SMAART PARENTSPAPER PARENTAL ENGAGEMENT AND ADVICE VOL. 2 ISSUE 1 | SUMMER 2008 | FREE TO PARENTS HOW TO SPOT IF YOUR CHILD IS A GENIUS By: Nicola Honey As a parent you might think your teenager is a genius, but how do you know if you’re right? And if you are, what can you do to �manage’ their giftedness through to adulthood? Ultimately, there is no test for genius. But there are many differing opinions on what makes a teenager a genius. According to an article published in the New Scientist (Feb 2007), “A genius is a unique person, a one-off. They may have to go it alone to prove themselves at first, but after a certain point there is no doubt they are a genius. Their work will have a certain indefinable quality – the �it’ factoryou’ve either got it or you haven’t.” But if you trawl through the Cambridge handbook of expertise and Expert Performance (Cambridge University Press, 2006, ISBN 052184097X) it seems the ability we’re so fond of calling talent or even genius arises not from innate gifts but from an interplay of natural ability, quality instruction and a mountain of work. Anders Ericsson, a Professor of Psychology who edited the book claims “Genius isn’t magic and it isn’t born. Genius happens because people have supportive environments, important mentors and an incredible investment of effort.” So spotting a teenage genius may be more about spotting the signs of �giftedness’ and learning how you as a parent can maximise a gift that may be only partially genetic. Take the example of Tiger Woods. He seems a genius on the golf course, but he was swinging a club at 18months of age and got great instruction from his father. You could say his genius has been laboriously constructed. A sober look at the term genius, therefore should guide parents to realising that if their teen shows signs of interest or natural talent for something then exceptional kids often have exceptional support. A leading Psycholo- gist, Benjamin Bloom believes that most gifted children come from homes where learning of any kind was revered for its own sake. “Our genetic potentials are activated and realised only through environment and experience. Natural buoyancy merely gets you off the bottom. You rise to the top by pumping yourself up.” This all sounds so easy on paper – your child shows a unique ability and hey presto a bit of parental support and a genius is created. But for parents, it’s a bit more complicated than that. Add the �genius’ label to a teenager and a whole range of preconceptions kick in to judge what that child is like. Some will treat him like an �Einstein’, others will see him as the product of pushy parents. Most images we conjure up about �genius teenagers’ remind us of the likes of Ruth Lawrence who rose to national fame in the 1980’s when she went to Oxford at 12. She spent her career under the tutelage of her father, whom she later moved away from to the other side of the world. And Michael Howe, a Professor of Psychology at Exeter University believes, “If excelling while you’re young means missing out on friends and other experiences you need for a fulfilling life, it’s not worth it.” How happy you are, how confident you are, alongside the support you get at home is what creates this �genius’. For parents, making the most of the skill and socialising their teenager properly is a very difficult balancing act. most gifted in the class. Children with special needs, autism or ADHD also show the characteristics of a gifted child. We get many parents phoning us for help with a child who is on report constantly, or a child who keeps getting caught staring out of the window. These are all signs of a �bored’ child, whose potential is not being fulfilled. They are often frustrated, not necessarily naughty. But the appropriate socialisation of these children is paramount” Ryan Jones - UWIC Sport & Exercise Science Graduate - Captain of Wales, Grand Slam Winners 2008’ BECOME A CHAMPION IN YOUR FIELD AT UWIC CONTINUES ON PAGE 10 SEE PAGE ?? About 8,500 students under 18 at UK Universities are socially immature. But many experts warn against sending young teens to University. Denise Yates, Chief executive of the NAGC (National Association for Gifted Children) adds “Quite a lot of giftedness can be misdiagnosed. High achievers at School are not always the in the PARENTS PAPER this issue FEED YOUR MIND: and relieve your stress? TEENAGE SUICIDE: How would you know? DAVID LAMMY: We interview the Skills Minister PP JOIN A PTA: and make a difference the PARENTS PAPER is FREE 2 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 NCPTA NCPTA JOIN IN DAY TUESDAY 10 JUNE 08 Make a date to support NCPTA join in day on 10 June 2008. Each year NCPTA members raise a fantastic £65 million, making a real difference to the school experience for many thousands of children. NCPTA join in day, aims to celebrate this success and raise the profile of PTAs throughout England, Wales and Northern Ireland. To help PTAs around the country to raise awareness amongst their local community and to recognise and celebrate your success, the NCPTA is asking PTAs to join in, by running a special fundraiser, to raise money for your school. Don’t worry if the 10 June is not suitable - choose another date and make that a special date to celebrate and join in. Join in 50p fundraising trail Why not consider running a 50p fundraising trail , to mark NCPTA join in day? Now in its third year, this is a simple fundraiser for your school and it may help to raise awareness of the valuable contribution your Association makes. Join in word searches A series of word searches, suitable for all age ranges, are now available to download. Simply print and sell the word searches to pupils and their families and friends, as a quick and easy way to join in and raise money for your school. For more ideas and to keep up with all the news visit www.ncpta.org.uk Workshops Our free fundraising workshops give you and your colleagues the opportunity to gather information about a variety of PTA topics including: • Innovative fundraisers • What events work well and why • How to get more parents involved • Legal updates • Benefits of registering as a charity You can help to set the agenda so be sure to let us know what subjects you would like covered. If you think your school could host a local workshop on our behalf then please contact your regional adviser. The NCPTA will give a donation of £50 to your association, for providing the venue. Training Events Over the academic year the NCPTA will hold a series of training events. These events are longer than the workshops and therefore give us more time to explore in greater details subjects such as: • Raising money from trusts and foundations • Managing Your PTA • Communicating with the school community • Working with local businesses • The role of the Treasurer • Legal considerations when holding an event. 2 | SMAART PARENTS PAPER Parents and the NUT Strike Working in partnership with The Times Education Supplement (The TES), the National Confederation of Parent Teacher Associations (NCPTA) has surveyed its parent members to gain their views on the NUT one-day strike and generally on the quality of education today. The NCPTA would like to thank all of its members that took part in the survey. The tremendous response to the survey means the NCPTA was the only organisation able to comment on the strike on behalf of parents from a point of real knowledge. David Butler, chief executive, NCPTA said, “We know from the work we do with PTAs up and down the country that parents value the professionalism of teachers and the commitment they give. “The survey is very explicit about parents’ perception of the quality of teaching today and how much better this is than when they themselves were at school. “Equally important is the evidence that the strike action has not damaged the view the majority of parents have of teachers. This is particularly significant given what we know about the positive value that strong parent teacher partnerships bring to our children’s experience of school. “However, it is also clear that many parents have had to make complex plans to overcome difficulties caused by the strike including alternative childcare arrangements.” The key findings of the survey were: 1. The majority (61%) of parents reported the one-day strike hadn’t changed their view of teachers. 2. A majority (60%) of parents feel teachers should receive a pay increase either in line with the original limit on public sector pay or as being offered by the Government. A third of parents support teachers in seeking a 4.1% pay rise. 3. Most parents (37%) will have to take time off work to look after children unable to attend school on the day of the strike. 4. The vast majority of parents (86%) regard the quality of teaching at their children’s school as either excellent or good. A further 49% feel that the quality of teaching their children receive is better than when they themselves were at school. SMAART PARENTS PAPER |3 ISSUE 2 VOL. 1 | www.getsmaart.com NEWS 2008 GOLD STAR REWARDS WINNERS Four finalists were selected for the final judging stage, in each Gold Star Rewards Category; in total six winners were announced at the special Awards Presentation, held on Wednesday 30th April. Achievement in Parental Involvement: Dorchester Parents’ Group, Hull Home/School Challenge Gold Star Winner A survey of parents indicated that many were keen to become more involved with their children’s homework. So the Parents’ Group came up with a unique idea; special homework folders that the children could take home. To fund the Home/School Challenge, the Parents’ Group submitted a successful funding bid to the Community Investment Fund, which not only covered the cost of the materials but also released a Year 5 teacher to help set up the folders. The first topics covered were rivers and space. A total of 61 children and their parents were selected to take part. Parents were then invited to a special Home/School presentation event where all the children who completed the challenge were given a book token and a certificate. More parents are now involved in the life of the school, as a direct result of the project and due to its success , a second Home/ School Challenge is now planned on the topic of �My Hull’. Yeo Moor Infant School PTA, Clevedon: Parent Helpers’ Handbook Gold Star Winner A small community school with just 153 pupils on the roll, Yeo Moor has an active PTA and has always welcomed volunteer helpers. Keen to reach a wider section of the school population, the school and the PTA began looking for a way to increase the number of parents involved whilst recognising and maximising the support given by existing parent volunteers. A Parent Helpers’ Handbook was suggest- ed and it was quickly established that for this idea to be successful parents, teachers, governors and school staff would all need to contribute. At the school’s annual thank-you coffee morning the Parent Helpers’ Handbook was launched, with every existing helper being given a personalised copy. Since its introduction, the school has seen the number of parents helping in school increase by an amazing 60 per cent. Plus, the number of PTA volunteers and its gross income has almost doubled. __________________________ Changing the Life of the School: Friends of Madresfield C of E School, Malvern: Walking Bus Project Gold Star Winner Madresfield is a small school situated on a country road which serves as a cut through for traffic. The road was becoming more and more dangerous for pupils being dropped off and collected. A Travel Planning Group, consisting of a governor, the Headteacher, parents and members of the Friends committee, was formed to discuss a resolution. The idea of a Walking Bus sounded simple, and was not a new concept, but establishing a route was complicated by the lack of footpaths to the school, which backs onto farm land and land owned by the parish council. It became clear that a number of groups throughout the village would need to work together for the Walking Bus project to have any chance of success. All these hurdles were overcome and the Walking Bus is now an established part of school life. It has changed the life of the school in many ways, not least the improved relationships between the school, home and the local community. Stanley Infant and Nursery School PSA, Teddington: bogbusters! Gold Star Winner bogbusters! was initially planned as a simple re-paint of the school toilets, to be undertaken by a team of four mums. On closer inspection, it soon became clear that the refurbishment was indeed a much bigger project that needed the support of the wider parent group. The PSA received a huge response from parents offering their time and skills, which were utilised in many ways. In addition to the practical support, the PSA were also busy fundraising, to meet the estimated cost of £13,400. Throughout the project the PSA noted a genuine sense of community amongst the parents and the PSA worked closely alongside governors, teachers and the School Council. The pupils are now far happier using the new toilets and behaviour in the toilet area has generally improved. As a result of the success of the project an article was featured in a local newspaper and the Junior School have now embarked on their own bogbuster project. __________________________ PTA Fundraising Achievement: Kings Copse Primary PTA, Hedge End: Sensory Experience Gold Star Winner Kings Copse Primary School is currently undergoing a building replacement scheme; as part of this development the PTA is supporting the school by raising a staggering £114,000 towards the cost of a new sensory outdoor area. This was a massive commitment for the PTA and one that could not rely solely on financial contributions from parents. In light of this, the PTA decided to take a different approach. Utilis- ing their new status as a registered charity, the PTA submitted applications to trusts and grantgiving companies, and developed partnerships with both private and public sector organisations. For a PTA that was only formed in February 2007, this was a bold approach as it involved presenting to organisations and pitching for grants. As a result the PTA has grown in confidence; it has learnt that not only can a PTA maximise the support of their parent body but there are other great opportunities to be exploited beyond the school gate. To date, the PTA has raised a total of £78,351, with £10,500 coming from traditional PTA activities; the equivalent of £470 per child. Newbridge Primary School Association, Bath: ReNewbridge Gold Star Winner As a result of the amalgamation of Newbridge St Johns C of E Infants and Newbridge Junior School, the two PTAs merged to create Newbridge Primary School Association - NPSA. The new Headteacher had ambitious plans for the future; however funds were exhausted before the plans for the new school were complete. In response to this, NPSA launched its ReNewbrige fundraising campaign, with a target of raising £25,000. The fundraising centred on the idea that everyone, children and adults alike, would engage in a sponsored activity of their choice, to be undertaken during the set fundraising period. Ideas were many and varied and included skipping, scooting, swimming, trampolining and being photographed in front of as many Bath historical monuments as possible in one hour. With everyone taking part the £25,000 target was soon met and this amazing achievement was supplemented with an additional £7,000 from an Auction of Promises in November 2007. The NPSA raised a grand total of £32,000; the equivalent of £70 per child. 