES
Your character and personality are often difficult to write about – check the • Personal profile: short,
word list for helpful ideas. positive statement about
yourself, outlining key
EMPLOYMENT HISTORY attributes and career aims.
Include full-time, holiday and part-time work, paid and voluntary.
• Key skills: here you should
WORK EXPERIENCE list skills and attributes which
fit the employer’s
Include placements from school, college or training.
requirements.
INTERESTS
• Employment/work history:
These may not be directly related to your application, but include them in the aim of each section is to
order to tell an employer more about yourself. create a snapshot image of
you at work. You need to
Remember, many employers like applicants who can work as a member of a give clear, concise
team, e.g. sports, drama, voluntary work. Indicate what you achieved – how information which builds a
long you were involved and what positions of responsibility you held. Describe picture of your duties,
your interests. Mentioning music is not enough – tell the reader if you sing, responsibilities and
write, play an instrument or are a member of a band. achievements.
• Education and training: it is
Do not list any interests you could not talk about at an interview.
usual to state grades, but if
they do not do you credit,
WHAT IF
leave them out. If there is an
aspect of the course you
• I don’t have a work history? want to bring to an
Think about what you have been doing, such as education, training, employer’s attention, write a
housework and budgeting. Most things we do require skills. Skills are line summarising your
transferable – they can be learnt in one place and used in another. course.
• I’ve left school and only been on training schemes? • Interests: these are meant to
Emphasise any qualifications you got from the schemes. Many schemes reveal aspects of your
include work placements. Include these in the section headed “work personality. Try to list a
balance of interests and if
experience”.
possible include one which
relates to the job.
• my work history is not relevant to the position I am applying for?
In fact, aspects of what you did in your last job should relate to what you • Referees: before giving their
will have to do in the new post, e.g. using a computer, teamwork, working names, check with the
with the public. You are aiming to demonstrate skills and potential. referees that they will be
happy to supply you with a
• I have gaps in my CV due to unemployment? reference. Include two
Consider what else you were doing while unemployed – voluntary work, referees: one from school or
teaching yourself skills, looking after children. Make sure your skills are college, and one who knows
presented clearly on your CV. you well (not a relative).
31
34. Section 2
Example of a CV
JANE WHITE
26 Burrage Place
Plumstead
London SE18 7BG
Tel: 020 8302 9586
Date of birth: 25 July 1987
PERSONAL PROFILE
I am an organised and hard-working person. A very conscientious worker who can work well in a busy environment and
especially enjoys being part of a team. A capable person who is willing to learn new skills and methods of working.
Looking for a permanent position in the retail industry, which can offer training and career development.
KEY SKILLS
• Customer service skills from the retail industry.
• Flexibility, adaptability and willingness to learn new skills.
• Excellent organiser.
• Good interpersonal skills used in all employment and experience to date.
• Keyboard skills, particularly connected with customer service.
EMPLOYMENT HISTORY
February 2005 – to date: Sales assistant (fresh produce)
J Sainsbury, Eltham
• Ordering stock.
• Promoting and displaying new lines.
June 2004 – February 2005: Sales assistant (children’s wear)
Co-op, Dartford, Kent
• Dealing with suppliers.
• Assisting customers.
January 2004 – June 2004: P/T sales assistant, customer service
W H Smith, Woolwich
• Dealing with customer enquiries.
• Following up book orders.
• Ordering personalised stationery.
QUALIFICATIONS AND TRAINING
2004 Skill Centre, Charlton – 16-week cookery course taken, examination
passed and certificate awarded
2000–2004 Abbey Wood Comprehensive – 5 GCSEs
INTERESTS
I enjoy swimming and running and enter short-distance running competitions regularly. I belong to the local youth club
and take part in different activities. With other members of the club, I was involved in a sponsored walk and raised funds
for our local Age Concern drop-in centre.
REFERENCES
Mr A Tanner Mr B Stone
Head of Year Department Manager
Abbey Wood School J Sainsbury
Eynsham Drive High Street
Abbey Wood SE2 9AJ Eltham SE9 5DJ
32
35. Personal statements
This is your opportunity to add a personal touch to your UCAS application. The admissions tutor wants to know:
• what kind of person you are;
• what you will bring to the course;
• what you want from the course.
There is no standard format for the statement. You have about 400 words and may consider including:
Your reasons for choosing the course or subject
• Demonstrate your interest in the content. How did your interest develop?
