Career Pathways for English Language and Linguistics Students

Career Pathways for English Language and Linguistics Students and Graduates

Liz Whitaker

York St John University Careers Service

July 2008

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Career Pathways for English Language and Linguistics Students, compiled by Liz Whitaker, Careers Service, York St John University and funded by the English Subject Centre, July 2008. I would like to say thank you to the following people who gave very generously of their time in helping me to do this research: Margaret Procter, Director of Studies, Master of Archives and Records Management (MARM), Liverpool University; Phillipa Hoskin, Archivist, the Borthwick Institute, York University; Sophie Jewitt, Events Organiser, York St John University; Admissions, Post-Compulsory Education and Training PGCE, Huddersfield University; Jan Tetley, Manager, Leeds College of Building; Anne Jones, English Language Graduate, York St John University, Lecturer/Trainer, e2e (entry to employment) project, Thurrock; Kathryn Ward, Graduate York St John University, Student Advice Team Manager, York St John University; Christine Mortimer, Course Administrator, Counselling Studies, York St John University; Nikki Swift, English Language Graduate York St John University, Head of Programme, English Language and Linguistics, York St John University; Kate Whisker, English Language Graduate, York St John University, PhD student, Lancaster University; Charlotte Clancy, English Language Graduate 2008, York St John University Emma Johnston, Head of Staff Development, York St John University; Cathy Darby, Tutor, MA Magazine Journalism, University of Central Lancashire; Margaret Hampton, Admissions, Postgraduate Diploma in Bimedia Journalism, Print Journalism, Magazine Journalism and Radio Journalism, Leeds Trinity; Guy Williams, Tutor, NCTJ accredited Newspaper Journalism course, Darlington College; Editor, Parliamentary Brief; Amy Bel, Writer and Editor, Excelle Magazine; Charlotte Percival, Graduate, York St John University, Journalist, York Press; Charlotte Barber, Admissions Secretary, M MedSci Clinical Communication Studies, Sheffield University; Jonathan Peatfield, Postgrad Diploma in Speech and Language Therapy, City University; Admissions, MSc Information Studies, Leeds Metropolitan University; Clare McClusky, Assistant Librarian, York St John University; Michael White, English Language Graduate 2007, York St John University, Graduate Intern, Admissions and Marketing, York St John University Jenny Carpenter, Head of Programme, PGCE (Primary) full-time, York St John University; Tim Lucas, Head of Programme, PGCE (Part-time), York St John University; Tony Cook, Managing Director, EM Direct; Carrie Darley, English Language Graduate 2008, York St John University; Olivia Brown, Graduate PGCE Primary 2006, York St John University; Jody Parker, English Language Graduate 2005, Graduate PGCE Primary 2006, York St John University; Rosalyn Ockwell, Senior Tutor, MA/PG Dip/PG Cert Publishing, Oxford Brookes University; Rachel Mackinnnon, English Language Graduate 2005, York St John University, Development Editor, Scholastic; Louise, Branch Manager, Officer Angels, York; Vicky Marsh, English Language Graduate 2008, York St John University; Dr Nick McGuin, PGCE Secondary English, York University; Rachel Wicaksono, Head of Programme for the MA ELT, York St John University; Oksana, International House, Newcastle; Alison

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Leslie, Director of Studies, Melton College, York; CELTA Tutor, English Language Centre, York; Tutor, Trinity College London, Certificate in TESOL, Sheffield Hallam University; Victoria Jack, TESOL Tutor, Future Prospects, York Dr Debjani Chatterjee MBE, Writer in Residence, Royal Literary Fund, C4C CETL, York St John University; Jonathan Roberts, Principal Lecturer, MSc in Youth Work, Teesside University; Jean Harris-Evans, Graduate Diploma in Youth Work, Sheffield Hallam University; Rachel Smith, Co-ordinator Intensive Personal Advisers, Connexions, York; Alison Camiss, York Youth Service Thank you also colleagues from the Careers Services at the following universities who very kindly sent me information about their graduate destinations:

Bedfordshire University

Birmingham City University

Brighton University

Canterbury Christchurch University

Cardiff University

Huddersfield University

Kent University

London Metropolitan University

Manchester University

Nottingham Trent University

Reading University

Salford University Thank you to the English Language students of York St John University who responded to my requests for information on their career aspirations and to Adrian Beard, York St John University course tutor on the 2nd year module „Language and Human Communication in the Workplace‟ whose idea this project was.