2008 GOLD STAR REWARDS WINNERS SMAART PARENTS PAPER | 3 4 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 SCHOOL CHOICE AND YOUR RIGHTS Admission to primary and secondary schools is not automatic. All schools have �admissions criteria’ which the school’s admission authority uses to allocate places if they receive more applications than they have places available. How schools allocate places Every child aged between five and 16 is entitled by law to a place at a state school. Wherever possible you will be offered a place at one of your preferred schools, but this can’t be guaranteed. Many schools receive more applications than they have places to offer. Every school has an admissions limit, and this determines the number of applicants they will accept. Admissions criteria Every school has a set of rules, known as the �admissions’ or � oversubscription’ criteria. Schools that are oversubscribed will follow these rules when allocating places. Admissions criteria are set by the school’s admission authority. State schools • the local authority (for 'community' or 'voluntary controlled' schools); or • the school's governing body (for 'foundation' or 'voluntary aided' schools) Find out about the criteria before you apply It’s very important to find out what admissions criteria local schools use before you choose which schools to apply to. Details of admissions criteria, along with figures showing the number of applications schools received the previous year, are listed in school prospectuses. This information is also available in the �Information for Parents’ booklet produced by your local authority. Admissions criteria will vary from area to area and from school to school, but the School Admissions Code requires them to be clear, fair and objective. The code also has a list of admissions criteria that statefunded schools are not allowed to use. Objecting to unlawful admission arrangements If you think that an admission authority has unlawful admission arrangements you can object to the Schools Adjudicator. There is a certain time period when you can do this, so check with the local authority of the school for the exact date. You can make the objection your- self or contact your local authority School Admissions Team to object on your behalf. Information about what you can object to and the form you will need to complete are available on the Office of the Schools Adjudicator website. qualified teacher to a maximum of 30. In this type of appeal, the panel is only allowed to look at two things: Whether the admission authority stuck to its own rules which were published in its admission arrangements. If the admission authority broke its own rules either deliberately or by mistake - then your appeal can succeed, but only if your child would have been accepted if the rules had been applied properly. Does your child meet the criteria? If you are applying to a popular school, check how closely your child meets the criteria. Be realistic: it is possible that not everyone who applies will be offered a place. The School Admissions Code says that children in public care must be given top priority. Examples of some other criteria that might be used are whether: • your child has a brother or sister who will be at the school when they start there • you live in the area served by the school • you or your child has a disability which makes travel to a distant school difficult • (for religious or faith schools), your child or family is of the particular religion or faith served by the school • (for secondary schools) your child attends a linked primary school • your home is close to the school Admissions authorities might also use a system of random allocation or �banding’. Banding helps to ensure that a school has pupils with a range of different ability levels. Certain types of school may apply other admission criteria: • church or faith schools may ask for confirmation of attendance at a relevant place of worship • grammar schools, and some other schools that select a proportion of their pupils on the basis of academic ability, award places on the basis of an entrance exam or selection test • schools that award a percentage of their places to pupils with an aptitude for certain subjects may use some form of assessment or audition where appropriate • boarding schools may interview your child to assess their suitability to be a boarder (interviewing is not allowed for admission into any other type of state-funded school) If your child is in line for more than one of your chosen schools, you will be offered a place at the school you ranked highest on the application. If none of your chosen schools can offer your child a place because other applicants met the criteria more closely, your local authority will offer you a place at another school. If your child is not offered a place in school Usually you will be offered a place at one of your preferred schools. However, if you are not offered a place at your preferred school or if you are unhappy with the school place allocated to your child, for whatever reason, you have the right to appeal to an independent panel. The letter you receive from the admission authority for the school should also provide information about your right to appeal. This letter will explain what to do next, but you must make sure you make your appeal within the deadline given. The result of your appeal will depend on the strength of your case. In most admission appeals, the panel goes through two stages: The panel hears the case put by the admission authority explaining why it did not offer you a place at your preferred school. The panel decides whether there was a good reason for turning down the application (the phrase sometimes used is “whether the admission would be prejudicial to efficient education or efficient use of resources”). An example might be where the school had very small classrooms and couldn’t fit your child in without making the space too cramped for good teaching and learning. If the panel does decide there was a good reason for turning down your application, it will begin the second stage of the appeal, where the panel hears your case and why you are appealing against the decision. You can mention all the reasons why that school would be the best for your child, and what special factors justify your child getting in, in spite of the good reason for turning you down. The panel then makes a balancing judgement. This is where they decide whether the benefits for your child going to the school you are appealing for - instead of the school you have been offered - outweigh the bad effects on the school and the other children of having one more pupil in the class. If the appeal panel decides that your case is the stronger, it will uphold your appeal and the admission authority is then obliged to admit your child to the school. Different rules apply if your admission application is refused because an infant class has reached its legal limit of 30. The law limits the number of pupils in an infant class with one Whether the admission authority acted unreasonably. The law defines “unreasonable” very carefully in these cases. The courts have said that for a decision or action to be “unreasonable” it must be completely irrational or not based on the facts of the case. These facts include the published admission arrangements for the school, the number of applicants and the capacity of the school to admit pupils without breaching the infant class-size limit. Please note: you may give the panel fresh information relating to your case, which was not available at the time the decision to refuse admission was made. However, the panel can only use this to help it determine whether, in the circumstances (which at the time of the hearing will include the fact that all available places have already been allocated), the original decision was irrational. What happens next If your appeal succeeds, the admission authority must offer your child a place at the school. If your appeal does not succeed, you can ask the school to put your child on their waiting list (if the school has one), as places sometimes become free after the start of the school year. If you are unhappy about the way the appeal hearing was carried out, you could complain to the Local Government Ombudsman, who might recommend a new appeal. If you want to know more about appeals, contact the admission authority for the school or the school admissions teams at the Department for Children, Schools and Families. Crown Copyright: Reproduced under the terms of the Click-Use License Further information can be found on www.parentscentre.gov.uk 4 | SMAART PARENTS PAPER 5 | SMAART PARENTS PAPER 8 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 HOW ARE STUDENT LOANS REPAID? The standard repayment process The student loan becomes due for repayment in the April following the date that the loan account holder completes or leaves their course. The Student Loans Company (of whom Student Finance Direct is a service delivery partner) will advise HM Revenue and Customs (HMRC) (formerly the Inland Revenue) that the loan has become due for repayment. They in turn will instruct the loan account holder’s employer to deduct repayments from their gross income at the rate of 9% of any income earned in excess of £15,000 a year, £1250 per month or £288 per week. Loan account holders who are in the UK and are self-employed make repayments through their HMRC tax returns. If an account holder is living overseas and works outside the UK tax system, they will make repayments directly to the Student Loans Company. How interest is calculated The interest rate for Student Loans applies from 1 September to 31 August each year. All student loans accrue interest which is linked to the rate of inflation in line with the Retail Prices Index. This means, in real terms that the amount repaid will broadly have the same value as the amount borrowed, and no profit is made on the loan itself. Interest accrues on the loan until it has been repaid in full. The interest rate is currently 4.8%. Voluntary repayments and early settlement A student loan account holder can pay off their loan more quickly by making voluntary repayments directly to us, whether or not their income is above the repayment threshold. You can also make additional repayments on their behalf, providing they have given the Student Loans Company permission to talk to you about their account. Details on granting this permission are available through the Student Finance Direct home page. If you do choose to make voluntary repayments, these will be in addition to any repayments collected through 8 | SMAART PARENTS PAPER the tax system. Any income-related repayments made in this way will not be reduced, but the loan will be cleared more quickly by making extra repayments. Only voluntary repayments of £5 or more will be accepted. Payment can also be made in full and final settlement of the loan at any time, with no penalties for early repayment. If you would like to fully settle a loan on behalf of a loan account holder, they should contact us to obtain a settlement figure. If you wish to obtain a settlement figure on their behalf, you must first arrange for them to give us permission to talk to you about their account. You should then contact us on 0870 240 6298 to obtain an up to date settlement figure. Lines are open Monday to Friday, 9am – 5.30pm. Further Information You can obtain more details about the repayment of student loans in the guide �Student Loans: A Guide to Terms and Conditions’, which you can download from the forms and guides page on www.studentfinancedirect.co.uk HOW ARE STUDENT LOANS REPAID? A number of factors come into play when estimating the cost of a student’s higher education. The overall cost will be dependent upon the student’s chosen course, institution and household income. Full-time students who will be new entrants to higher education in 2008/09 will be liable for a fee contribution of up to £3,145 (£3,070 in 2007/08). However they will be able to apply for a variable fee loan of up to £3,145 (£3,070 in 2006/07), depending upon the actual fee charged by their institution. Student Loans for Maintenance have been increased to help students meet their basic living costs. Interest is charged on student loans from the moment they are paid until they are repaid in full. The interest rate for loans applies from 1 September to 31 August each year. The rate is linked to the rate of inflation in line with the Retail Prices Index: this means that in real terms that the amount repaid will broadly have the same value as the amount borrowed and no profit is made on the loan itself. The interest rate is currently 4.8%. Entitlement to grants and loans increases each year in line with inflation, and your financial contribution is assessed by your Local Authority. SMAART PARENTS PAPER |9 ISSUE 2 VOL. 1 | www.getsmaart.com ADVANTAGE: INDEPENDENT SCHOOLS Why are more parents than ever choosing private education for their children? Independent schools have the freedom to experiment and innovate and many of them have individual skills and strengths to complement the general excellence that is the hallmark of the sector. The schools appoint their own staff and develop their own policies; they have flexibility to adapt to changing circumstances and to respond to new initiatives; they can use their resources to meet particular needs and to provide facilities in keeping with modern standards. Children coming from European and other countries are welcomed into the school communities. A great strength of the independent sector is the choice and diversity it offers. Parents can choose single-sex or co-educational schools, boarding or day schools, senior or junior schools, rural or urban schools and schools that are large or small. Independent schools provide education from age 3 to age 18. Many schools are “all-through” with their own nursery, primary and secondary departments. Some preparatory schools have a nursery department and a prepreparatory department. Classes in many independent schools are smaller than in other types of school, particularly for the younger age groups between 5 and 13. This is when children are especially keen to learn, the foundations of a good education can be laid, and mistakes and learning difficulties are recognised and put right. The ISC Census 2007 reported the lowest ever pupil/teacher ratio, with one teacher for every 9.7 pupils in ISC schools. Independent schools have many ideals in common. The sector has a strong tradition of academic attainment, good examination results, sound discipline and a commitment to a wide range of sport and extra-curricular activities. Some are religious foundations, many have long-established traditions, and all strive to offer a high quality of education within a framework where the focus is on the development and care of the individual. Pupils are encouraged to develop their talents and to pursue new interests through clubs and societies, sport, outdoor activities and community service. Meetings are often arranged between schools at which pupils can meet and share interests. Many schools provide help for children whose first language is not English, and special tuition is available. Guardianship arrangements are available for those whose families live outside the United Kingdom, and many other practical details such as transport to and from airports are often looked after by the schools, working in partnership with the parents. Independent schools are accountable to parents. If parents do not think their children are being educated properly they will take them away and send them elsewhere. Because of this, independent schools have to have very high standards and most are equipped with the most up to date facilities available. In surveys carried out for ISC by MORI (Market & Opinion Research International) , the main reasons stated by parents for choosing independent schools include: small classes with individual attention, high standards of education and examination results, good discipline, encouragement of a responsible attitude to school work, development of social responsibility, and extracurricular activities. Parents are increasingly prepared to make the sacrifice, because it’s thought superior exam results in the independent sector make it more likely that children will go on to secure a place at a good university. And it’s a growing trend. More pupils today are educated privately than five years ago. Some 6.7% of parents pay for their offspring to get a private education today, compared with 6.2% five years ago. Private Universities The UK has only one private university; The University of Buckingham, which was founded in 1976 by a group of Oxford academics who “despaired of the way the other British universities were going. The other universities are all funded by the state, and the state is their customer, so they have to do what the state says. That is why; to save money at the students’ expense, the state spends only half as much per student as it did 20 years ago”. Buckingham was the first UK University to offer the academic content of a standard 3-year degree into a 2-year programme, running over four terms per year. By making full use of the whole year, including the long summer holiday period of other universities, this allows students to start working and earning one year earlier. Teaching is generally provided over 2 semesters (2 terms a semester) of 20 weeks. For more information go to www.isc.co.uk SMAART PARENTS PAPER | 9 10 | SMAART PARENTS PAPER ...CONTINUED FROM FRONT PAGE Denise’s message for parents is simple. “You know your child best. If you think they are gifted, stick to your guns. You are with them 85% of the time and the teacher only 15%. There is no shame in being proud of your child. Have the confidence to encourage them.” Many believe that the �death by testing’ culture in schools is simply trying to standardise children, to make them all average. But parents can change this. Allow your child to accept �difference’ and celebrate their successes with them. Subtle encouragement whilst allowing a �normal’ upbringing will provide the most balanced environment in which a teenager is most likely to excel. Your teen may be born with genetic gifts that make them elite, but they may only become a genius if they use that genetic gift wisely. Whilst it is clear that most �genius’ characteristics may be unique to a specific child and may well rely heavily on the observational skills of the parent, the most common indicators of a �Gifted’ child www.getsmaart.com | ISSUE 2 VOL. 1 HOW TO SPOT IF YOUR CHILD IS A GENIUS according to the NAGC are: • Asks lots of questions • Has a very retentive memory • Can concentrate for a long time • Has wide general knowledge • Enjoys problem solving • Has an unusual imagination • Has strong feelings and emotions • Has an odd sense of humour • Is a perfectionist • Displays a superior talent for a sport or hobby • • • So What Can Parents Do? As the parent of a gifted child, it is important to realise that your child is exceptional and is likely to have needs different from those of other children. Parenting a gifted child can be physically and emotionally challenging because the child’s developmental trajectories vary from the norm. The more gifted the child is, the greater the variance from the norm. So, what can you do? • Read all you can on giftedness and learn about the characteristics of gifted children. The needs of gifted young people are often misunderstood. Read what the experts say about various aspects of 'being gifted' 10 | SMAART PARENTS PAPER • • • in the sections on the NAGC website Learn about your Local Authority's gifted and talented policies Adopt 'gifted-friendly' parenting strategies. Parenting any exceptional child has its challenges; you'll find useful parenting information on the website or via the NAGC Helpline (0845 450 0221) Assure your child that it is okay to be different. Highly intelligent children often feel very disconnected from their classmates and other age peers. Learn about how gifted children develop friendships Seek out other families with gifted children, either through area organisations (such as NAGC branches and Explorers Clubs - 0845 450 0295) or through your school or community groups. Make sure your child has the opportunity to make friends with children who share his/her interests Take the time to develop positive relationships with your child's teachers and school administrators. Recognise that they are often doing the best they can given the knowledge, resources and the constraints within which they have to work. Take your child's complaints of being bored or under-challenged