• What are your life goals and ambitions?
• What do you know about the course from your research?
The background to your interest
• Mention articles or journals you have read.
• Link to career plans, hobbies and interests.
• Link to courses you are taking now.
Employment, work experience and voluntary work
• Relate to the course applied for.
• Emphasise transferable skills such as teamworking, customer care and problem solving.
Your aspirations
• Choosing a vocational course – why?
• Ideas for a career after your course, e.g. teaching – why?
• If you have no definite aims, that is OK.
Other activities
• Involvement in widening-participation activities such as summer school or mentoring.
• Involvement in master classes or other programmes for the gifted and talented.
• Details of skills and achievements, e.g. Award Scheme Development and Accreditation Network, Duke of
Edinburgh’s Award, Millennium Volunteers.
Social, sporting and other activities and interests
• Link the skills developed to your choice of course, e.g. teamwork, communication skills, leadership.
Personal qualities
• Which ones are required for the course?
Deferred entry
• Why? What do you intend to do?
33
36. Section 2
Some do’s and don’ts to consider when writing your application:
DO
• focus on what is appropriate to your application;
• fill the space – you need to make sure you appear to be an interesting person;
• sell yourself – the reader needs to know your skills and qualities;
• use examples of what you have learnt;
• explain WHY you like something or find it interesting;
• link present courses to your future degree, if relevant;
• check spelling, grammar and presentation;
• ask other people to read your statement;
• demonstrate a passion for your chosen course.
DO NOT
• repeat things already on the application, such as courses you are studying, exams you have taken and what
you are applying for;
• exaggerate or over-enthuse about things that you did, say, five years ago;
• use slang or bad grammar;
• leave out anything relevant;
• be too gimmicky. However, do try to grab attention with something original.
How to sell yourself
It is important to expand on the activities you refer to in your statement. You could say you enjoy football, reading
and socialising, for example – but it would be better to write:
“I play football at county level. Skills developed from football are leadership – I was captain last year – and working
to win as part of a team.”
“I read historical novels, which I enjoy as they give me an understanding of the past and society.”
If possible, state relevance to course. This interest in earlier times could be relevant to law or sociology, for example.
“I am a keen participant in group activities and enjoy the company of friends. I often organise outings. For example,
I organised a rock-climbing day for the sixth form.”
It is not good to focus on negative points, but by all means show that you can adapt after setbacks, such as:
“I failed my first set of A-levels and am currently retaking them” is expressed more helpfully as: “I have refocused
my energy into my studies, after realising how important academic success is to my future and getting a degree.”
Remember
Get a draft done and then get it checked. Then do it again and get it checked again. GOOD LUCK!
34
37. Section 3 Become a better learner
About this section
This section will assist you in becoming an effective learner. It will help you to develop learning skills which you can
use now and once at university.
Useful websites:
I www.palgrave.com/skills4study
I www.mantex.co.uk
I www.nwlg.org/pages/resources/knowitall
I www.bbc.co.uk/skillswise
I www.open.ac.uk/safari
I www.vts.intute.ac.uk/detective
35
38. Section 3
Activity 1 How good are your research skills?
Being able to locate and evaluate information is a crucial academic skill. There are a wide range of resources
available to you, including books, academic journals, newspaper articles, government papers and reports.
Increasingly, information is being published electronically, and can be found on the Internet. Although the Internet
can be a valuable source of information, it is important to evaluate the information retrieved from it.
The following exercise will help you to think about some of the issues you need to consider when using information
retrieved from the Internet. Locate a piece of information on a website (this could be an article, report, etc.) that is
relevant to one of your upcoming assignments. Once you have found one, critically evaluate it against the questions
below by indicating “Y” (yes), “N” (no) or “?” (don’t know). Ideally you should aim to use resources with as many ticks
as possible in the Y column, particularly in the areas of source, reliability and currency.
Title of article:
Url of article:
Y N ?
Source
Is there a reputable source, such as a recognised organisation or academic institution?
Does the author give information or contact details about him or herself that can be verified?
Are the author’s qualifications, education and background relevant to the subject matter?
Does the site contain primary information that is raw, original and non-interpreted?
(This could include manuscripts, diaries, letters or speeches.)
Is the resource an electronic version or companion to an existing print publication?
Level
Is the site aimed at an appropriate academic level for your study?
Coverage
Does the material relate to the specific geographic region or time period you are interested in?