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Contents Page No Introduction 5 Advertising: Account Executive/Account Planner

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Archivist 11 Counsellor 15 Early years Professional 19 Events Organiser 22 Further Education Lecturer 26 Higher Education Lecturer 30 Higher Education Administration 34 Human Resources/Personnel 38 Journalist 42 Librarian 49 Marketing Executive/Assistant/Manager

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Police Officer 56 Primary School Teacher 58 Public Relations Officer 65 Publishing: Copy Editor/Proof Reader/Editorial Assistant

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Recruitment Consultant 74 Secondary School Teacher 78 Speech and Language Therapist 85 Teaching English as a Foreign Language (TEFL)

91

Teaching English as a Second Language (TESOL and TESL)

97

Training Co-ordinator 101 Writer 105 Youth Work 110 Appendix 1: The Graduate Teacher Programme with EM Direct

116

Appendix 2: Action Plan 119

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Introduction

Career Pathways for English Language and Linguistics students and

graduates A project aimed at enhancing the employability of English Language and Linguistics students at York St John University. An online and printed resource has been produced covering a total of twenty-three career pathways. For each pathway, a brief description is given plus, in most cases, a four step action plan: Step 1: Do Your Research; Step 2: Work Experience (by undertaking relevant work experience, students will, in many cases, enhance their chances of getting the job they want and/or successfully obtaining a place on an appropriate course); Step 3: Further Study and Training; and Step 4: Finding Your First Job. An Action Plan is included (See Appendix 2, courtesy of the Higher Education Academy Psychology Network). It is recommended that students and graduates use additional sources of information, such as Prospects www.prospects.ac.uk This project came about through discussions between the Careers Service and Adrian Beard, the course tutor on the 2nd year module „Language and Communication in the Workplace‟, a module of the Language and Human Communication degree programme at York St John University. Students consider aspects of workplace communication, while at the same time learning about job search techniques and arranging their own three week work placements. The assessment of the course includes an Action Plan where the students indicate their next steps towards a working life. It became evident from these Action Plans that the students needed further information and advice on the career pathways available to them and the skills, qualifications and experience they need to be successful in their chosen career. Research was undertaken into the career aspirations of York St John University English language students and graduates and also into the destinations data of English Language/Linguistics graduates from other Universities in the UK. Teaching and Speech Therapy were the most popular choice of career for the York St John University students, but destinations data shows that teaching is still popular but speech therapy doesn‟t feature at all, perhaps because a relatively small number of students are accepted onto postgraduate speech and language therapy courses and competition is keen. Also some relevant pre-course experience is necessary. York St John English Language students need to consider other career areas where their skills and experience can be used effectively. A number of career pathways were selected from my research. These career pathways would all, to some extent, use the skills acquired whilst studying for an English Language/Linguistics degree. The pathways are: Advertising; Archive Work; Counselling; Early Years Practitioner; Events Management;

http://www.prospects.ac.uk/

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Further Education Lecturing; Higher Education Administration; Higher Education Lecturing; Human Resources; Journalism; Speech and Language Therapy; Librarianship; Marketing; the Police Service; Primary School Teaching; Publishing; Recruitment Consultancy; Secondary School Teaching; Teaching English as a Foreign Language (TEFL); Teaching English as Second Language (TESOL); Training and Development; Writing and Youth Work. Excellent contacts were made with both practitioners and course directors/leaders. Some of whom offered to come and talk to the students at York St John University or attend events, such as information and recruitment fairs. On one or two occasions I received some really excellent feedback about York St John graduates. I thoroughly enjoyed researching this project and the completed resource should be valuable not only to English Language/Linguistics students and graduates but to students and graduates of other disciplines as well. My knowledge of the various occupations has really improved and this knowledge is now being passed onto students, graduates and colleagues

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Advertising Account Executive/Account Planner Brief Description

An account planner targets advertising campaigns at the right audience, aiming to find out who buys or uses the client‟s brand, and why, and coming up with ways of making the brand stand out from its competitors.

An account planner makes sure that the team of copywriters, media planners, art directors etc work together effectively on an advertising campaign, and also ensures that the campaign is delivered on time and on budget. As an account planner often works on a number of accounts at the same time, strategic thinking, the ability to prioritise, solving problems and the ability to sell an idea are all essential skills. Tasks and responsibilities could include: meeting clients to find out about their product or service; analysing existing data, market reports, and information from past campaigns; carrying out market research; developing an advertising strategy to reach the target audience; briefing the agency's art directors and copywriters („creatives‟) about the client‟s product or message; and monitoring audience response and sales figures to judge the campaign‟s effectiveness. In larger agencies, account planning is a full-time job. In smaller agencies, account planning can be part of a wider account executive or account manager role.

See www.prospects.ac.uk for very detailed profiles of the following job roles in advertising:

Advertising account executive Advertising account manager Advertising account planner Advertising art director Advertising copywriter Media buyer Media planner

These profiles include information on:

Job description and activities Typical Employers/Vacancy Sources

Salary and conditions Related Jobs

Entry requirements Case Studies

Training Contacts

Career Development

How do I get there? Step 1: Do your research


http://www.prospects.ac.uk/cms/ShowPage/Home_page/Explore_types_of_jobs/Types_of_Job/p!eipaL?state=showocc&idno=239&pageno=1







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Find out all you can about the advertising industry. Useful resources include www.prospects.ac.uk , the Institute of Practitioners in Advertising (IPA) www.ipa.co.uk, the Guardian (Media Guardian Monday supplement) www.guardian.co.uk and Campaign www.brandrepublic.com/campaign/