seriously. Teachers and schools are • • • • • owed a certain amount of respect and leeway, but no child should be subjected to a miserable educational environment If your child's education is not a good match for his/her abilities, have solutions and ideas before approaching the school. Explore options by brainstorming as a family, conducting research, searching the Internet, and talking with other parents of gifted children You cannot rely on the classroom alone to satisfy your child's desire to learn. Investigate after-school clubs and societies, weekend activities, summer schools, and distance learning experiences Consider early entrance to university but this needs to be discussed with the Head of the incoming school or University well ahead of time. Highly gifted young people are often ready for the rigours of university level material before the age of 18. One way to explore this option is for your child to take a class at a local college or access the Open University's distance learning courses for A Level students Locate a mentor and/or tutor to support the development of your child's talents and interests Make a point to stay informed about your child's educational experience. Advocate for appropriate placement and a challenging curriculum if your child's needs are not being met. Before asking for a meeting with your child's teacher, or the Head, learn how to facilitate a meeting so that the outcomes are most likely to meet your child's needs • Donate above-grade level books that you have found useful to the local primary school for in-class libraries • Counter stereotypes of gifted students. If parents are talking about acceleration, for instance, and one parent says,"I knew a child who was accelerated two years and was always miserable", you could bring up a story of a child who thrived in this environment, made positive friendships in his new grade and was challenged and much happier (Adapted from Jan & Bob Davidson with Laura Vanderkam, 2004, Genius Denied: How to Stop Wasting our Brightest Young Minds, Simon & Schuster) On 9th May, the NAGC are introducing �It’s alright to be bright’ days into schools and colleges – see their website www.NAGC.co.uk for further details. SMAART PARENTS PAPER |11 ISSUE 2 VOL. 1 | www.getsmaart.com HAVE YOU GOT ATTITUDE? is keen to ensure we recruit the right people with the right attitude to join our network of partner organisations as Building Controls Engineers. “Choosing the right career is one of the most important decisions you will ever make.” No pressure! There are certainly plenty of choices out there for young people who are about to embark on a career in the Engineering Industry, including the Building Controls industry. Building Controls is a dynamic, exciting and fast moving industry that relies on the latest technology to manage energy efficiency and safety within buildings. Managing energy is one of the most compelling elements of our industry – we have the power to reduce carbon emissions. The CO2 output from buildings make up a significant proportion of the UK Carbon Footprint and the heating and ventilation of those buildings accounts for more the 50% of that output. Trend, the UK’s leading Building Controls manufacturer, is a global player in the industry and delivers technology-led products to assist leading organisations. Companies, such as Land Rover, Triumph Motorcycles, London Eye, TK Maxx and Sainsbury’s, save money and operate as good stewards of the environment by ensuring their buildings are outfitted with energy efficient climate control. To support massive growth in construction and events such as the 2012 Olympics, Trend What is a Building Controls Engineer? A Building Controls Engineer is responsible for designing and maintaining the control system within a building, ensuring comfort of occupants, while minimising the energy and financial costs of the building. A building controls engineer can have a significant effect on the country’s carbon footprint. What about a future career? There are a variety of job roles and opportunities for career development within the Building Controls industry including: • Service Engineer • Project Manager • Project Engineer • Graphic Designer • Strategy Designer (Software Control Strategy) • Commissioning Engineer There are also future opportunities for higher education, self-employment and business ownership. What is an Attitude Apprenticeship? The Attitude Apprenticeship Scheme is a work-based learning programme where an individual is employed and participates in a structured learning programme – in other words �Learning while you are earning’. In this programme, participants work towards a nationally recognised Advanced Apprenticeship Certificate in Building Controls Engineering over a fouryear period. In addition, they experience a comprehensive range of Trend Product Training and other specialist Building Controls Courses. If I’m interested what do I do next? The Attitude Apprenticeship Scheme is looking for special people – People Like You – with the right ATTITUDE! We are currently looking for Apprentices to fill a number of vacancies across the UK. So, to learn more or to apply online visit www.trendattitude.co.uk Upon completion of the Attitude Apprenticeship, a qualified Apprentice currently earns a salary ranging from £20k£25k with fantastic prospects for the future. SMAART PARENTS PAPER | 11 14 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 CAREER GUIDANCE WILL BE GIVEN PRIORITY Careers guidance will play a key role in government plans to double the number of apprentices to 500,000 a year by 2020. Employers have broadly welcomed the plans but have called for reform of the system to raise the status of those gaining qualifications under the scheme. Skills Secretary John Denham has published a report, World Class Apprenticeships: Unlocking Talent, Building Skills for All, which sets out a wide range of steps which aim to improve apprenticeships in the future. These include setting up a National Apprenticeship Service to oversee the programme, and creating a �matching service’ to help employers fill apprenticeship vacancies. CBI deputy director-general John Cridland said: “We need more young people taking on-the-job training and gaining qualifications that provide access to exciting and well-paid careers, as well as delivering skills that business need to compete. “But the focus must be on quality as well as quantity. Reform of the apprenticeship system is vital, otherwise the relevance and status of apprenticeships will suffer and more employers will not get involved.” Manufacturers’ organisation the EEF called for a “speedy implementation” of the proposals if the 2020 deadline was to be met. Chairman Martin Temple said: “In tandem with the expansion of apprenticeships, we must ensure that the careers guidance young people receive provides adequate information on their benefits along with more radical action to encourage employers to establish new apprenticeship schemes.” The TUC said it was disappointed the government had ignored the issue of low pay for apprentices. “Although the poorest paid apprentices, often young women, are now protected from the worst ravages of exploitation by an £80 wage floor, this has not increased since August 2005. Rising prices mean this is effectively a pay cut,” said general secretary Brendan Barber. “The government could further boost the quality of apprenticeships, make them more attractive to young people and improve completion rates by increasing the wage floor to £110.” Under the new approach schoolleavers will be guided into apprenticeships that suit their interests using a university-style clearing scheme. Ministers want the number of apprenticeships for 16 to 18-year-olds to increase to 90,000, with one in five young people taking them up by 2013. Employers will be given incentives to take on apprentices, including wage subsidies for small businesses. Public sector employers, such as hospitals and schools, are to receive help to recruit young people on special training schemes. Youngsters interested in becoming an apprentice will enter a clearing system at school similar to that run by Ucas for universities, which will channel them towards a scheme that suits them. Sir Alex Ferguson, the Manchester United manager, Sir Alan Sugar and Gary Rhodes, the chef, have also been enlisted. Gordon Brown said: “This is my proposal - a new partnership between government and employers to create a Britain of opportunity where everyone can make the most of their talents, a new commitment to take the tough long-term decisions to create the skills and welfare system we need.” Describing his own experience as an apprentice, Sir Alex said: “Apprenticeships were a comprehensive education which taught young people how to be part of a workforce. “It is sad that their demise was so swift and any attempt to revive their place in a young person’s training should be welcomed and will benefit the economy for years to come.” The launch includes radical welfare reform proposals, including plans to extend the role of the private sector in finding employment for jobseekers. The unemployed will be forced to take a skills test to discover which jobs they are capable of in a new approach described by Mr Brown as “carrot and stick”. Claimants will have to accept individual training to learn skills to enhance their job prospects or risk being stripped of benefits. EMA: THE FACTS FOR PARENTS AND CARERS If your child stays in learning after 16, Education Maintenance Allowance (EMA) could give them up to £30 a week to help with their costs. It won’t affect a penny of any benefits you get. Helping your child get on in life There’s a world of learning choices out there for your child if they’re 16, 17 or 18 and have left or are about to leave compulsory education. Whatever their ambitions, they’ll find the right course, from office administration to digital media, science and technology to travel, tourism and hospitality. And they’ll be able to find a way of learning that’s right for them too. This might be staying in sixth form, through a college or at work. Vocational qualifications provide excellent training for work and life too. Want to make sure you offer the right advice? There’s lots of help available. Just call the EMA helpline on 0800 121 8989, or contact your local Connexions service. How can EMA help your child? EMA is there to help with some costs, and to help your child carry on learning. If your household income is less than £30,810 then your child can get help with £10, £20 or £30 a week to put towards costs on books, travel or equipment. This money will be paid straight into your child’s bank account. To get their EMA payments, they will need to open an account if they haven’t got one already. 14 | SMAART PARENTS PAPER Check out the table to see what they could receive. Your household income (financial year 07/08): up to £20,817 per year £20,818 - £25,521 per year £25,522 - £30,810 per year more than £30,810 per year What do you need to provide? To complete the application form you will need to provide some extra information. You will need to send evidence of your household income for the relevant tax year. This might be a Tax Credit Award Notice (TC602), or P60. How much EMA your child could get £30 per week £20 a week £10 a week no entitlement to EMA There are other criteria which qualify your child for EMA, including age and type of course. What about claiming other benefits? The good news is that EMA doesn’t affect any other benefits you may already claim. So you are still free to keep claiming child benefit, tax credits and other types of support. Young people can still have a part-time job. Find out if your child is eligible by going to www.direct.gov.uk or phone the EMA helpline on 0800 121 8989 SMAART PARENTS PAPER |15 ISSUE 2 VOL. 1 | www.getsmaart.com HIGHER SCHOOL LEAVING AGE EQUALS MORE CRIME? Raising school leaving age �threatens job prospects’ and could lead to �more crime,’ warn experts Job prospects for young people could be threatened by the government’s plan to raise the school leaving age to 18. The Policy Exchange, a leading think tank, claims the government has also over estimated the benefits of raising the school leaving age and under estimated the costs. Former government advisor Professor Alison Wolf said that faced with the prospect of inspections and penalty notices many small employers will simply stop hiring young people. “The policy will almost certainly have a serious, negative impact on the job market for young people,” she says in a report. “The large majority of young people are employed in the private sector, by small and medium sized companies who cannot afford to have employees disappearing on day release, or not available for sections of the day.” Wolf said raising the leaving age could cost £1.7bn a year, rather than the annual gains of £1.6bn predicted by the government. She said: “A policy of coercing them into continued participation is at odds with everything we know about the links between motivation and learning” firms. As a result of the legislation, many such firms are likely to stop employing any 16 or 17 year olds. This will have a devastating effect on the youth labour market, and on the skills and future employability of many young people. The greatest losers are likely to be the most marginal and disadvantaged.” The think tank says that there are a range of better alternatives including the using the money in other ways such as intensive one-to-one reading tuition for struggling primary school children and ESOL (English as a Second Language) tuition. It also suggests giving young people guaranteed access to an education entitlement, to be taken up when and as they choose. “All young people, and not only the advantaged and university-bound, should have the opportunity to take up such education and training, but at a time when they, not the Government, identify and want it. It is a truism, by now, that more spending does not necessarily produce better results. This legislation shows that more spending may actually produce worse ones.” Fiona Blacke, chief executive of The National Youth Agency (NYA), said marginalised young people will fall off the radar if the government plan goes ahead, and called for a non-formal form of education for 14- to 19year-olds based around youth work. The Education and Skills Bill proposes that, from 2013, all England’s 16 year olds, and, from 2015, all its 17 year olds as well, must be in education or training, at least until they have achieved something recognised as a “full level 3” award. Blacke said the government’s plans to make young people stay in education or training until 18 would cause problems. If they are in work, they will still have to receive formal training, leading to government-approved accreditation. If they are unable to find employment they will be forced to attend school or college or a government-funded training scheme. Youth workers have also given warnings about the proposals and have called for a greater focus on youth work as the government presses ahead with plans to raise the education leaving age to 18. “When the raising of participation age comes into force we will probably see a number of young people, who are already marginalised, disappear,” she said. “If they don’t disappear, the intention from government is that there will be sanctions for people that don’t participate. If they don’t obey it and don’t pay the fines they will end up in the criminal justice system. I don’t think the government wants that and neither do we.” Blacke said the NYA wanted a non-formal education strand for 14- to 19-years-olds, to capitalise on the success of youth work. Young people would be able to opt in and it would be tailored to the needs of the individual. Blacke said the bill would not meet the needs of young people who are not in education, employment or training (NEET). “These are often people with complex needs,” she said. “We need a non-formal complementary offer for those young people that don’t fit into the strands. Otherwise I don’t think local authorities or government will be in a position to make an offer that will meet the needs of the young people they need to serve.” Susie Roberts, chief executive of the Association of Principal Youth and Community Officers, said the bill needed to focus on what youth work could bring to education. “The skills youth work offers to young people are still seen as nice add-ons rather than essential work that helps them into adult life,” she said. ALICE AND VICTORIA: ENCOURAGING FEMALE ENGINEERS Two female engineers have become leading figures in the campaign to attract more women into engineering and technology careers. Alice Delahunty, a 26-year-old power engineer from Nottingham is the winner of the 2007 IET (Institution of Engineering and Technology) Young Woman Engineer award while 20-year-old Victoria Nicholson from Colchester scooped the Young Woman Engineering Apprentice of the Year title. Alice, who was selected from more than 100 entrants, has also become the 30th female engineer to be awarded the accolade which aims to celebrate the best female engineering talent in the UK as well as highlighting the severe shortage of women working in engineering and technology. As an electrical engineering programme co-ordinator for E.ON UK, Alice spearheads the development of innovative solutions within the power industry. As well as being responsible for driving forward development and promotion of new technology within the Power industry, Alice is also actively involved in technical consultancy and operational support to ensure the vital role of keeping the E.ON’s UK’s power station fleet running. Her responsibilities include giving advice on how to ensure the stations continue to supply power in the most efficient, cost effective and environmentally sound way possible. Robin McGill, chief executive of the IET said: “Alice is a very enthusiastic, dedicated and bright young woman who is passionate about her job and committed to demonstrating this to others. This year’s IET Young Woman Engineer of the Year competition has attracted hundreds of