Reliability
Is the information peer reviewed or edited?
Is there any facility to submit corrections to the site owners?
Does the information seem to be objective?
Does the author acknowledge any specific viewpoint?
Is there good spelling, punctuation and grammar?
Is the material sourced and referenced correctly?
Currency
Does the site give details of when the information was last updated?
Is updating regular?
Are links to other Internet sites relevant and up to date?
Structure and accessibility
Is the site easy to navigate?
Is there a site map and/or search facility to help you locate material?
Is the site reliable to access and free from error messages?
Does the site contain “Help” functionality?
36
39. Activity 2 Note taking
Note taking is an essential study skill. There are a number of ways to take notes, some of which are more suited to
the classroom or lecture theatre and other which are better for text books, reports or the Internet. The key to
successful note taking is using a technique that works best for you.
Below are details of four of the most popular and how they work.
1. Mind-mapping or spider diagrams
This is where you use a diagram to organise words, ideas and concepts.
• Centre topic – put an essay title in a box in the middle of the page.
• Main branches are for your initial ideas – put words along the lines in capitals.
• Lower branches or twigs are for your thoughts and ideas.
• Images – use images or sketches that attract the eye.
• Colour – use different colours.
• Spacing – leave lots of space so you can add information.
• Symbols – use arrows and symbols.
• Personal – develop your own personal style.
• Fun – have fun doing them – you are more likely to remember the information.
2. Concept mapping
Same idea, but putting ideas into boxes with linking lines.
3. Ideas
This is where you simply make a note of ideas as they come to mind.
• Write your topic at the top of a page.
• Jot down ideas as they come into your head.
• Use coloured pens to link the ideas – you could do this with Post-its to organise them in a logical way.
4. Linear notes
This is making notes in a traditional style with points. Below are some helpful tips on how the use this technique
effectively:
General tips
• Keep notes brief.
• Keep notes organised.
• Use your own words.
• Leave a wide margin and spaces.
Useful strategies
• Note key words and main ideas.
• Write phrases – not sentences.
• Use abbreviations.
• Use headings.
• Number points.
• Make the page memorable with colour illustrations.
• Link up points using arrows and dotted lines.
• Note sources.
37
40. Section 3
Unhelpful strategies
• Copying chunks and phrases.
• Writing more notes than you can use again.
• Writing out notes several times to make them neater.
Tidying messy notes
• Draw a square around sections.
• Use a ruler to divide the page.
• Draw a ring around floating bits of information.
• Link stray information by colour coding.
Whichever techniques you are using, remember the following key points.
• Be clear on why you are making notes as this will affect the type of notes you take. For example, are they for
an essay or for revision?
• Always date your notes and file them in a logical place.
• Leave space between your notes so you can add to them.
• Go back to the notes and organise them in a format that you can read.
38
41. The following quiz will help you think about your note taking. Review some notes you’ve taken recently and answer
the following questions. Give yourself a mark for each YES answer.
Did you: Yes No
1 read about the topic beforehand?
2 get to class on time or a bit early?
3 clearly title and date your notes?
4 use your own abbreviations?
5 highlight each main point or idea in some way?
6 sum up the main ideas in your own words?
7 make lists, use arrows or bullet points or subheadings?
8 note references?
9 leave white space to add things later?
10 write neatly so you can you read your notes now?
How did you do?
If you scored 8 or more, you are applying effective techniques; 5-7, you should revise your techniques; 4 or less,
there is room for improvement. Remember, good note-taking is essential to being an effective learner.
Tips
• Decide why you are making the notes – for an essay, for revision, or as a reminder.
• Date your notes and file
• Listen carefully
• Leave space between your notes, so you can add to them
• Go back to the notes and reorganise them into a format that is easy to read
39
42. Section 3
Activity 3 Do you think critically?
Being able to think critically is a vital skill to develop, but the term “critical” carries with it negative connotations.
Thinking critically simply means not taking things at face value. So, instead of simply accepting what someone puts
before us, we question its value and examine the validity of its arguments.
The following exercise will help you to consider your critical thinking skills. Search the Internet for either a newspaper
or journal article that is relevant to an upcoming assignment (this could be the information source you used in
activity 1). Now, with the help of the notes in the brief guide to studying, provide answers to the following questions.