Step 2: Work Experience

You will need to show advertising agencies that you are genuinely interested in the media. It is a good idea to try to find work experience in an advertising agency before looking for your first job both to enhance your application and to find out if this career is really for you. Any previous work experience in the media, marketing, communications or sales would also be useful. You could contact agencies directly to ask about work experience opportunities by:

searching under advertising agencies on www.yell.com (yellow pages);

looking at the Institute of Practitioners in Advertising (IPA) www.ipa.co.uk website for a list of member agencies offering work experience;

accessing Campaign www.brandrepublic.com/campaign/ which includes a searchable database;

asking family and friends who may have useful contacts. Step 3: Further Study and Training There are no set entry qualifications for becoming an account planner but studying for a relevant postgraduate qualification could give you the skills and, in some cases, relevant work experience, to help you find your first job in advertising. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). For example:

Leeds University offers a one-year full-time MA in Advertising and Marketing www.leeds.ac.uk

Hull University offers a one-year full-time MSc in Marketing and Communications Management www.hull.ac.uk

Training is often undertaken whilst working, the Institute of Practitioners in Advertising www.ipa.co.uk and the Communications, Advertising and Marketing Education Foundation run courses to help those already in the business. Step 4: Finding your first job …….

Apply for jobs advertised directly in the press, trade journals and online eg Campaign www.brandrepublic.com/campaign/ , Guardian (Media Guardian Tuesday www.guardian.co.uk and Graduates Yorkshire


http://www.ipa.co.uk/

http://www.guardian.co.uk/

http://www.brandrepublic.com/campaign/

http://www.yell.com/




http://www.leeds.ac.uk/

http://www.hull.ac.uk/




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www.graduatesyorkshire.co.uk for opportunities in Yorkshire and the Humber.

Send a speculative application (CV and covering letter) to advertising agencies. It is important that you do your research on each agency you contact so that you can target your application appropriately. For suggestions on how to find appropriate advertising agencies see work experience above.

Apply to the Graduate Training Schemes advertised by the Institute of Practitioners in Advertising www.ipa.co.uk .

Finding out more ……………

www.ipa.co.uk The Institute of Practitioners in Advertising. Website offering creative advice for all advertising and marketing issues. Option to create personal homepage.

www.mrs.org.uk The Market Research Society. Website providing business consultancy and marketing insight, news and services.

www.adassoc.org.uk The Advertising Association. Promotes and protects all advertising rights.

www.prospects.ac.uk Excellent careers website which includes occupational profiles, labour market information, a searchable database of postgraduate study options, graduate job vacancies and a computer aided careers guidance programme „Prospect Planner‟. Also access the communities section to find jobs, courses, advice and information on specific subjects/areas of interest.

Publications produced by the Association of Graduate Careers Advisory Services (AGCAS) (available from the Careers Service and on www.prospects.ac.uk )

Applications, CVs and Covering Letters

Going for Interviews

Your Masters What Next?

Postgraduate Study and Research

http://www.graduatesyorkshire.co.uk/



http://www.mrs.org.uk/

http://www.adassoc.org.uk/



http://www.prospects.ac.uk/links/PGStudy

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Extract from Sample Job Vacancy (from www.graduatesyorkshire.co.uk 2nd July 2008)

Account Executives - 2 posts

TAS Communications Ltd

TAS Communications is an award-winning marketing, PR and design agency, based in Beverley, East Yorkshire. The company works with clients across the public, private and voluntary sectors, as well managing campaigns for super brands such as E.ON and Phillips. Having recently managed the Yorkshire International Business Convention, which brought speakers such as Sir Bob Geldof and Elle Macpherson to the region, TAS is renowned for industry excellence and was recently voted Best Agency in Yorkshire & Lincolnshire. TAS Communications is a full service agency and is focused on making a commercial difference to the clients it works with. Its team of creative staff come from a variety of backgrounds including journalism, lobbying, community relations, advertising, events and project management www.tascomms.co.uk

The Account Executives we are looking to recruit will be our “Account Managers of tomorrow” and will play an essential role in the day-to-day running of the private sector team. Supporting the Account Managers with the management of their clients, this role is relied on for support in everything from researching and writing press releases to researching ideas, sourcing prices and developing proposals for new campaigns. In addition to this, there will be an opportunity to get involved in some client facing work and events.

Some of the duties involved with this position are administrational and include answering telephones, monitoring media coverage and keeping client files up-to-date. However, we see this role as an excellent opportunity for individuals with strong writing and organisational skills to learn the ropes in a fast-paced communications agency, where creativity is essential to making a difference to the clients we work with

There are two positions of this nature vacant and we will be looking for candidates of graduate calibre or equivalent. If you think you fit the bill, we would love to hear from you.

Degree: Any.

