ds

1. Inspired Futures
(or Life After Leigh)

2. “A-level students must be told the whole truth about the value of a degree”
16 Aug 2012 Telegraph
“When [the government] trebled the cap on university fees,
[they] justified this by arguing a university degree will “on
average boost your earnings by £100,000 over a lifetime”.
That would justify the average £40,000 of debt...imply[ing]
disadvantage for those who give university a miss.”

3. “A-level students must be told the whole truth about the value of a degree”
16 Aug 2012 Telegraph
“There is something especially scandalous about
young people who have been sold a vision of
graduate life, only to find it was a piece of spin to
sweeten the bitter pill of student loans. The mis-
selling of higher education is one of the least
remarked-upon scandals of our time.”

4. “A-level students must be told the whole truth about the value of a degree”
16 Aug 2012 Telegraph
Government released a research paper that spelt it out. For
doctors and dentists, a degree is a prerequisite. They will
earn £400,000 more over a lifetime, but for students
admitted to less rigorous degrees, the premium quickly
diminishes...History and Philosophy a paltry £35 a year
more than non-graduates a degree in “Creative Arts”
£15,000 less over a lifetime than those who start work
aged 18.

5. “A-level students must be told the whole truth about the value of a degree”
16 Aug 2012 Telegraph
“If a degree is no guarantee of success in
modern Britain, then the lack of one is no
guarantee of failure. For those whose A-level
results have precluded university, there is still
all to play for.”

6. Class of 2014
• UK Unemployment 16-24 - 20.7%
(UK Parliament)
• £43,500 av. student debt (Guardian)
• Uni applications 3.5% rise 2013
• Highest increase Computer Sciences
• Biggest Decrease Social Sciences,
Arts, Languages (UCAS)

7. Life after Leigh
• To know the options available for
progression
• To be familiar with the UCAS Apply
process
• To know the Timeline & Who does What
• To know where the resources are

8. Game of Life (80’s)
https://itunes.apple.com/gb/app/game-life-classic-
edition/id327104307?mt=8

10. Task: Role Play
Game of Life
• Student A - E
• Profile the P16
• How will you ‘Inspire’/manage their
aspirations?
• How will you get them to complete UCAS?
• What routes suit, what would you
recommend?

11. The Why? (& Why Now?)
• Focus & Motivation for Yr13, results day &
Module 1
• Mod 6 start of A2 & attendance tracking
• Yr12 with no plan & no motivation to step
up, cannot afford this in Yr13
• Makes Tutor/P16 relationship relevant
(they will be paying our pensions...)

12. UCAS Timeline
Overview
• Module 6: Personal Statements, References,
Guidance & Research, Open Days
• Module 1: Complete their application. Confirm
Maximum of 5 choices
• 15th October: Medics & Oxbridge Deadline
• 31st October: Leigh P16 Deadline to make
payments and Apply
• *Art & Design where specified 24th March

13. Resources UCAS APPLY
• All resources on the blog
http://leighpost16progression.blogspot.co.u
k/
• ‘How to use Apply’
• ‘Personal Statement’
• ‘References’
• Tutors given log ins & buzzwords from
VPs/Dol P16

14. UCAS Online Application Process
Stage 1: Now to Half Term
1. Applicant completes Reference Request Form
2. Tutor guides drafts of personal statement with applicant
3. DoLP16 notifies Tutor & Subject Teachers for
reference request
4. Subject Teachers write Reference, DoLP16 send
to Tutor who keeps a record
5. Applicant marks online application as ‘complete’
6. Tutor checks application & statement and ‘approves’ it or
‘returns’

15. UCAS Online Application Process
Stage 2: Half Term to November 15th
1. Tutor shapes 3 subject paragraphs & Top & Tails the
reference. Marks as complete
2. VP approves the quality of reference
3. Dol P16 monitor’s progress, makes final checks & sends
to UCAS
We will prioritise those applicants that have met the
application completion deadline of Half Term
We are committing to parents to aim to turn around
applications within 2 weeks

16. Personal Statement
• Does it reflect their grade profile?
• Are they listing skills and experiences of
LINKING them to relevance?
• Is it personal - can you recognise them?
• Is there evidence they know why they
are studying this - what it will lead to, what
it entails?
• What can they do in the time remaining?

17. Communication & Tracking
• Applicants must complete the ‘Reference
Request’ online form to start the process -
remind them
• Once I have passed them to you, Tutor
approaches the Subject Teachers to complete
the Reference Form
• Between us we need to keep a record of which
teachers have written and sent Subject
References and which have not.

18. Reference - Structure
• Para 1: Introduce & Background
• Para 2: Subject Teacher 1
• Para 3: Subject Teacher 2
• Para 4: Subject Teacher 3
• Para 5: Your recommendation
Attendance must be presented honestly & positively