Title of article:
Url of article:
1. Do you agree/not agree with the author’s view? Briefly note your reasons.
2. Do you think the author has provided/not provided a reasoned and balanced argument? Briefly note your reasons.
40
43. 3. Do you think the author is aiming his views at a particular audience? If so, what sort of audience do you think this
article would appeal to?
4. What sort of language does the author use to convey his or her meaning, for example, is he or she writing to
inform, persuade or describe? Do you think that the style of writing reveals any sort of bias or prejudice?
5. Is there anything else about the article that you consider important in forming an opinion about it?
41
44. Section 3
Activity 4 Writing essays
Writing essays is an occupational hazard of academic life, but the reason we write them is that they provide one of
the best means of displaying our thought processes and how we structure arguments and present evidence. Look
upon them as an opportunity for you to demonstrate your understanding of a topic and display your ability to
construct arguments and persuade your reader of the validity of your view.
The first step in writing an essay is understanding what is being asked from you. This means looking closely at the title
of the essay before starting to plan or write it. One of the most important things to consider is the instructional words.
These are the words that indicate the style or approach you need to take in your essay. Completing the following
exercise will help you to think about the style or approach expected from you.
Match the words with the explanations.
1. ANALYSE A. Say how things are the same and yet different.
2. COMPARE B. Describe without too much detail. Give the main features.
3. ILLUSTRATE C. Make the information clear by giving reasons.
4. OUTLINE D. Give a detailed account of something exactly as it is. You do not
need to give your opinion.
5. STATE
E. Give your opinions or point of view.
6. SUMMARISE
F. Using your own words, bring together the main points without
7. REVIEW including details.
8. CLARIFY G. Give lots of examples.
9. COMMENT ON H. Give the important reasons for and against, and come to some
conclusion.
10. CONSIDER
I. Look closely at the detail.
11. DEMONSTRATE
J. Give examples to make your point clear – this could include use
12. DESCRIBE of diagrams, drawings or figures.
13. DISCUSS K. Show how things are different.
14. CONTRAST L. Take into account your thoughts.
15. EXPLAIN M. Make your answers simple and clear.
N. Go over the whole thing, picking out the important parts on which
to give your opinions.
O. Present the information clearly but briefly.
42
45. Having understood the type of approach expected of you, you can construct a rough essay plan. This plan will help
you to focus your ideas, and will shape your reading. This plan should consist of an introduction, the main body of
the essay and a conclusion. Your argument should be laid out in a logical way and guide your reader through the
themes and arguments in the essay.
Have a go at constructing a basic essay plan for an assignment you have to do. Jot down ideas that occur to you
(in the form of bullet points) and see if you can link them up in a logical pattern, providing some ideas as to how you
might conclude the essay.
Title
Introduction
Your main argument
Conclusions
43
46. Section 3
Once you have an essay plan, you can start writing your essay. The notes in the brief guide to studying will help in
this respect. However, you will also find completing the following exercise of use.
Please state whether when writing essays you do the following, and, if not, whether you would consider doing them.
Do you: Yes No Would consider
• check what the title is asking for? K K K
• generate ideas – brainstorm, mind map? K K K
• ask yourself: who, why, what, where, when, or how? K K K
• research – use sources, books, articles, the Internet? K K K
• explain how you interpret the question? K K K
• identify issues you will explore? K K K
• give a brief outline of how you will deal with the issues? K K K
• develop your argument? K K K
• show and reference your evidence? K K K
• summarise and pull together your main arguments? K K K
• use formal English? K K K
• write concisely, avoiding repetition? K K K
• write in the third person? K K K
• make drafts and do rewrites? K K K
• check spelling and punctuation? K K K
44
47. Activity 5 The art of presenting
Presentations are becoming an increasing part of our lives, whether in an academic context or the workplace. Love
them or hate them, they are a useful skill to master. Giving a good presentation is an enormous boost to one’s self
confidence and they are not as difficult as most people would have you believe. Ultimately, the key to presenting is
practice. The more you present, the more confident you will become. However, when giving a presentation, there are
a number of things you should consider. The following exercise will help you to think about these.
The next time you give a presentation, use the following checklist to reflect upon how it went. Against each heading,
rate how you did on a scale of 1 to 10 (1 being poor, 10 being excellent). Where you did badly, give details of how
you could do better next time.
Aspects of your presentation Your How you could improve
performance
(1–10)
Did you ensure you had your audience’s attention
before starting?
Was your introduction clear?