Location: Beverley, East Yorkshire


http://www.tascomms.co.uk/

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Archivist Brief Description An archivist plans and organises systems and procedures for the preservation and safekeeping of records and historically valuable documents, managing and maintaining collections in all types of media, and helping to make these more accessible and available to a wide range of users. These users range from historical researchers and academics, to schools, private individuals and local and family historians. Tasks and responsibilities include: making sure materials are stored correctly and kept in good condition; identifying, dating, cataloguing and indexing archive materials; helping people to use the archives; making records available to users in formats such as photocopies, microfiche and computer-based tools; carrying out research; giving talks and organising presentations, displays and exhibitions; managing budgets, supervising staff and bidding for funds; and negotiating the buying or donation of archive materials and assessing their importance.

See www.prospects.ac.uk for a very detailed job profile of an Archivist which includes:




Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about the role of an archivist. Useful resources include www.prospects.ac.uk , and the Society of Archivists www.archives.org.uk . You could also join the www.jiscmail.ac.uk/lists/archives-nra.html which is the ARCHIVES-NRA e-mailing list for archival issues.

Step 2: Work Experience and Further Study

To become an archivist you will need an undergraduate degree and a postgraduate qualification, this latter must be a qualification recognised by the Society of Archivists. There are six courses currently offered by:

University of Wales, Aberystwyth www.aber.ac.uk

University College Dublin www.ucd.ie/

University of Dundee www.dundee.ac.uk

University of Glasgow www.glasgow.ac.uk

University of Liverpool www.liverpool.ac.uk

University College London www.ucl.ac.uk




http://www.archives.org.uk/

http://www.jiscmail.ac.uk/lists/archives-nra.html

http://www.aber.ac.uk/

http://www.ucd.ie/

http://www.dundee.ac.uk/

http://www.glasgow.ac.uk/

http://www.liverpool.ac.uk/

http://www.ucl.ac.uk/

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Most of these courses are offered full-time and part-time with opportunities for distance learning currently provided by the University of Wales and the University of Dundee.

Substantial paid or voluntary experience is required for applications to be successful. The Society of Archivists produces a list of paid work experience traineeships in Archives and Records Management in the UK and Ireland. Examples include traineeships with: the British Motor Industry Heritage Trust; Warwickshire County Record Office; the Royal Botanic Gardens Kew and Gloucestershire Archives. Other opportunities may be available and such posts are often advertised in the local and national press, online and in the ARCHIVES-NRA emailing list www.jiscmail.ac.uk/lists/archives-nra.html The Borthwick Institute, York University, advertises an annual traineeship www.york.ac.uk/inst/bihr/ Additionally, local archives may be prepared to offer placement opportunities. The Borthwick Institute (see above) offers one-week placements.

Once qualified, archivists are encouraged to undertake the Society of Archivists‟ Registration Scheme, which demonstrates a commitment to continuing professional development and improves career prospects.

Inside story ………..

Step 3: Finding your first job ……… Sources of job vacancies include:

The Society of Archivists www.archives.org.uk produces a fortnightly circular of employment opportunities for members.

The ARCHIVES-NRA emailing list www.jiscmail.ac.uk/lists/archives-nra.html advertises job opportunities.

www.jobs.ac.uk a searchable jobsite for careers in academic, research, science and related professions.

(Margaret Procter, Director of Studies, Master of Archives and records Management (MARM), Liverpool University www.liverpool.ac.uk ) „Competition for places is very great, Liverpool University offers about 20 places per year and received 43 applications for September 2008 entry. All candidates are interviewed in January/early February for admission the following September. We look for academic ability, awareness of what the work involves, and nature of experience and what candidates have made of this experience. We emphasise that all the postgraduate courses are archives and records management – i.e. this is working with „new‟ stuff, not just „old stuff ! The majority of applicants still tend to be historians and we are desperate for candidates from other disciplines – archives management is really all about organistions and people and very little to do with history, despite common perceptions‟ !


http://www.york.ac.uk/inst/bihr/




http://www.jobs.ac.uk/

http://www.liverpool.ac.uk/

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Look out for job vacancies in the local and national press and online, for example, local council websites eg www.northyorks.gov.uk and www.york.gov.uk

An insider’s view ………….. (Philippa Hoskin, Archivist, The Borthwick Institute for Archives, York University www.york.ac.uk/inst/bihr/ ) ‘Archive work covers two main areas:

Preserving records. Talking to depositors about new collections and those collections already held.

Making the documents accessible with proper catalogues and descriptions. Dealing with members of the public, local and family historians. Looking to the future for new ways of access to documents eg the Internet.