high calibre candidates, clearly demonstrating the impressive quality of young women now following successful careers in engineering. “However, the IET is concerned that only 5.4 per cent of the UK’s engineers are women and more needs to be done to demonstrate that engineering provides an excellent career choice with many great opportunities. “The IET is committed to raising the profile of engineering and encouraging more young people, including women, to consider a wider participation within the profession. In particular, we hope the IET Young Woman Engineer of the Year Awards will help to address the shortage of female role models within engineering, especially in light of the current skills shortages within the industry.” Alice has been instrumental in encouraging other young people to consider a career in engineering. One of her most recent ventures involved suggesting and setting up a sustainable design project for second year degree students at Loughborough University to design a radical street lighting system. Alice is now acting as a technical consultant to the students who are working to progress there designs to prototype stage. Two years ago Alice was also a presenter for the IET’s Faraday Lecture 2006, Emission Impossible Can Technology Save the Planet - an interactive touring show for 13-15 year olds to encourage young people into science and engineering. Alice remembers being told that she would make a great engineer after spending an entire weekend wiring up her dolls house with 15 tiny lights and a master dimmer switch, despite burning a hole in the carpet! She later spent a work experience placement at a company building armoured cars for NATO and spaceship parts for NASA. Meanwhile her engineering colleague Victoria beat hundreds of applicants to claim the title which recognises the skills and achievements of apprentices and also to raise awareness of the value of the apprenticeship route into engineering and technology careers. An advanced apprentice with BT, Victoria works in BT wholesale in a team responsible for managing capacity in the switch telephone network. Victoria was nominated by a number of senior staff to appear in advertisements for BT’s Apprentice Attraction Campaign which aims to recruit more female apprentices into BT. In addition to supporting apprentices in BT, Victoria is also actively involved in visiting schools and careers fairs to talk to other young women about apprenticeships. Robin McGill, said: ”Victoria is a wonderful role model for other young women considering entering the profession through the apprenticeship route.” At the award ceremony at the BT Centre, London, Alice received a cheque for £1,000 and Victoria a £500 cheque. Both were also given an engraved trophy presented by scientist and TV presenter Dr Maggie Aderin. The Young Woman Engineer of the Year Award is the most prestigious honour of its kind in the UK and attracts prominent supporters and sponsors including BT, Women’s Engineering Society, Shell and Arup. SMAART PARENTS PAPER | 15 16 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 JOIN A PTA AND MAKE A DIFFERENCE Records show that Parent Teacher Associations (PTAs) have been in existence for around one hundred years. Evolving from these early years the National Confederation of Parent Teacher Associations (NCPTA) was founded in 1956 and now provides guidance and support to around 13,000 member associations across England, Wales and Northern Ireland. Many thousands of parents across the country are volunteer members of PTAs at their child’s school; giving their time and energy to fundraising and working in partnership with the school. Recent figures1 show that PTAs raised over £65 million last year providing funds to improve the school experience for millions of children in both the primary and secondary sectors. This amazing achievement makes a real difference to schools and their pupils. Providing extra resources and in some cases making it possible for activities such as school trips to happen. All of which is made into a reality by many dedicated groups of volunteers who make up a PTA. A successful PTA will bring together parents and teachers who are interested in supporting the school. It provides an opportunity for everyone to work together and with a common purpose. PTA activity will vary from school to school; almost all PTAs are involved in fundraising and most will organise social events for parents and children. Many provide helpers for outings and special events and a large number run clubs for sport, music or drama. Some PTAs will organise meetings to inform parents about education issues; particularly when changes are taking place. Getting involved All parents and teachers can get involved, even if they only have a small amount of time available. Parents, teachers and others involved with the school are free to decide on what they want to do and on the framework under which they will work. In a world where everyone’s time is precious getting people to join a PTA and motivating them to get involved can be daunting task. We know from NCPTA research that the average time commitment every committee member gives is five hours per week. This equates to 195 hours per committee member per year. “We try and get to know new parents when their children start school and encourage them to come along to a PTA meeting to find out more.” Lynne Maguire, Our Lady of Compassion Parents’ Association. Fundraising is a key part of life for the majority of PTAs. This will involve event organising and a certain degree of creativity and innovation. Others, particularly Secondary School PTA’s may meet less frequently and fundraise without ever holding an event. Each PTA member will know how much time they can give. The lifecycle of a PTA committee will vary. Some members may stay involved for ten years or more – particularly if they have subsequent children attending the school. Others may stay for a few years and then move on. Evolution continues The role of a PTA within the school community continues to evolve and this is reflected in the changing remit and key activities undertaken by PTA volunteers. In line with the traditional aim of improving the experience of school for their children many PTAs are looking at how this might be extended and developed. An example of this wider view is evident in the activities of Trafalgar Schools PTA. Trafalgar School in Twickenham, Middlesex has 270 pupils and an active PTA who were keen to increase the availability of after school activities. Following some initial research, which included surveying the parents and children, a list of 18 potential activities were identified. The pupils were then asked to vote on their top three preferred options. From this a final list of activities was agreed and the after school programme was underway. To ensure that all children could benefit, the PTA agreed to allocate 10% of its annual income to fund subsidised places for children whose parents could not afford to pay which fully supports the school’s inclusion policy. The benefits for the pupils and wider community have been immense. The sports after school clubs in netball, football and rugby have given the children an opportunity to take part in more borough sports matches than they have ever done before. Parents are involved in collecting fees, collating registers, chaperoning children and coming along to cheer on the teams. Ten parent volunteers now manage and co-ordinate after school activities for 170 children. “An unexpected outcome of the after school club success is that parents’ perceptions of the PTA have changed. It is no longer viewed as a fundraising body; it is recognised as having an important role in developing school culture,” explained Avril Horn, after school clubs co-ordinator. In recognition of the good practice in engaging parents achieved by PTAs, schools minister Jim Knight MP said, “Parent Teacher Associations (PTAs) make an enormous contribution to the well-being of our schools. By creating exciting fundraising ideas, developing extra-curricular opportunities and fostering greater parental involvement in school life, they play an essential role in shaping the character of schools.” Looking forward As we look to the future we expect the role of PTAs will continue to evolve and change, but change as part of a more responsive and evolving environment and strong commitment to schools, parents and their children. One development PTAs will watch with interest is the move towards extended schools and the opportunities this will provide for PTAs in increased involvement with their school and its wider community. Whatever the future may hold for each of us, the role of PTAs remains an important and significant one for parents, schools and our children. Visit www.ncpta.org.uk for information on how to join the NCPTA. 16 | SMAART PARENTS PAPER SMAART PARENTS PAPER |17 ISSUE 2 VOL. 1 | www.getsmaart.com To Get your FREE copy of all future issues of Smaart Parents Paper please let us know your details by: • logging on to www.getsmaart.com and clicking PARENTS SECTION and filling in our online request form • or by filling in the form on the right and sending to our FREEPOST address • or by Faxing to us on 020 8861 445 NAME:  howtogetsmaartparentspaper ________________________________________________________ ADDRESS: ________________________________________________________ ________________________________________________________ ________________________________________________________ POSTCODE: ____________________________________________ EMAIL: ____________________________________________ FILL IN THE DETAILS ABOVE AND SEND BACK TO US AT THE FREEPOST ADDRESS BELOW: SMAART PUBLISHING FREEPOST SCE15113 HARROW HA3 9QP OR CUT AROUND THE DOTTED LINE AND FAX TO US: 020 8861 4456 SMAART PARENT INFORMATION REQUEST FORM IF YOU WISH TO RECEIVE EXTRA INFORMATION FROM ANY OF THE ADVERTISERS BELOW PLEASE TICK THE FOLLOWING BOXES, FILL IN YOUR DETAILS AND RETURN TO US USING EITHER THE FAX NUMBER OR FREEPOST ADDRESS BELOW. WE WILL NOT PASS YOUR INFORMATION ON TO ANY THIRD PARTIES. NAME(S): ____________________________ ALL CLIENTS BELOW ADDRESS: ___________________________ _____________________________________ UNIVERSITY OF PORTSMOUTH - DEPT. OF RADIOGRAPHY EDEXCEL TREND CONTROL SYSTEMS STUDENT LOAN COMPANY _____________________________________ NATS _____________________________________ DALKIA PLC UNIVERSITY OF EAST LONDON THE UNIVERSITY OF BUCKINGHAM ABERYSTWYTH UNIVERSITY EMAIL ADDRESS: _____________________ ROSE BRUFORD COLLEGE UWIC - CARDIFF SCHOOL OF SPORT ANGLIA RUSKIN UNIVERSITY QUEENS UNIVERSITY, BELFAST UNIVERSITY OF GLAMORGAN THE UNIVERSITY OF WINCHESTER UNIVERSITY OF BOLTON JOHN CATT EDUCATION LIMITED SKILLFAST-UK NAPIER UNIVERSITY, EDINBURGH THE INSTITUTE OF CHARTERED ACCOUNTANTS IN ENGLAND AND WALES SMAART PARENTS PAPER | 17 SMAART PARENTS PAPER |19 ISSUE 2 VOL. 1 | www.getsmaart.com YOUR CHILD’S EDUCATION: WHAT’S NEW FOR 14-19 YEAR OLDS Changes in education and training will mean a wider choice of courses for 14 to 19 year olds, aimed at giving them the chance to learn in a way that suits them and gain the skills needed for further study and work. More options for your child Along with the new Diploma qualification, there will be changes to GCSEs and A levels, more Apprenticeship opportunities and a new programme to support young people not achieving their potential. Diplomas for 14 to 19 year olds The Diploma is a new qualification for 14 to 19 year olds, designed to bridge the gap between academic and vocational learning. It offers a more practical, hands-on way of gaining the essential skills and knowledge that employers and universities look for. From September 2008, selected schools and colleges around the country will begin offering the new Diploma qualification alongside GCSEs and A levels. Changes to GCSEs There will be changes to the way GCSEs are assessed from September 2009: • coursework in most subjects will be replaced by controlled assessments, supervised by teachers in school • teacher assessments will continue in art and design, design and technology, home economics, music and physical education - but with stronger safeguards • from September 2010, GCSE English, maths and Information and Communications Technology (ICT) will put more importance on the essential skills that young people need to prepare them for work and adult life Changes to A levels From September 2008, the amount of time students have to spend on assessment will reduce. Higher achievers will get more opportunities to demonstrate their ability – making it easier for universities and colleges to identify them. There will be: • more open-ended questions, answered through extended essays • a new (optional) extended project • a new A* grade for the top performers More schools and colleges are expected to provide opportunities to study higher education modules while doing A levels. Help for those not achieving their potential Some young people find the mainstream curriculum unappealing and don't see it as relevant to them. The new 14 to 16 programme is aimed at young people who are unlikely to achieve at Level 1 – including those who have the poten- tial to do well, but lack motivation. It shows young people how learning can create career opportunities and helps them develop basic skills such as literacy and numeracy, together with the attitude and personal and social skills important in learning and at work. A new framework of qualifications at Entry and Level 1 will support this, helping learners to progress towards Level 2 (the equivalent of five good GCSEs). Qualifications recognised under the framework will include skills for life and work, vocational and subject-based learning, and personal and social development. WHAT DO THEY ALL MEAN? National Qualifications Framework The National Qualifications Framework (NQF) sets out the level at which a qualification can be recognised in England, Northern Ireland and Wales. NQF level The framework groups together qualifications that place similar demands on you as a learner. However, within any one level, qualifications can cover a wide mix of subjects, and take dif- Examples of qualifications ferent amounts of time to complete. The NQF can also help you see how one type of qualification can lead on to other, higher levels of qualifications. Only qualifications that have been accredited by the three regulators for England, Wales and Northern Ireland can be included in the NQF. This ensures that all qualifications within the framework are of high quality, and meet the needs of learners and employers. What they give you - Entry level certificates - Skills for Life at entry level - basic knowledge and skills - ability to apply learning in everyday situations - not geared towards specific occupations 1 - GCSEs grades D-G - BTEC Introductory Diplomas & Certificates - OCR Nationals - Key Skills level 1 - NVQs - Skills for Life - basic knowledge and skills - ability to apply learning with guidance or supervision - may be linked to job competence 2 - GCSEs grades A*-C - BTEC First Diplomas & Certificates - OCR Nationals - Key Skills level 2 - NVQs - Skills for Life 3 - A levels - Advanced Extension Awards - GCE in applied subjects - International Baccalaureate - Key Skills level 3 - NVQs - BTEC Diplomas, Certificates and Awards - BTEC Nationals - OCR Nationals - ability to gain or apply a range of knowledge, skills and understanding, at a detailed level - appropriate if you plan to go to university, work independently, or (in some cases) supervise and train others in their field of work 4 - Key Skills level 4 - NVQs - BTEC Professional Diplomas, Certificates and Awards - specialist learning, involving detailed analysis of a high level of information and knowledge in an area of work or study - appropriate for people working in technical and professional jobs, and/or managing and developing others 5 - HNCs and HNDs - NVQs - BTEC Professional Diplomas, Certificates and Awards - ability to increase the depth of knowledge and understanding of an area of work or study, so you can respond to complex problems and situations - involves high level of work expertise and competence in managing and training others - appropriate for people working as higher grade technicians, professionals or managers 6 - National Diploma in Professional Production Skills - BTEC Advanced Professional Diplomas, Certificates and Awards - a specialist, high-level knowledge of an area of work or study, to enable you to use your own ideas and research in response to complex problems and situations - appropriate for people working as knowledge-based professionals or in professional management positions 7 - Diploma in Translation - BTEC Advanced Professional Diplomas, Certificates and Awards 8 - specialist awards Entry - good knowledge and understanding of a subject - ability to perform variety of tasks with some guidance or supervision - appropriate for many job roles problems and situations - appropriate for senior professionals and managers - opportunity to develop new and creative approaches that extend or redefine existing knowledge or professional practice - appropriate for leading experts or practitioners in a particular field SMAART PARENTS PAPER | 19 20 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 A PARENTS GUIDE TO RADIOGRAPHY So, your son/ daughter wants to be a radiographer CONGRATULATIONS! At the University of Portsmouth we are delighted to welcome parents to accompany their offspring to open days and interview sessions. From experience we have found that parents and applicants have similar interests and concerns but that the priority each attaches to them is likely to be different. Students are interested in course content and delivery, assessment strategies, halls of residence and social life, whereas parents tend to ask:• Are there any jobs at the end of this course? • Is radiography a safe occupation? • How much will it cost (me)? • Is this University a good place to study radiography? Are there any jobs at the end of the course? Undoubtedly YES. Both diagnostic and therapy radiographers are essential to delivering the