Did you manage to cover all your arguments and
were these given in a logical order?
Did you arrive at a definite conclusion?
Did you answer questions well?
Did you stick to the time limit?
Did your audio-visual aids (e.g. PowerPoint, OHPs)
support you presentation?
Did you speak slowly and audibly –
could you be heard?
Did you pause at appropriate times?
Did you make eye contact and smile?
Overall, how do you feel it went and how will you build on it?
45
48. Section 3
Activity 6 Preparing for exams
Whether you like it or not, exams are a fact of school, college and university life. Although they can be extremely
stressful, the thing to bear in mind is that everyone, including the examiner, wants you to do well in them. Exams are
a means of testing your knowledge, but they also test your ability to work under pressure, to manage your time and
your ability to plan and write an answer within a given time. All these skills are useful ones and will serve you well,
both now and in the future.
The key to doing well in exams is preparation. There are two parts to this. The first is revising or re-learning what
you have learnt. The following exercise will help you to think about how you revise. Show which revision technique
matches with a particular brain fact. The lettered list has revision techniques; the numbered list has facts about
the brain.
Revision techniques Facts about the brain
A. Work from what you know, but also introduce 1. Your brain can do many things at once. It can
new information. take in a range of stimuli.
B. Make sure you understand why you need to learn 2. The brain processes parts and wholes at the
something and why it is important. same time. It needs to be aware of the big
picture while focusing on small steps.
C. Eat sensibly, drink plenty of water and avoid
caffeine. 3. The brain automatically focuses on what it knows
but also searches for things that are new.
D. Use the morning to work on hard things.
4. Emotions are important. It is difficult to learn if
E. Give yourself regular breaks and time to reflect.
you are stressed, angry or upset.
Sleep is important.
5. The brain needs down time to sort through the
F. Good revision uses both sides of the brain. Use
information it has been absorbing.
different senses; try mind mapping.
6. Average concentration time is 20 minutes.
G. Try playing music without lyrics and with a steady
beat. 7. Thirst and hunger affect the brain. The brain is
made up mainly of water.
H. Be positive about your revision. Keep yourself in
a positive frame of mind. 8. Your brain likes to link things into patterns.
I. Have breaks about every 20 minutes. Take a 9. Your brain works better in the morning.
walk.
10. Music can affect the brain. For a relaxed
J. Decide on the big picture and break it into alertness, your choice should have 60–80 beats
smaller pieces. per minute.
K. Use memory tricks like mnemonics and make up 11. Your brain will take information from all around,
stories to help you remember. even if you are not concentrating on one
particular thing.
46
49. The second aspect of effective exam preparation is being clear on the arrangements and instructions for each exam
you are sitting. The following exercise will help you to consider the key aspects of an exam that you need to think
about.
With respect to one of your upcoming exams, provide the following information.
What is the title of the exam?
When is the date and time of exam?
Where is the exam taking place?
What is the length of the exam?
How many questions do you need to answer?
How many marks is each question worth?
What equipment are you permitted to take into the exam room with you?
Are there any special features of the exam paper or exam conditions?
47
50. Section 3
A brief guide to studying
Critical thinking
Thinking critically means considering the following when reading the work of another author. Are the facts and
evidence reliable? What sort of language has been used? Is it objective, in that the author has attempted to present
a balanced viewpoint, or is it biased towards one particular view? Is the author letting the facts speak for themselves,
or are the facts being manipulated to suit a particular purpose? It is a useful skill to be aware not only of the prejudice
and bias of others, but also your own. Try to take a step back and be aware that there are many sides to any debate
or argument.
A useful checklist to employ here, are the Six ‘W’s:
• WHO? Who is the author? Think about his or her background, class, age, ethnicity and gender; all these factors
can give us useful clues as to an author’s “take” on a particular subject.
• WHY? Why has the author produced a piece of writing? Is it for profit, to inform or to advertise, or is it an
attempt to change people’s opinions?
• WHAT? What is the writing about, what does it say?
• WHEN? When was the piece written? Was it written at the time of an event or a long time afterwards?
• WHERE? Where was the writing published? For example, in a popular newspaper or magazine, or in a specialist
journal that is read by fewer people?
• WHO FOR? Who are the intended audience? This can give us some major clues as to the author’s approach,
because any piece of writing has a target audience, and newspapers in particular tend to aim at specific social
classes and groups with their own political views.
48