Also if the archive is attached to a University, teaching may be a job requirement plus making bids and giving presentations to try and obtain funding. The role of an archivist means that the work is never the same one day to the next. You may be able answer an enquiry or you may know nothing and have to do some research. It can be challenging to try and explain to users that the archive isn’t visible although it is accessible. In a small archive, the archivist may be working alone. In a larger archive, the archivist may work with a group of people so team working is important. An archivist needs to have good interpersonal skills to deal with all kinds of users. Work experience is important both to find out if you like the work and to enhance your application. Some archives offer a one year traineeship before taking a Masters in Archive Work. The Borthwick Institute offers both a one year traineeship and a one week opportunity per term on a first come first served basis’. Finding out more ……..

www.archives.org.uk The Society of Archivists. Website promoting the preservation of archives, training for members and research opportunities.

www.jiscmail.ac.uk/lists/archives-nra.html The ARCHIVES-NRA e-mailing list for archival issues.


http://www.northyorks.gov.uk/

http://www.york.gov.uk/

http://www.york.ac.uk/inst/bihr/




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Postgraduate Study and Research Sample Vacancies (Society of Archivists www.archives.org.uk Recruitment Bulletin, June 2008)




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Counsellor Brief Description

A counsellor provides people with time, attention and a safe, confidential environment to help them explore their feelings. This could be for many reasons, including relationship difficulties, bereavement, or wanting to improve the way they deal with everyday life. A counsellor does not give advice, but encourages clients to look at their options and find their own solutions for positive change. A counsellor might work with clients with a wide range of issues, or specialise in an area such as eating disorders or addiction and will work mainly with individuals face-to-face but could also work with couples, families or groups, or counsel people over the phone or internet. Tasks and responsibilities include: building a relationship of trust and respect with clients; agreeing a 'counselling contract' to establish what will be covered in sessions; listening carefully, asking questions and clarifying your understanding of the client‟s situation; referring clients to other sources of help if appropriate and keeping confidential records.

See www.prospects.ac.uk for a very detailed profile of the following job roles related to Counsellor:

Counselling psychologist Counsellor Psychotherapist Psychotherapist, child





Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about the role of a Counsellor. Useful resources include www.prospects.ac.uk , The British Association for Counselling and Psychotherapy www.bacp.co.uk Community Care www.communitycare.co.uk and Therapy Weekly www.therapytoday.net/index.php

Step 2: Work Experience and Further Study

To qualify as a Counsellor it is advisable to have or be working towards accreditation with a professional body such as the British Association







http://www.bacp.co.uk/

http://www.communitycare.co.uk/

http://www.therapytoday.net/index.php

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for Counselling and Psychotherapy (BACP) www.bacp.co.uk or the UK Council for Psychotherapy (UKCP) www.ukcp.org.uk

It is recommended by the BACP that, in order to practise as a counsellor, the following stages of training should be completed:

1) an introductory short „taster‟ course – a part-time 10- or 12-week course that outlines the basic ideas and skills behind counselling; and/or

2) a certificate in counselling skills – a one-year part-time course covering an introduction to counselling theories and ethics, practical counselling skills and self-awareness.

Many local colleges offer introductory courses and certificate courses from various awarding bodies. For example, York College offers a 10-week Introductory Counselling Skills course accredited by the Open College Network West and North Yorkshire www.yorkcollege.ac.uk

3) a diploma or advanced diploma in counselling – an in-depth study of counselling theory and ethics, this includes a supervised practice placement (450 hours' study over two- or three-years part-time or one-year full-time and 450 hours of supervised practice with clients (150 hours of this must have been achieved after your diploma).

To be accepted onto a diploma course, you will usually need the counselling skills certificate. For some courses you may also need a degree or equivalent, so you should always check entry requirements carefully. You will also need to arrange a counselling placement (your course provider may be able to help you with this). Examples of possible organisations include: Samaritans www.samaritans.org , RELATE www.relate.org.uk and Cruse Bereavement Care www.crusebereavementcare.org.uk

4) Possible progression onto an MSc/MA qualification in Counselling.

Details of the full range of courses available are given in the „Training in Counselling & Psychotherapy Directory‟ available from the British Association of Counselling and Psychotherapy www.bacp.co.uk

The Faculty of Business and Communication at York St John University www.yorksj.ac.uk offers a number of Counselling qualifications at various levels as follows:

Introduction to Counselling Skills. This is a short intensive weekend course designed to give people a taste of counselling skills used within any helping relationship.

Certificate in Counselling Skills. This course is designed for students who have a basic introductory knowledge of counselling and who intend to develop their understanding and skills in order to work more effectively as helpers.


http://www.ukcp.org.uk/

http://www.yorkcollege.ac.uk/

http://www.samaritans.org/

http://www.relate.org.uk/

http://www.crusebereavementcare.org.uk/

http://www.bacp.co.uk/education/td.html




http://www.yorksj.ac.uk/

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Graduate Diploma in Counselling. This is a two-year part-time programme designed for students with prior training and experience in counselling. Students who successfully complete the course will have undertaken the training element required in order to apply for Counsellor Accreditation with BACP.

Postgraduate Diploma/MA in Counselling Skills. This programme is designed for counsellors in practice in a wide range of settings. The programme offers students the opportunity to reflect upon their own work in the context of contemporary writing and research in the field of counselling. Participants will gain a deeper understanding of the major theoretical approaches, evaluate the appropriateness of a range of interventions for different client issues, and investigate aspects of the therapeutic alliance.