government’s plans for the NHS. There remains a significant shortfall of both groups. Writing in the Readers Digest (June 2007) Charlotte Beardmore- education officer for the Society and College of Radiographers described a current shortfall of 11% in the number of therapy radiographers needed to meet the needs of the NHS. The same situation is true for diagnostic radiography and although the number of students qualifying in the profession has grown dramatically over recent years , increases in the demand for the service allied with technology changes means that the shortfall is still significant. This will further be compounded by projections of high levels of retirement within the next decade. Presently there are almost 25000 people registered to practice radiography in the UK and the normal expectation is that recently graduated radiographers enter the NHS. However there are other options which include, practising as a radiographer in the private sector, the armed forces or overseas. New Zealand, Australia, S Africa and Canada are all popular destinations for Portsmouth graduate radiographers and providing their language skills are adequate the EU is also an attractive locale. If a time comes when a radiographer wishes to change direction the fact that they are a science graduate opens all the normal career doors such as the civil service, industry, management and interestingly they qualify for the fast track scheme to recruit science teachers. All of the companies manufacturing radiography equipment and ancillaries ( such as Philips, Toshiba Siemens etc) employ radiographers as part of their R&D staff or applications specialist. A small number of medically trained radiographers migrate into veterinary hospitals. Is radiography safe? In the early days of the profession some radiography martyrs were reported, variously they suffered from blood disorders, reduced life expectancy and the occasional finger dropping off. Over the past one hundred years our knowledge of science in general and radiation physics and radiobiology in particular has grown dramatically. Today’s radiographers enjoy the same standards of health and fertility as the rest of the UK population. This is attributable to occupational health supervision, radiation dose monitoring , strict adherence to guidelines and safe working practices. Until they qualify, students are closely supervised in all practical settings thus ensuring that they can not harm their patients or themselves. So the answer again is Yes, radiography is safe. How much will it cost ? Student radiographers ( subject to some qualifications about residency and nationality) have their tuition fees paid by the NHS and may apply for a means tested bursary. Compared with say a traditional science or arts students this can be worth £5,500-00 pa. A significant amount of time will be spent in clinical placements which are likely to be remote from the University’s campus, students can normally reclaim the costs incurred for travel and accommodation related to such activities. Proposals are presently being considered ( Sept 2007) to revise this reimbursement scheme but the changes are expected to simplify the system and benefit students. A good University for Radiography? Within the UK there are 24 Universities offering courses which lead to professional accreditation and registration. So why do we believe that Portsmouth is a good provider within this discipline ? Within the University of Portsmouth we have adopted a four point philosophy for educating radiographers. :• Clinical learning counts towards degree classification -our students spend more than a third of their time in practice and the skills they develop are so fundamental to their professional life that we hold that assessments of clinical practice should count towards final award classification. • Recurring placements. - Each of our students will visit THREE placement sites on a recurring basis, this ensures that they build a range of clinical skills and experience of practice such that they are optimally equipped for autonomous and reflective practice, be it is a single handed rural post or in a large university specialist teaching hospital. • Lecturer-Practitioner.- All of the radiography academic staff regularly visit the hospital departments hosting our students. Whilst in clinical environments the academic staff will deliver small group tutorials to students, provide pastoral / academic support and undertake clinical assessments. In this way the University strives to support our students when they are on sites remote from campus and as far as possible to promote cross site consistency for the clinical learning opportunities experienced by the student radiographers. • Early clinical placement. About seven weeks after the start of the course we send our For more information please contact: jason.oakley@port.ac.uk or harold.clarke@port.ac.uk www.ports.ac.uk 20 | SMAART PARENTS PAPER first year students into a four week clinical placement. This early immersion into practice serves, we believe , to confirm to the student that they really have made the right career choice and will benefit from the confidence which follows such confirmation. Similarly an insight into practice is likely to make lecture based study more effective. Potentially the student has the opportunity to switch to another course (within this university ) without waiting till the next academic year. There are some external indicators of quality which parents may consider pertinent in evaluating course options. • In 2007 the Society and College of Radiographers identified the Portsmouth Radiography course has having significantly better completion rates for both radiography courses than was the UK norm. • During the same period the Council of Deans and Heads for nursing and health courses released tables showing that Portsmouth radiography graduates were more successful at gaining employment within the NHS than any other group of students. • In September 2007 the Times Higher Education supplement in conjunction with the National Student Satisfaction Survey produced league tables showing that Portsmouth has the most satisfied students for subjects allied to medicine (the domain which includes radiography) within any UK university. A good place to study? You decide. SMAART PARENTS PAPER | 21 22 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 THE ACA, GET A CAREER IN BUSINESS OFF THE GROUND Is your child making choices that could influence their future career? Choices made throughout your child’s education can impact on their future career. Making such decisions can be hard and stressful especially when they don’t know which career path to follow. There is one career choice that allows students to study the subjects they enjoy and still have a career with amazing opportunities, rewards and success. This career is chartered accountancy. Chartered accountants are professional individuals whose services are in high demand the world over. Every organisation across all industry sectors, from practice, to commerce, the public sector and not-for-profit organisations all work with, or employ chartered accountants, their experience, knowledge and business expertise is invaluable to any organisation. With an internationally recognised and transferable qualification such as the ACA, the opportunities are endless. The ACA qualification from The Institute of Chartered Accountants in England and Wales (ICAEW) is a professional qualification that gives young people access to a wide range of amazing career opportunities. This unique, prestigious and flexible qualification prepares students for a versatile career. ACA training The ACA qualification works on an �earn while you learn’ model. Students will apply for a training contract (job) with one of the ICAEW authorised training organisations (employers). Training consists of classroom tuition as well as gaining on the job experience. The training teaches students not only the theory of business and finance but the practical application of their learning. Thus creating well rounded experienced business experts. With three routes to entry, everyone with the ambition and drive to achieve a successful career in business has the opportunity to obtain the ACA. Routes to the ACA The three main routes to study for the ACA: • After A-levels - To study the ACA after A-levels, takes between three and five years. Students will gain work experience before starting the class room tuition, helping them to contextualise the theory. • AAT-ACA Fast Track - Students study the AAT (Association of Accounting Technicians) qualification and then Fast Track onto the ACA. Taking four years to complete both qualifications. • After University - Students obtain a degree in any discipline and then enter a training contract which will take three years to complete. Whichever route your son or daughter opts for, they will be earning a competitive salary managing a full-time job, whilst they learn. It’s not unusual to double salaries by the time they qualify, gaining responsibility, knowledge and relevant skills as they progress through training. GCSE’s, A-levels and Degrees Unlike other career paths the ACA does not require any specific A-level subjects or degree disciplines. This means students don’t need Alevel maths or a finance, business or accountancy degree. Training organisations look at the grades a student has achieved not the subject they have studied. The only subject that organisations do not count, is A-level general studies. Entry requirements will vary depending on the employer, the ICAEW suggested minimums are; • three GCSE’s (A or B grades in maths and English are preferred) • two A-levels or their equivalents in any subjects • a minimum of 240 UCAS tariff score • if your child chooses to go to university, a first or 2:1 in any degree discipline (or international equivalent). The differences are in the detail With a host of professional qualifications available, how does an ACA chartered accountant stand out from the crowd? Your child will: • develop business and finance disciplines that lead to the ability to think strategically and gain a career advantage • learn to lead, the ICAEW have members on the boards of 89% of FTSE 100 companies • benefit from the strength and breadth of the ACA as a business qualification – ACA training demands a variety and depth of work experience, providing a strong foundation for a successful career in business • make a real difference – ethics is central to the ACA, students learn to challenge mindsets and behaviours, influence social responsibility of their organisation, and understand the legality’s that impact on business. If your son or daughter wants to inspire business confidence and get their career in business off the ground, the ACA will help them get off to a flying start. Some questions you may want answers for… What does the career involve? Chartered accountants provide organisations with strategic business advice, covering areas from financial reporting and taxation to acquisitions and insolvency. Chartered accountants are valued and rewarded for the work that they do. Salaries for newly 22 | SMAART PARENTS PAPER qualified ACAs compare favourably to other professions such as law, general management and banking. What is the structure of the ACA? To qualify, students will complete a three-five year training contract, dependant on entry route taken. Whilst working for an authorised training organisation (employer). Students gain 450 days of work experience and pass a series of exams. ACA training also ensures that individuals develop and demonstrate strong soft skills such as leadership, decision making and problem solving. Find out more Find out more about a career in chartered accountancy and the ACA qualification or search for organisations who recruit ACA trainees, visit www.icaew.com/careers call: +44(0)1908 248 040 email:: careers@icaew.com SMAART PARENTS PAPER |23 ISSUE 2 VOL. 1 | www.getsmaart.com FASHION AND TEXTILES THE SKILLFAST-UK WAY As a parent, would you encourage your child to consider a career in fashion & textiles? If not, it might be time to re-think. The industry here in the UK has undergone huge changes over recent years, and it offers well-paid career opportunities in areas such as: Fashion: The role of fashion designer isn’t the only career the fashion industry has to offer. In fact, the technical skills required by employers – including patterncutting, pattern-grading, garment technology and garment construction – are so important they are jobs in their own right. For example, a garment technologist supports design and buying teams on all stages of product development, providing advice on garment / fabric performance and the most effective methods of production. Whilst a pattern-cutter takes designers’ ideas to create pattern templates that will give the correct shape and drape to a garment. But if your son or daughter is set on becoming a designer, they must be realistic and acknowledge how competitive it is. And remember that as-well-as clothing, footwear and accessories manufacturers also require designers. No matter what their preferred career, to help ensure success within the UK fashion industry, your child is advised to: • Choose a FE / HE course that will teach the required technical skills • Choose a course that boasts links with industry • Consider a course that offers a work placement or “year in industry” To find out about the Top Ten jobs in fashion, including the skills required, go to the Can U Cut It? website, which has been created specifically for those interested in a career in fashion. Footwear & Textiles Manufacturing: With a host of careers within the footwear and textiles sector now available, there is a job-role to suit all. As UK-based companies themselves moved to overseas mass manufacturing (they could no longer compete on price), those that would have done this role realised that they had to re-focus, moving into high value added niche markets in order to survive. And as a result, almost two thirds of jobs lost in the industry between 2001 and 2005 were unskilled or semi-skilled operative jobs mainly in routine manufacturing. With many textile manufacturers now producing high quality, luxury goods and working within the global marketplace, there are job opportunities requiring craft, technical and production-related skills. These include roles in design, quality assurance, distribution, sourcing, production, engineering, IT and marketing. To find out more, including job profiles, facts & figures, training and qualification information visit “Just the Job”. Technical Textiles: going onto study science-related A-Levels and ultimately a relevant degree. To find out more about the technical textiles industry, the careers it offers and to read real-life case studies, go to the Future Textiles website. So as you can see, the UK’s fashion and textile industry is very much alive and with a breadth of career opportunities, there is something for everyone – no matter what their interests. If you think “textiles”, the chances are you won’t think of automotive tyres or aircraft wings. But the industry has got “technical” with textiles components being used in a number or products including, yes you’ve guessed it, automotive tyres and aircraft wings. Currently contributing £1.2 billion each year to the UK’s economy, the high performing area of technical textiles continues to expand. To clarify, technical textiles are products or materials that are manufactured for their functionality rather than for characteristics such as colour or style. There are 12 main areas, including: • Medi-Tech (Medical Textiles) – products include artificial arteries and woundcare • Cloth-Tech (Clothing Textiles) – performance garments can be waterproof and windproof • Auto-Tech (Automotive Textiles) – the structure of a tyre boasts textiles fibres including cotton, nylon and polyester All areas of the technical textiles sector offer a host of well-paid, skilled professions that require new recruits in areas such as design, research & development, sales and marketing. So whether your child has an interest in textiles, design or science, there could be a job for them once they have the relevant skills. There is a real desire for highly skilled graduates who have achieved a degree in textile technology and for science / engineering graduates. Though entry requirements vary for individual HE institutions, individuals need to firstly achieve GCSEs grade A – C in English, Mathematics and Science before SMAART PARENTS PAPER | 23 24 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 SPORTING AMBITIONS AND ACADEMIC STUDY UWIC’s Cardiff School of Sport is a recognised centre of excellence within the UK. It has established a national reputation for the quality of its academic, research, sporting and professional work – a tradition maintained though the quality of the teachers who support our students in both the academic and sporting disciplines. Why Choose Cardiff School of Sport? • Rated in Top Sport Science Degree Courses in the UK. The Sunday Times University Guide, Sep 10, 2006 • BSc (Hons) Sport and Exercise Science is endorsed by the British Association of Sport and Exercise Sciences. The curriculum is built around the core sport science disciplines of physiology, psychology and biomechanics and underpinned by a strong research methods strand. In addition, we appreciate that most students are driven to study sport and exercise by their love of practical sport and therefore the programme allows students to specialise in two sports alongside their theory modules. • Cardiff is the least expensive • • • • university town in Britain. Students in Cardiff will be more than £2,400 a year better off than the average (excluding tuition fees, bursaries and grants). The Times, Aug 7, 2006 Sporting Excellence Through a close relationship between the School and the Athletic Union, UWIC supports students in their quest for sporting excellence in Team and Individual BUSA Performance, National League Profile, Internationals, World Championships, World Student Games, Commonwealth Games and Olympic Games Research Culture. There are over 25 research active, Research Assessment Exercise returnable, staff in the School with diverse research interests High Employability on Completion of Degree Course. Over 90% of students are in employment or undertaking further study within 6 months of completing their degree Extensive Teaching Team. The 70 strong team’s range and breadth of experience ensures that there is expert knowledge across a vast range of subjects. Cyncoed Campus Cardiff School of Sport and all its teaching and practical 24 | SMAART PARENTS PAPER facilities are situated on the Cyncoed Campus. The campus is compact, friendly and within easy reach of local shops, Cardiff city centre and road and rail transport links. There are 520 single study bedrooms on the campus. All rooms have highspeed, unlimited internet access included in the halls fees. There are laundry facilities on site and the Campus is served by the university bus service and Cardiff Bus. Students resident at Cyncoed are well placed to take advantage of the extensive sports and recreational facilities located at the campus, including The National Indoor Athletics Centre, an indoor swimming pool, Students’ Union bar/disco, indoor tennis centre and a fitness suite. Our Facilities • BASES accredited laboratories • Floodlit, eight-lane international standard synthetic track with field event facilities • An artificial sand-dressed pitch • The Wales Sport Centre for the Disabled • LTA Indoor and Outdoor Tennis Centre • Floodlit Netball Centre • Dedicated Dance Studio • Rugby and soccer pitches • Olympic Gymnastic Training Centre • Indoor cricket facilities – UWIC is an MCC University Centre of Excellence for Cricket • 25m swimming pool • Sport Medicine / Physiotherapy Clinic Careers Opportunities The careers pursued by our sports graduates including teaching, sport management, sports development and the media. Former UWIC students are now Ryan Jones - UWIC Sport & Exercise Science Graduate in prominent roles - Captain of Wales, Grand Slam Winners 2008’ directing British gymnastics, �Capital City of Learning’. With British athletics, England and a student population of more than Wales cricket and Welsh rugby. 