It is also possible to go onto research and to undertake the Postgraduate Certificate in Supervision. For further information about the Counselling qualifications at York St John University contact: Christine Mortimer, Course Administrator. Tel: 01904 876675. E-mail: [email protected]

Step 4: Finding your first job ……………………… There are opportunities for counsellors to work in the education and healthcare sectors, with statutory and voluntary sector care agencies, children's centres, citizens' advice bureaux, specialised telephone helplines and with churches. Full-time work as a counsellor can be difficult to find, therefore, many counsellors have a „portfolio‟ career working for a number of different organisations in voluntary and paid positions. There is also the opportunity for counsellors to be self-employed. Examples of job vacancy sources include:

The British Association for Counselling and Psychotherapy www.bacp.co.uk

Therapy Weekly www.therapytoday.net/

NHS www.jobs.nhs.uk/

www.jobs.ac.uk Search jobs in science, research, academic & related employment in the UK & abroad.

You may also find job opportunities advertised in the local and national press and online. Finding out more ……………

www.bacp.co.uk The British Association for Counselling and Psychotherapy. The website exists to promote the professions and to provide current policy information and events in the field.

www.prospects.ac.uk Excellent careers website which includes occupational profiles, labour market information, a searchable database of postgraduate study options, graduate job vacancies and a computer aided careers guidance programme „Prospect Planner‟. Also

mailto:[email protected]


http://www.therapytoday.net/

http://www.jobs.nhs.uk/




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access the communities section to find jobs, courses, advice and information on specific subjects/areas of interest.





Postgraduate Study and Research Extract from Sample Vacancy (www.jobs.ac.uk 2 July 2008)

Extract from Sample Vacancy www.jobs.nhs.uk 14th July 2008

University of York

Counsellor (Part-Time)

Counselling Service for Students

Registrar's Department: Student Support Services

We are looking to appoint an experienced, capable counsellor who is

comfortable working with students, using a short term model. You will need to

have significant post qualifying experience of counselling and be BACP (or

equivalent) accredited or eligible for accreditation. You must be willing to work

as a member of a team, developing a service within a recently revised

University structure.

The starting salary will be £27,466 per annum, reduced pro rata. The hours of

work will be 18.5 per week. You will be required to undertake a Criminal

Records Bureau (CRB) Enhanced Disclosure check.

Staff Support Counsellor Leeds £23,458 to £31,779 pa Leeds Partnerships NHS Foundation Trust have a progressive Occupational Health Department and we are now in a position to offer an exciting opportunity to join our Staff Counselling Service, which provides services to promote the psychological well being of staff within the Trust. The position will be responsible to the Staff support Co-ordinator. Candidates will have a recognised counselling qualification...





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Early Years Professional (EYP) Brief Description The Government is determined to raise the quality of a child‟s experience and is committed to recruiting, training and employing a graduate-led workforce in the Early Years sector. The Government is committed to ensuring that every children‟s centre employs an EYP by 2010 and every full day care setting by 2015. The National Day Nurseries Association (NDNA) www.ndna.org.uk is a national charity which aims to enhance the development and education of children in their early years, through the provision of support services to members. The (NDNA) is working in partnership with the Open University to recruit people who are not currently working in the Early Years sector and would like to become an Early Years Professional. The Best Practice Network www.bestpracticenet.co.uk also delivers the Early Years Professional Status Programme. These Early Years Professionals (EYPs) are key to raising the quality of childcare on offer to children aged from birth to five years old, leading, supporting and mentoring other early years practitioners to deliver the Early Years Foundation Stage. How do I get there? Step 1: Do your research A useful factsheet „Early Years Professional Status, Full-time Training Pathway‟ can be downloaded from the National Day Nurseries Association website www.ndna.org.uk Further information relating to careers in early years can be found at www.childcarecareers.gov.uk Step 2: Work Experience Before undertaking the Early Years Professional Status training, try and get some work experience in a nursery or playgroup as a nursery assistant or play worker. Step 3: Further Study and Training Early Years Professional Status, Full-time Training Pathway To be eligible for the Full-time Training Pathway, candidates must already hold a full level 6 degree (ie BA, BSc or BEd) and GCSE Maths and English at Grade C or above and not presently be working within early years. How do I become an Early Years Professional? (Taken from the factsheet „Early Years Professional Status, Full-time Training Pathway which can be downloaded from the National Day Nurseries Association website www.ndna.org.uk )

http://www.ndna.org.uk/

http://www.bestpracticenet.co.uk/


http://www.childcarecareers.gov.uk/


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Complete an Expression of Interest form which can be downloaded from the NDNA website at www.ndna.org.uk Forward to NDNA together with all the necessary enclosures.

Assuming that you have the necessary entry requirements (Degree e.g. BA, BSc or BEd and GCSE Maths & English at Grade C or above) and the NDNA/OU consider your application to be relevant, you will be contacted by telephone to discuss your application further and to ensure you have the necessary commitment to complete the full year‟s training programme.

You will be invited to an Information Day where lead assessors from the Open University and NDNA will be in attendance to fully explain the process to you and ensure you are fully committed to the pathway.

You will then be enrolled on to the most appropriate courses with the Open University, which are delivered by open and distance learning. The courses will ensure you have the necessary underpinning knowledge and understanding.

If it is felt that you require training in leadership and management you will be enrolled on to the Institute of Leadership and Management (ILM) Level 5 course. You must be prepared to travel to 9 days‟ training which will be spread over several months and may be some distance from your home address. The venues for the ILM courses will be determined once the final cohort of candidates has been established.

You will be required to undertake work placements within at least two nursery settings from September (or as soon as possible thereafter) until the final assessment in July/August. The placements will be for 5 hours a day Monday to Friday and you will need to be able to make yourself available between the hours of 8:00am and 6:00pm. NDNA will be able to assist in locating these placements.

All the training is absolutely free to the candidate, provided for by the Transformation Fund. In addition, you will be awarded a £5,000 bursary. The bursary will be paid in instalments during the year. For further details contact: EYPS team, National Day Nurseries Association, National Early Years Enterprise, Centre, 6 Longbow Close, Huddersfield HD2 1GQ Alternatively, for an informal chat the EYPS team on 01484 40 70 70. An inside view ….. (NDNA) ‘Any degree discipline accepted. The course includes OU modules covering early years knowledge. GCSE Maths and Science, Grade C or above is a requirement for acceptance onto the course. Prior work experience


21

is not a requirement. The qualification covers private day nurseries and children’s centres. Full-time pathway starts in September each year and lasts for 12 months. Interested candidates are advised to attend advice and information days. The qualification gives a successful candidate the opportunity to work in a leadership role delivering the early foundation stage. Between 2010 and 2015, private day nurseries and children’s centres will be required to have an employee with this qualification. As yet, there is no salary banding, but this is being lobbied for’. Step 4: Finding your first job ……. Early Years Practitioners can undertake a number of job roles, including: Advanced Nursery Practitioner and Nursery Manager. It is also possible to set up and run your own nursery. Jobs can be advertised in the local press and on Local Authority websites and Nursery World www.nurseryworldjobs.co.uk Finding out more ……

www.ndna.org.uk National Day Nurseries Association

www.childcarecareers.gov.uk For further information relating to careers in early years.

www.nurseryworld.co.uk Extract from Sample Vacancy Nursery World www.nurseryworldjobs.co.uk 14th July 2008

Nursery Manager, Watership Downs Nursery School, Maldon, Essex Enthusiastic manager required from September Must be experienced and qualified to level 3 26 place long established nursery School hours/term time only Able to lead enthusiastic, friendly team on Early Years Foundation Stage Contact Barbara Payne on 01621 842724 Competitive salary and incentives

http://www.nurseryworldjobs.co.uk/


http://www.childcarecareers.gov.uk/

http://www.nurseryworld.co.uk/

http://www.nurseryworldjobs.co.uk/

22

Events Organiser Brief Description An event organiser is responsible for planning events and ensuring that they run as smoothly as possible. Work is available in both the private and public sector with event management companies, in-house for an organisation, or it is possible to be self-employed. Events can include: public events, conferences, festivals, trade and industry exhibitions, promotions and product launches, company events and private events such as weddings.

Interpersonal skills are of paramount importance to the successful event organiser. Excellent problem solving, time management, and customer service skills are also needed. Tasks and responsibilities could include: coming up with original ideas for events; agreeing budgets and timescales with the client; researching venues, contacts and suppliers; negotiating prices with suppliers and contractors; booking venues, entertainment and any necessary equipment and supplies; hiring and supervising contractors such as caterers and security; marketing and publicising the event; making sure that everything runs smoothly on the day and ensuring that health and safety and insurance regulations are followed.

See www.prospects.ac.uk for a very detailed profile of an Event Organiser. This profile includes information on:




Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about events management. Useful resources include www.prospects.ac.uk , www.martex.co.uk/ace/ Association for Conferences and Events (ACE), and www.seoevent.co.uk/ Society of Event Organisers (SEO)


Try and get some practical experience in organising events, for example:

take the opportunity to organise events and activities for clubs and societies you belong to;

become involved with the Student Union;

assist with events for family and friends such as weddings, birthday parties etc;




http://www.martex.co.uk/ace/

http://www.seoevent.co.uk/

23

search under events management on www.yell.com (yellow pages) for local events management companies you could contact;

look at www.martex.co.uk/ace/ Association for Conferences and Events (ACE) for an A-Z of companies;

ask family and friends who may have useful contacts. Paid or unpaid work as a steward at large events or exhibitions can also be a good way of building contacts in the industry. Step 3: Further Study and Training There are no set entry qualifications for becoming an event organiser but studying for a relevant postgraduate qualification may give you the skills and, in some cases, relevant work experience, to help you find your first job in events management. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). For example,

Leeds Metropolitan University offers an MSc/Postgraduate Diploma/Postgraduate Certificate in Events Management, either full-time or part-time. Previous work experience is recommended www.lmu.ac.uk

Northumbria University offers an MA in Event and Conference Management, either full-time, part-time or by distance-learning. Relevant work experience is expected www.northumbria.ac.uk

Studying for the Chartered Institute of Marketing (CIM) www.cim.co.uk qualifications at a local College would also give you useful skills and knowledge for an event management role. These qualifications can be studied at Colleges of Further Education (FE). For example, York College www.yorkcollege.ac.uk offers:

Certificate in Marketing, two evenings per week for 1 year, or one evening per week over 2 years.