25,000 it is a true student city offering all the variety expected Sport Scholarships of a cosmopolitan centre but still A very successful scholarship a surprisingly inexpensive place programme operates at UWIC in which to live. Cardiff is home supporting the development of to fantastic facilities including elite performers in a range of the Millennium Stadium (venue sports. for the 2012 Olympic Games), International Sports Village and Cardiff, A Sporting City Glamorgan Cricket Club (hosting Cardiff has been called the 3rd Ashes Test Match in 2009). 26 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 SKILLS AND GUIDANCE says Skills Min As the new Minister for Skills, David Lammy has a key role in ensuring that the of UK’s employers. Smaart Advice, Smaart Parents sister paper, Q: Why is it so important that we need to train people with the right skills? A: I’m a huge supporter of what Skills for Life stands for and I sometimes wonder why the programme doesn’t receive the attention and recognition that it deserves. Skills for Life stands out as one of the most important programmes of social change in this country. Look back in history at periods of major social change – the kind that changes a country from one generation to the next – and you will see that it comes in waves. • I’m thinking of the 1944 Education Act, that paved the way for universal free schooling, and which opened secondary schools to girls and the working class • I’m thinking of the great expansion of comprehensive schooling in the 1960s under Anthony Crosland as Secretary of State for education • And I’m thinking of the opening up of higher education over the last twenty years – something that has given more people than ever before the chance to fulfil their potential All of these programmes fed into – and were driven by – huge cultural shifts. vital role in workplaces across the country. Q: How successful has Skills for life already been? A: Skills for Life has a track record of success. Over the last six years, 4.7 million learners have taken up 10.5m courses, with over 1.7 million people achieving first qualifications. Skills for life is changing lives. And in some respects, we need more of the same. We need those Union learning reps and employers to continue to work together. We need people working in FE colleges and training providers to carry on changing lives. We need continued investment. Q: What will the government be doing to bring about this change? A: We’ll be spending £850m over next three years in foundation learning tier alone. Each year we’ll be committing over £600m for basic skills – putting over 3.6 million learners on Skills for Life courses. We have set ourselves the goal that 95% of adults to have functional literacy and numeracy skills by 2020. Q: What will do you be doing about information, advice and guidance? They created opportunities for people as never before – but also changed the way the people thought about education and its role in changing in society. A: The first thing about accessible learning is that people have to know about it. Aspiration doesn’t get you very far if you don’t have the right information. Q: What challenges do we face in the years ahead? Some people, of course, are lucky. They have friends and family who they can turn to for advice and guidance. They have peers who are already in learning. But if you are new to this country…or if you are new to an area…or you don’t have friends already in learning, then you don’t have the luxury of that advice. A: We have to help the five million people who face the daily struggle of living without being able to read and write properly so that 2 million adults improve their basic literacy and numeracy skills by 2010. It has proper investment to match its ambition. Not falling funding and courses being cut – as has been the case in the past – but around £1.5 billion invested each year through the programme. It includes a coalition beyond government. That means all the employers who are now part of the skills pledge and who are committed to helping their staff learn and develop new skills. And it means all 18,000 Union Learning Representatives who play that with dependent children are now both in work – and they understand it too. So it’s important that advice and guidance helps address people’s wider concerns, like finding affordable childcare, so that learners can concentrate on learning – not have to worry about rushing out of classes to pick up their children. Q: What about training and guidance in the workplace? A: A key part of making learning more accessible for people is to take it into the workplace. That’s why we’re working hard to support more embedded learning. We need to end the idea that workplaces and learning don’t go together. Good business – and good policy – brings the two together so that everyone benefits. We need a business culture in this country that sees learning as part of the working experience. And more opportunities to pick up Skills for Life through on the job learning are key to that. And we also know that unless the government acts, training often doesn’t reach the vulnerable. They don’t get the support and the opportunities to progress like the most qualified do. So it’s absolutely right that if we want to change the country as well as simply fill job vacancies, we need programmes like train-to-gain to make sure that there really is opportunity for all. The offer that we make to employers, through train-to-gain, is that they will be given help to identify training needs and opportunities. And there will be subsidised training to make sure we reach those who would not benefit otherwise. Those people who can often get stuck in a rut whether they are in or out of work. Q: What sort of education and guidance do you want for your son? A: I hope by the time he reaches his adult life he will be part of a country where we don’t have millions of adults struggling each day because school never worked for them – and because they were never given a second opportunity. His generation will have opportunities that my generation – and certainly my parents’ generation – never had. Early years support. New schools. State-of-the-art technology. Better teaching. Smaller class sizes. A: I recently visited BMW’s Hams Hall plant with the Prime Minister to see their apprentices programme in action. What I saw convinced me we are right to be doubling the number of apprentices in this country and making sure all young people stay in some form of education and training until the age of 18. The 200 or so apprentices going through BMW’s programme each year have achieved a very high completion rate. They are being set on their way through top quality training to good jobs and careers, armed with the skills employers need for success. Q: What else will are you doing? So for many people the creation of a new universal careers service for adults will be a huge help. It will be a place that they can go to for the best advice on their own futures. And if we get it right, that advice and guidance will help people overcome some of those everyday barriers that prevent people from learning. As someone with a young child I understand what a difference childcare can make. 70% of couples 26 | SMAART PARENTS PAPER A: We are introducing Learner Accounts which will not only provide much needed money and flexibility – but they will help give people a genuine sense ownership over their own learning. That ownership is vital. It’s the difference between learning being something that happens to you, to experience a journey that you shape and mark out yourself. But I want the children of his generation to enjoy another huge advantage – parents who can read a bedtime story to them. Who are not afraid to go into schools and attend parents’ evenings. Who can help with homework in the evenings and be role models to their children in learning. Q: You often talk about the importance of apprenticeships. Why? Apprenticeships have a heritage and an ethos that pre-dates the emergence of the �knowledge economy’, the rise of India and China, or the recent political emphasis on education and training. Apprenticeships represent a tradition of providing young people with vital life skills. Part of this is the chance to learn a craft, to build expertise and to excel in a particular vocation. This is in itself cannot be SMAART PARENTS PAPER |27 ISSUE 2 VOL. 1 | www.getsmaart.com ARE KEY TO THE FUTURE ister Lammy careers advice, guidance and training services keep pace with the demands put a range of questions to the Minister and below are his answers. underestimated as a force for good: indeed, all the research shows improved life chances and higher earnings for those that complete apprenticeships. Q: What advantages do apprenticeships have over other forms of training? A: When harnessed properly, the apprenticeship route can be a force for wider social good. They provide people not just with skills, but also with an environment in which to grow and develop as people. To be an apprentice is to be mentored, to learn over time through real life experience, and to build relationships with those who have something to pass on. At their best, apprenticeships offer exactly the kind of structure, routine and the sense of direction that can be missing in young people’s lives. to help them take up that option, whatever their background. This, for me, is what Queen’s speeches are all about – and why they matter to my constituents, apprentices in the West Midlands as well as the Westminster bubble. Q: What else do apprenticeships do? A: They are a prime source of intermediate skills in craft, technician and associate professional occupations that are required to drive forward the skills agenda, create economic growth and provide the next generation of specialists as skilled craftsmen retire. Apprenticeships change lives. A young person who completes an apprenticeship at level 3 will earn £100,000 more during their working life than someone with a level 2 qualification who does not complete an apprenticeship. Q: What will the Government be doing to encourage apprenticeships? Q: What has this government achieved for apprenticeships? A: The word �craft’ comes from the German ’kraft’, which means �power’ or �ability’. Our ambition as a government is to distribute power more widely than ever before – and to develop the talents of young people as never before. For the first time ever, every young person will have the option of an apprenticeship by 2013, with more financial support going to young people A: The government is proud that, since 1997, the number of apprentices has dramatically increased from 75,000 to over 250,000. 180 new types of apprenticeship have been developed across 80 sectors of industry, from construction to IT, across 130,000 businesses. Quality is improving too. Completion rates have improved from just 24 per cent in 2001/02 to 62 per cent in 2006/07 and we are on-trend for these figures to improve even more. But we need to do more to reach the goal of 500,000 apprenticeships by 2020 that Lord Leitch recommended in his review of the UK’s skills needs, and to which we have committed. This resonates strongly with the government’s intention that every school-leaver who meets the eligibility criteria will be entitled to an apprenticeship place by 2013, with the aim of reaching our aspiration of 90 per cent participation by 2015. Q: What about apprenticeships in the public sector? A: For the UK to become a world skills leader we also need the public sector to deliver high-quality apprenticeships. Public services represent 20 per cent of the workforce, yet only 10 per cent of apprentices are directly employed in the public sector, take-up of opportunities is sporadic and the quality is patchy. Parts of the sector have a long tradition of engagement with apprenticeships, such as the Ministry of Defence and parts of local government, particularly in directly contracted services. Other areas such as the civil service, uniformed services, the education sector and large parts of the NHS have had little or no involvement in the programme. There is now a great opportunity to increase the supply of apprenticeship places in public services, in particular by opening up new career paths through the programme. Q: What are your views about the careers advice currently available? A: The support given by careers advisors is crucial to help people improve their skills and achieve their goals and ambitions. I recently visited Learndirect Careers Advice to find out more about what is on offer and listen in on calls. The telephone guidance service has made excellent progress and achieved great results already in the short time it has been operational. It is a genuine world-first – nothing like it exists anywhere else, delivering in-depth personal careers advice over the telephone. It is making a real difference helping people get their careers on track in the challenging changing world of work. People need to be able to take stock and know the choices they have to progress in learning and work. Q: What do you think has been achieved by this service? A: The in-depth advice sessions started out as a trial and we have been amazed by the response. 100,000 advice sessions in just 18 months demonstrates the demand for a free, impartial service. A recent survey found nearly a third (31%) of British workers are unhappy at work and they claimed the biggest cause of their unhappiness was being in a �dead end’ job through a lack of career progression. Learndirect Careers Advice is helping to change that. The advisers are on hand to help people develop new skills, improve their job prospects or even change career completely. Q: What is being done for people whose first language is not English? A: As it’s a personalised service open to everyone, it is available in eight different languages. The advisors help people address any of the obstacles that might prevent them from finding their dream job. They can even advise on funding and childcare. All of the advisers are highly qualified in careers guidance and are not limited to the amount of time they can spend with a caller. The caller has their full attention and will receive a service tailored to suit their needs. To help keep people motivated the adviser will, in some cases, come up with an action plan and then arrange to contact the caller to see how they are getting on. SMAART PUBLISHING STUDENT TITLES Courses & Careers for Students NationalEdition Volume 6, Issue 2 £2.25 | € 3.40 ���������������� ��������������� ������� ������� ������ gsnat 6.2 ed.indd 1 ������ Because YOU love it Your career in money 18/09/2007 09:21:10 THE UK’S FAVOURITE STUDENT PUBLICATIONS WWW.GETSMAART.COM | WWW.SMARTTALENT.COM SMAART PARENTS PAPER | 27 28 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 TEENAGE SUICIDE HOW WOULD YOU KNOW? By: Nicola Honey In households across the country, students are beginning their arduous revision timetables in preparation for this Summer’s GCSEs, A-levels and finals - their supposed passport to a flourishing future. But at what price? The demands of trying to succeed in our pressurised culture are leading to fatal consequences for some. TEENAGE SUICIDE: THE FACTS And for parents of teens it can seem particularly desperate. Might your own teen be suicidal? How would you know – many parents say they never saw any real indication that their teens were on the edge of killing themselves. Most importantly, how can you make sure it doesn’t happen to your teen? day to be successful, but success isn’t measured simply by exam results. It is becoming clearer and clearer that parents can play an important part in ensuring that their teen understands that they will NOT be judged on this alone, perhaps providing mentors for them who haven’t been high achievers at school.” One of the most important things for parent’s to be aware of is that teenagers usually kill themselves to escape what they see to be an intolerable and otherwise inescapable situation, not necessarily because they want to die. They see killing themselves as the only answer to all their problems. Whilst statistically there is no link between suicide and exam stress, Rosemary adds “We definitely get more calls around this time of year from pupils, parents and even sometimes teachers who have been a shoulder for some pupils. The problem with the statistics is that coroners often record them differently and some suicides are marked as �accidental deaths’. We know for sure though that revision time and perhaps even more so, results time, is key for highlighting personal failures – so many teens get this so out of proportion and we urge parents to give time, listen and to point out there are opportunities to be successful in life that don’t simply rely on A grades.” And particularly for teens today, who face unacceptably high levels of mental anxiety associated with bullying, relationship breakdowns, pressure to �have it all’ and exam stress – more so than previous generations. But the sad fact is that the consequence of a �must have’ culture brings feelings of inadequacy which can climax for teenagers when it comes to taking vital exams which they believe can make or break their �dream’. Don’t forget, at this age, they lack the reasoning power that experience affords us and see the world as less forgiving. And there is a false perception of exam success being the key to success in other areas of our lives. For some teenagers it is this worry that can lead to depression and suicide. Rosemary Vaux, Press Spokesperson for PAPYRUS – a national charity dedicated to the prevention of suicide in young people – explains: “There is so much pressure on young people to- For parents, it appears that those teenagers who are perfectionists or sensitive to criticism may be most vulnerable to disappointment with themselves, which they then misconstrue as failure. “These are the teens to keep a subtle eye on” adds Rosemary “ but also be aware as parents that behaviour observed on the outside is not always what’s going on on the inside – don’t ignore implied comments . And remind your child that whatever they do, you will always be proud of them. It’s about showing them unconditional love” Where can I get Help for My Suicidal Teen? YoungMinds PAPYRUS Saneline Prevention of young suicide- a national charity in the UK | www.papyrus-uk.org 0800 68 41 41 a national charity committed to improving the mental health of young children | 0800 018 2138 provides support for parents of children suffering stress and depression www.sane.org.uk 28 | SMAART PARENTS PAPER • Each year, between 600 and 800 people under the age of 24 in the UK take their own lives. There are no figures for how many of these cases are exam-related. A review is looking into whether more information on suicide causes should be provided to official statisticians • Suicide amongst teens and young adults has increased 3 fold since 1970. • Every year there are about 24,000 cases of attempted suicide by young people aged 10-19 years in England and Wales alone – this is one attempt every 20 minutes. • In the UK, for people aged 15-24, suicide is the second biggest cause of death after road accidents. • ChildLine, the free, 24-hour helpline for children, - has seen an increase in calls about exam stress alone. Latest figures show that from 31 March 2003 to 1 April 2004, the number of such calls had risen to just over 900 - compared to 600 for the same 12-month period in the previous year. So how would you know if your teen was suicidal? Common behavioural signs (PAPYRUS) • Those at risk often have a very sensitive nature, find it hard to cope with criticism or disappointment, or have difficulties finding solutions to everyday problems. • They also tend to be perfectionists, setting themselves unrealistic targets. • Seem unusually quiet, down or “blue”. • Are often visibly upset. • Have trouble sleeping, such as sleeping too much or not enough. • Appear listless, uninterested in normal activities or unable to experience joy. • Gain or lose a noticeable amount of weight for seemingly no reason. • Can not focus on a subject, task or stay on topic in a conversation. • Engage in self destruction or self harming behaviours (driving too fast, burning themselves, cutting themselves and more). • Increase alcohol or drug consumption. • Mention thoughts of suicide, death or plans of killing oneself (even just hypothetically) HOW CAN PARENTS HELP? The key to helping is listening and communicating effectively – let them know success is measured in many ways….. DO keep �ALERT’… …and DON’T… Listen - this is the most important thing you can do. Treat them with respect, and try not to be judgmental or critical. Abandon or reject them in any way. Your help, support and attention are vital if they are to begin to feel that life is worth living again. Don’t relax your attentions just because they seem to be better. It doesn’t mean that life is back to normal for them yet. They may be at risk for quite a while. Ask them how they were feeling before it happened and how they are feeling now. Talking about suicide does not make it more likely to happen. Try to be patient if they are angry or refuse to talk. It may be that writing things down is an easier way for them to communicate with you. Empathise by showing that you really are trying to understand things from their point of view. Words don’t always matter. The touch of a hand or a hug can go a long way to show that you care. Put them down or do things that might make them feel worse. A suicide attempt suggests that self-esteem is already very low. Nag - although it may be well meant. Nobody wants to be pestered all the time. Don’t intrude - try to balance being watchful with a respect for privacy. Ignore what has happened. Reassure them that desperate feelings are very common and can be overcome. Things can and do change, help can be found and there is hope for the future. People do get better ! Try to give practical support, and help them to cope with any extra pressures. It may not be possible to deal with all the things that are troubling them, but between you agree on what you will do if a suicidal crisis happens again. Criticise their actions - however you may be feeling about their suicide attempt, try to remember the pain and turmoil that they were, and may still be, going through. Don’t take their behaviour personally - it was not necessarily directed at you. Be clear there are always options:For example, if they are at University: • Leave the course for good. • Have a break from the course and defer a year. • Change to a university nearer home. • Leave higher education either for good or pick it up at a later point. (These suggestions are based on the experience of PAPYRUS members, but you should always seek professional advice if you are concerned about your child.) Childline 0800 11111 | www.childline.org.uk National Youth Agency Tel: 0116 242 7350 | E-mail: youthinformation@nya.org.uk Website: www.nya.org.uk Can help with all the issues faced by young people in the UK Samaritans Helpline: 08457 90 90 90 (24 hours) | E-mail: jo@samaritans.org | Website: www.samaritans.org.uk S.O.B.S. Survivors of Bereavement by Suicide was set up to support those left after a suicide. | www.uk-sobs.org.uk Youth2Youth Run a confidential helpline for young people aged under 19. http://www.youth2youth.co.uk/ ISSUE 2 VOL. 1 | www.getsmaart.com SMAART PARENTS PAPER |29 ARE YOU CHILDREN SINGING UP? The Sing Up campaign has been launched with £40 million funding over four years. According to the Music Manifesto Report �Every Child Matters’, singing provides a universal route into participative music making for every child and builds community involvement at all ages. The Sing Up programme will provide resources to help teachers and parents to put singing back at the heart of children’s lives and its aim is to put singing at the heart of every primary school in England by 2011. The programme will incorporate www.singup. org, a national singing resource including a webbased songbook of new and traditional songs and all the resources that teachers need to integrate singing in their classroom activities. The website will be supported by a free magazine and CD materials, which is available free of charge to all primary schools. ment’s Every Child Matters framework, which aims to improve young people’s life chances. Freeman explains: “Singing helps children feel more confident and positive. It’s also a great cardiovascular workout, releasing endorphins and Immunoglobulin A, which prevent you from getting ill. And because singing naturally brings people together, it helps to create community cohesion ... all of which is important for creating healthy, happy children and young adults.” The Sign Up campaign has a wonderful website www.singup.org full of useful ideas, resources etc for schools together with a parents and carers section invaluable for al of you with pre school children. Sing Up is led by a consortium made up of the charity Youth Music along with live music venue The Sage Gateshead, music publisher Faber and advertising agency Abbot Mead Vickers. The aim is to produce a national “songbook” and provide training for teachers, learning assistants and other community members to get children enthusiastic about singing. According to Matthew Freeman, national development manager for Sing Up, singing “ticks all the right boxes” for the extended schools core offer. It also meets the requirements of the govern- CLEARING 2008 IS COMING SIGN UP FOR THE ORIGINAL ONLINE CLEARING GUIDE AT WWW.GETSMAART.COM THE UK’S FAVOURITE EDUCATION PUBLICATIONS WWW.GETSMAART.COM | WWW.CLEARINGVACANCIES.COM SMAART PARENTS PAPER | 29 30 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 FEED YOUR MIND Help them get those grades and help you cope with the stress. Did you know that by eating a tuna salad at lunch and a jacket potato for dinner you might actually be helping your brain? Yes, eating different food groups at different times of day can have a big impact on your level of concentration. Chocolate bars put you on a sugary rollercoaster of high and low energy Not only that, but a healthy diet, regular exercise, enough sleep and regular mental stimulation really can help you learn and concentrate. Stop to think of the benefits of this in times of stress: a better concentration span and improved memory are surely good things. Especially when you realise they’ve got to cram the contents of an encyclopaedia in two days. Not only do these things help your mental abilities, but research suggests doing them will actually make you happier as well. choose. For example, protein keeps blood glucose levels high, which leads to increased energy and alertness. Carbohydrate is also a source of glucose for your body. Before we give you our tips on improving mental ability, it’s time to tell you the key factors that your brain needs to function properly. These are glucose (sugar taken from broken down carbohydrates), oxygen, blood, and water. Through a good diet and improved lifestyle, you can directly increase the provision of these things. The most important thing to do is to try and regulate your glucose levels. Consuming things like chocolate bars and isotonic drinks may seem like the easiest solution to providing glucose for your body, but it’s only a quick fix and your glucose will come crashing down after, having an adverse effect as your body’s energy level troughs. A balanced, healthy diet means a sensible mix of the main food groups. These are – say them with me, people - protein, carbohydrates, fat, vitamins and minerals, and fibre. Eat them all and you’re set. This is how it works: these sugars easily flood your bloodstream, which triggers your body to balance this with insulin, which in turn causes a drop in sugar level. However, it is thought we shouldn’t just shovel these food groups down willy nilly at whatever time we While both appear to be beneficial – and they are – some dieticians suggest that a more protein-based lunch is better for concentration and staying alert when feeding your brain, and that a carbohydratebased dinner helps you to sleep better at night as carbs promote relaxation. This drop can then result in the release of adrenal hormones that forces stored sugar levels back up, and hey presto: you’re on a sugary 30 | SMAART PARENTS PAPER SMAART PARENTS PAPER |31 ISSUE 2 VOL. 1 | www.getsmaart.com rollercoaster of high and low energy, irritability and poor concentration. The foods that release glucose slowly and steadily are complex carbohydrates, like whole grain breads and crackers, potatoes with their skin, beans & legumes, brown rice, oats, and whole grain pasta. The molecules in complex carbohydrates are long, which means it takes longer for the intestines to break them down into the simple sugars the body can use. Consequently, you have a steady source of energy rather than sugar highs and lows of artificial sugars. From sweaty to smart That’s enough about the effects of a sensible diet. It’s time to get fit! As well as keeping you in shape, regular exercise will provide a supply of oxygen to your brain. Oxygen helps you to function effectively and stay alert. As well as the O2 factor, exercise is also a great way to clear your head of those numbers swimming around your mind. If you can’t bear the thought of sweating it out jogging or in the gym, head to a swimming pool for some exercise that is both low impact and relaxing. The last two factors for a happy brain are sleep and regular mental stimulation. If you’re studying seriously, then you should have the mental stimulation sorted. Which leaves sleep. Sleep is needed to regenerate certain parts of the body, especially the brain. A lack of sleep can result in a malfunction of neurons, affecting behaviour and thought process. It is also thought, that your brain actually sorts information from the previous day while you are asleep to help you solve problems. Wow! Having a lie-in does have its benefits! So there you have it: a sensible lifestyle can do wonders for your brain. If it all sounds a bit too hardcore for you, why not try changing a little bit and see how you go? Your brain will thank you for it. BRAIN PLEASERS To give you a head start, here are some of the best foods for boosting brain power… Strawberries and blueberries While all fruit and vegetables are good for your mind, strawberries and blueberries are especially beneficial. Fruit provides antioxidants to help maintain balance, coordination and memory function. Broccoli, cabbage and cauliflower These three wonder veg boost neurotransmitters, which pass electrical impulses between brain cells. Eggs A good source of a nutrient called choline that also helps to build neurotransmitters. See, just reading this article is improving your brain with all its intelligent jargon! Whole grains Supply antioxidants, B-vitamins (which is one of the best vitamins for your brain, along with vitamins A, C and E), and steady glucose. Salmon, tuna and oily fish Full of protein and Omega-3 fats - protein maintains nerve cell structure, while Omega-3 fats have a host of benefits. It’s used as a natural alternative to help improve concentration amongst kids with ADD, boosts your memory and your IQ and also keeps depression at bay. Olive oil, nuts and seeds Are all great sources of Vitamin E, which is considered to have a protective effect on neurons, while amino acids provide the body with the necessary elements for creating neurotransmitters, the brain’s main chemical messengers. Ginkgo biloba Isn’t a food, but you can get these as a supplement and there is sufficient research to suggest it boosts blood flow and increases glucose metabolism. The brain runs on glucose but doesn’t store it, so ginkgo biloba gives that glucose production a kick-start to help your brain function better. Water A lack of water will affect your concentration. Milk Calcium is beneficial for conducting nerve impulses. Remember, kids! Cheese is also a good source of calcium. BRAIN PLEASERS And those that aren’t so good for your IQ… sorry, we’re going to kill all your fun here… Caffeine No! Don’t use it to stay awake, get a good night’s kip instead. Alcohol Kills brain cells directly. Nicotine While not a food, nicotine from cigarettes constricts capillaries, which restricts blood flow to the brain. This reduces the delivery of glucose and oxygen. Simple carbohydrates Processed flour products (like white bread and white pasta) and sugary food are easily broken down into glucose, leading to that sugar rollercoaster. SMAART PARENTS PAPER | 31 32 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 VOLUNTEERS: REBELS WITHOUT A CAUSE? Do foreign voluntary schemes do more harm than good for communities? Some people have been voicing concerns Last summer, VSO (Voluntary Service Overseas) created waves by suggesting that young people might be better off solely travelling during a gap year rather than taking up dodgy voluntary work. The international development charity claimed that there were a number of badly planned and supported schemes that benefit no one but the people who pocket the money. “Spending your gap year volunteering overseas has become a rite of passage for young people and the gap year market has grown considerably,” Judith Brodie, Director of VSO UK explained. “While there are many good gap year providers we are increasingly concerned about the number of badly planned and supported schemes that are spurious.” With 200,000 Britons taking a gap year every year and the average expenditure of a gapper being £4,800, the industry may seem very attractive to unscrupulous organisers. “Young people would be better off traveling and experiencing different cultures, rather than wasting time on projects that have no impact and can leave a big hole in their wallet,” argues Judith. Other people who work in the gap year industry have voiced concerns over VSO’s claims, however. Tom Griffiths, founder of GapYear.com, said: “I’ve been doing this for 10 years now and hear very few complaints, so can vouch for the quality of the operators. The vast majority are in it for the right reasons, which is to make a difference to the world and the lives of young people.” In order to minimise the chances of having a negative experience while volunteering, VSO are encouraging young people to carefully research who they go with. Tom agrees with this approach: “If volunteers ask the right questions beforehand and speak to those who have been then they shouldn’t be caught out. I would take a dim view of any organisation that wouldn’t let you speak to someone who has done it before you.” This isn’t the first time that VSO has spoken out negatively about the voluntourism sector – last year they suggested that gappers were in danger of becoming the �new colonialists’, with the gap year market increasingly catering to the needs of volunteers over those of the communities they support. In order to help young people decide which are the best voluntary schemes, VSO is currently working with established gap year providers to devise a code of good practice to help wouldbe gappers weigh up their options. They have also devised a checklist to assist you in assessing providers’ commitment to volunteering, the communities they work in and the Izzy Jones young people they work with. Izzy Jones, 21 from Hertfordshire, went to Belize with Trekforce in 2005 to work on a conservation project Gap year checklist I had an amazing time building a boardwalk in Belize between some Mayan ruins and a visitor centre with Trekforce. Over the past couple of years the gap year market has opened up a lot, there are probably companies around that aren’t so good. I spent a lot of time looking into my scheme, and really liked the sound of Trekforce. If your child is planning on heading overseas to volunteer, VSO suggests they ask the organisation they contact these questions before they decide: They’re a really small company, so it’s really personal, they’re carbon neutral and all the projects they work on are requested by people in the countries they work with. Trekforce are a company that I hold very close to my heart and I hope to work for them one day. 1. Will you be given a defined role and purpose? 2. Will you meet face to face with your provider and attend a selection day to assess your suitability for the volunteering opportunities and gain detailed information about the structure of your placement? 3. How much will it cost and what does this pay for? 4. How will you be supported with training and personal development needs before, during and after your placement? 5. Is the work you do linked to long-term community partnerships that have a lasting impact? And how do volunteers work in partnership with the local community? 6. Does the organisation you are going with have established offices overseas that work in partnership with local people? 7. Can your organisation guarantee you 24 hour a day health, safety and security assistance? 8. Does the organisation have a commitment to diversity amongst its volunteers? 9. How does the organisation encourage long-term awareness of real development issues? 10. How will your work be monitored and evaluated so that others can build on what you have done? 32 | SMAART PARENTS PAPER It’s really important to research into an organisation before committing to something, but these schemes are great to set people up for life. It was the most awesome experience of my life, and I gained a lot of confidence. It teaches you to deal with life, and it’s a lot of fun! And it shows you care enough to do something – I think it says a lot about you if you can be bothered to go and make a difference. Hannah Saunders Hannah Saunders, 19 from London, took up a placement teaching in India with a commercial organisation “I paid over £1000 to teach English and maths to children in Pune. I didn’t have any training or preparation from the organisation before I went, and they didn’t expect me to have any qualifications. “I had a really tough time and suffered from culture shock, as India is so different from anywhere else, which I wasn’t ready for. “I turned up at the learning centre and the teachers didn’t even know I was coming. It was very hard to find out what I was supposed to be doing. It wasn’t value for money, as there was very little support from the organisation before or during my time there.” SMAART PARENTS PAPER |33 ISSUE 2 VOL. 1 | www.getsmaart.com FEELING THE STRAIN ON YOUR WALLET? How to get back on a firm financial footing in 2008 Mounting loans, credit card bills, maxed out overdrafts…all the January bills are in and it is the time when most of us have to tighten our belts after the excesses of Christmas and New Year. Finding a way out of your spiralling debt hell can be difficult if your finances are looking sorry as a leftover turkey dinner. But there are always things that you can do to save money now and get back on track as soon as possible. • Write down all you incomings and outgoings to work out how much money you have after bills and rent every month • Check your household bills and change provider if you are not getting the best deal • Check your old statements now and reclaim those now illegal bank charges • Cancel the gym membership and get out running in the park instead • Hit the sales to make some real savings...just don’t go over budget! But if you want to make a real difference to your financial situation then learning a new skill could make all the difference to make sure you are not in same straits this time next year. Broadening your knowledge and expertise could see you grow your income by £2,000 - £3,000 or more, meaning that next year could be a different story. Independent financial expert, Alvin Hall, agrees and comments: “In our already hectic lives, we frequently overlook the fact that developing new skills and acquiring fresh knowledge helps us to remain valuable. We are our biggest asset, and it’s natural to want to spend money on looking good, but if we invest more on training and learning too, there’ll be more to spend on make up and facials! ” “A Learning and Skills Council study revealed that half the population believes money would have the biggest positive impact on their lives. Learning a new, useful skill or enhancing those you already have is therefore one of the smartest investments to increase your worth and to earn more money. “Just think, you could increase your earnings by ten to fifteen thousand pounds over five years - and perhaps even more in the longer term. Simply put, the more you invest in and improve your knowledge, the more you can earn. It’s a win-win for your self-esteem and ultimately your bank account.” For more information visit www.lsc.gov.uk/inourhands SMAART PARENTS PAPER | 33 34 | SMAART PARENTS PAPER www.getsmaart.com | ISSUE 2 VOL. 1 FIVE GCSE’S? ALMOST A MILLION FAIL TO HIT THE TARGET An �entire generation’ of school children has been let down by the Labour government, a new study has claimed. The report, by the Bow Group, reveals that almost a million teenagers failed to achieve even the lowest grade, a G, in five GCSEs since the party came to power. Over the past decade the number of teenagers walking away from school without five basic G grades, including in English and maths, has risen - despite billions of pounds of investment in education. Almost 90,000 pupils fell into the category last year, the highest figure since 1998. The report - which covers English schools between 1997 to 2007 - also found there were 3.9 million pupils, close to 60 per cent of the total, who had not gained five C grades at GCSE, including in the core subjects of English and maths. Although a G is the lowest pass possible at GCSE, achieving five C grades is considered a �minimum benchmark’ by employers. The report, The Failed Generation; the real cost of education under Labour, which is published by the rightof-centre think-tank, has calculated that more than £70bn of taxpayers’ money had been spent educating almost four million young people who fell short of the basic grades. �Ten years after “education, education, education” became Labour’s mantra, millions of pupils have failed to gain the qualifications they need under the government’s watch,’ said Chris Skidmore, chairman of the Bow Group and author of the report. �Last year, nearly one in six pupils did not even get five GCSEs of any grade - the highest figures since 10 years ago. These pupils were five when Labour came to power. There are simply no more excuses for this level of persistent and sustained record of failure. We have witnessed a decade of disappointment in which an entire generation of pupils have been let down.’ He added “employers have warned that young people without five good GCSEs, grade C or above, risk not getting jobs”. A survey by the Learning and Skills Council found that more than 20 per cent of employers would not recruit teenagers without the grades or a vocational equivalent while 15 per cent said they would ignore the CVs completely. Using data that indicated people earn, on average, £2,261 more a year with five Cs at GCSE than those without, he found the 3.9 million pupils had already foregone billions of pounds. The figure would continue to rise as they grew older and their income continued to trail behind their peers, he added. The report also highlighted the fact that spending on each pupil had risen dramatically since Labour came to power, from £2,910 in 1997 to £5,080 last year. �While spending per pupil has increased by £2,170 - an increase of 75 per cent since 1997/98, the percentage of pupils obtaining five good GCSEs including English and maths has only increased by 9 per cent,’ the report states. �The cost to the taxpayer of funding pupils who then failed to gain five good GCSEs including in English and maths is extremely high.’ Last week, parent groups said it was time for ministers to question what was �going wrong’. �You could say that if they were not going to achieve those grades, why did we try to make them?’ said Margaret Morrissey, of the National Confederation of Parent Teacher Associations. �Why did we not give them a vocational education that could have helped them life-long? You could say that the system is wasting taxpayers’ money because we are giving these children the wrong type of education.’ Morrissey argued that there would always be some children who were not �academically great’ but who could be successful with the correct support. �They may have gone through a traumatic time just to achieve that G,’ she said. �Shouldn’t we be providing an alternative for youngsters, so they can come out of school with useful qualifications and a little bit of self-esteem?’ But a spokesman for the Department for Children, Schools and Families hit back, pointing to the Labour party’s successes in education. �In 1997 over half of all secondary schools were failing to get 30 per cent or more of their pupils to what we now see as the benchmark for any teenager - five good GCSEs or equivalent with English and maths,’ he said. �This is now down to a fifth of schools. If that trend continues, there should be no schools under this level by 2012. We now have 70,000 more young people leaving school with five good GCSEs including English and maths than did so 10 years ago. Schools at the lowest level are receiving intensive support.’ SEX BIASED CAREERS ADVICE IN SCHOOLS Schools will be legally required to give impartial careers advice to teenagers, under proposed legislation currently going through Parliament. This will ban schools and colleges in England from “unduly promoting” their own courses or types of qualification. There have been claims of biased advice, such as schools discouraging their pupils from switching to rival local further education colleges. The moves are part of a drive to improve careers advice before the school leaving age is raised to 18 in 2015 under the central proposal of the education bill. The move follows concerns that teachers’ “sexist” attitudes are promoting hairdressing courses to girls and construction apprenticeships to boys. The children’s secretary, Ed Balls, said: “I’d like to see all young people considering a range of options before they decide what career path to go down. I want more young women being encouraged and supported to have a career in engineering and more young men being encouraged to have a career in childcare.” The education bill going through Parliament will also force schools to promote all qualifications to pupils equally - including the new diplomas which ministers hope will eventually replace A-levels. Pupils will be offered “taster” sessions in different courses, and schools which fail to comply with the law could be forced to do so by their local authority, and ultimately by the secretary of state. 34 | SMAART PARENTS PAPER The way apprenticeships split on traditional gender lines is apparent from official figures which show only 3% of apprentices on childcare courses and 8% on hairdressing courses are men. In engineering 3% of apprentices are women, (see separate story) and in construction only 1% are women. Ministers are concerned that women are missing out on higher wages in the traditionally male arenas of construction and engineering, but also that there is an urgent need for more men to work in the teaching and caring professions. The bill also forces schools to provide impartial advice over which qualification pupils do, following concerns that some schools encour- age pupils to take courses offered by their own sixth forms to boost recruitment. Last year, Balls fuelled speculation that A-levels could be scrapped by refusing to guarantee that the exams will still exist after a review in 2013. He said he believed A-levels and GCSEs as “the qualification of choice” for teenagers. John Dunford, general secretary of the Association of School and College Leaders, said it was too early to tell whether a ban on promoting A-levels would lead to fewer students choosing the traditional exams. “We have always been in favour of impartial advice,” he said. “It is not in the interests of schools or colleges and especially not the students to be on the wrong course.” Maggie Scott, director of learning at the Association of Colleges, said the clause was “great news for young learners who deserve impartial, comprehensive expert advice and guidance”. A spokeswoman for the Department for Children, Schools and Families said pupils should have advice on the range of options, including diplomas, apprenticeships and the international baccalaureate as well as GCSEs and A-levels. She said: “It is not about promoting one option over another, since it is up to individual pupils to decide the best route for themselves in discussion with their parents and teachers.” ISSUE 2 VOL. 1 | www.getsmaart.com SMAART PARENTS PAPER |35 CLEARING �08 WHAT TO EXPECT So what is clearing? The first thing to say is what it’s not. It is not the place where all the remaindered courses that no one wants, are sold off to anyone who’ll take them. There will be excellent courses, some of them at leading universities in popular subjects, because students do miss their grades and the place has become available. If students results don’t match up to the entry requirements of their first choice place at university they shouldn’t give up hope of still getting it. They must ring the university concerned, or look on UCAS track, and check that they have indeed been rejected - it’s not uncommon for universities to take people who’ve achieved a little less than expected, particularly if their initial application impressed. If they are turned down then they can enter clearing. If a student is desperate to do a particular course, there’s sense in resitting, though check whether the course will consider resits: medicine often won’t. Students need to make a shortlist of courses they like and start ringing. They’ll get through either to a clearing helpline or an admissions tutor for the course. Remember, many other students will be calling so they may have to keep trying but they will get through. The helpline staff will both ask for their grades and, if authorised, offer students with the right grades a place or alternatively, they’ll put you through to an admissions tutor. Be prepared for a miniinterview over the phone. Admissions tutors will want to hear about their reasons for choosing this subject at this university. They will also want to know something about them. They may also have to explain why they think their grades were lower than hoped. If they aren’t offered the place, or don’t like the sound of it, they should continue working through the list until you find something that’s right for them. They should think through all their options before accepting a course; don’t allow panic to rush them into accepting a course they have never considered. Once they’ve accepted, the admissions officer will need a clearing entry number, which should have arrived by post, and then they fill in their CEF, and send it off to the institution. The institution will confirm to UCAS that they have offered the place. Useful websites UCAS - www.ucas.ac.uk www.clearingvacancies.co.uk Our dedicated clearing website with Smaart clearing magazine available the day before results come out. BBC ONE LIFE Open continuously from results day, they can talk to a careers adviser who will have access to all the latest information on clearing. scottishclearing.org, Online from August 7th, the official 2008 clearing service covers every Scottish college and university. Updated every hour course availability is liable to change regularly. Search by career area, specific sector or college or university, also find contact details for each institution, general advice, including funding, gap year, working & studying in Europe & links to further information www.scottishclearing.org Aimhigher An excellent website with information on clearing, student finance and lots more.The Aimhigher portal has been developed to provide those contemplating entering HE with access to the necessary information from which to make effective decisions. www.aimhigher.ac.uk The Independent Newspaper has a full listing of vacancies. SMAART PARENTS PAPER | 35
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