Diploma in Marketing, two evenings per week for one year or one evening per week for two years.

Successful completion of the Diploma gives eligibility for entry to the Professional Postgraduate Diploma in Marketing, validated by the Open University. See the Chartered Institute of Marketing website for further details www.cim.co.uk An Events Organiser would have opportunities to train whilst working, attending in-house or external training. Joining a professional organisation such as the Association of Exhibition Organisers (AEO) www.aeo.org.uk or the Association for Conferences and Events (ACE) www.martex.co.uk/ace may help your career by providing training and networking opportunities.




http://www.lmu.ac.uk/

http://www.northumbria.ac.uk/

http://www.cim.co.uk/



http://www.aeo.org.uk/

http://www.martex.co.uk/ace

24

Step 4: Finding your first job …………….

Apply for jobs advertised directly in the press, trade journals and online eg Event Magazine www.eventmagazine.co.uk , www.graduatesyorkshire.co.uk for opportunities in Yorkshire and the Humber

Send a speculative application (CV and covering letter) to Event Management companies. It is important that you do your research on each agency you contact so that you can target your application appropriately. For suggestions on how to find appropriate event management companies see work experience above.

An insider’s view ……….

Finding out more …………….

www.abpco.org/index.html Association of British Professional Conference Organisers (ABPCO). The association seeks to promote and enhance the profession, creating opportunities for members and raising standards of professionalism across the industry.

www.martex.co.uk/ace/ Association for Conferences and Events (ACE). Independent information centre and forum for members involved in all aspects of the industry. Benefits offered to members.

www.aeo.org.uk Association of Exhibition Organisers (AEO). Trade body representing those, in all capacities, in the events industry. Provides information and advice.

www.cim.co.uk Chartered Institute of Marketing (CIM). International body for marketing and business development. Offers members weekly updates and news on the latest in the marketing industry.

www.seoevent.co.uk/ Society of Event Organisers (SEO). Organisation for corporate and association event organisers. Offers certified training courses and practical advice to event organisers.

www.prospects.ac.uk Excellent careers website which includes occupational profiles, labour market information, a searchable

(Sophie Jewitt, Events Organiser, York St John University www.yorksj.ac.uk ). Sophie is currently studying towards the MSc Event in Management at Leeds Metropolitan University. She has a first degree in Politics, Philosophy and Economics from York University and after graduating took the Chartered Institute of Marketing (CIM) qualification at York College (part-time). At University she was one of the sabbaticals in the Student Union and whilst doing this organised and fundraised for events. She also worked in various bar and hospitality jobs and after University worked for an event organising company in York. Sophie emphasises that to be a successful events organiser you need problem solving, time management, interpersonal and customer service skills. You should also be able to prioritise tasks. Sophie finds it satisfying to be able to solve any problems and make an event a success. One final piece of advice from Sophie - „make the most of the opportunities available to you as a student‟.

http://www.eventmagazine.co.uk/


http://www.abpco.org/index.html


http://www.aeo.org.uk/


http://www.seoevent.co.uk/



25

database of postgraduate study options, graduate job vacancies and a computer aided careers guidance programme „Prospect Planner‟. Also access the communities section to find jobs, courses, advice and information on specific subjects/areas of interest.






Extract from Sample Vacancy, (from www.jobs.ac.uk 4th July 2008)

Leeds Metropolitan University

Events Officer

Leslie Silver International Faculty

£21,681- £25,135 pa

We require an Events Officer to design and deliver an annual calendar of pioneering,

internationally themed events which contribute to the culture of a University of festivals

and partnerships.

Your duties will include designing, planning and delivering a wide-range of creative and

innovative events and festivals, as well as managing all aspects of events promotion for

the Faculty.

You will have excellent interpersonal and communication skills, and the ability to work

proactively, with a high level of initiative.

This post will be located at the Headingley Campus.




26

Further Education Lecturer (including Adult Education) Brief Description A further education (FE) lecturer works mainly with post 16-year olds and/or adults in colleges of FE, sixth form colleges and adult and community education centres, teaching at all levels, from basic skills to HNC/D, degrees and professional diplomas. A further education lecturer teaches courses which may lead to general or vocational qualifications to prepare students for work or higher education (HE), or which may support personal interest.

See www.prospects.ac.uk for very detailed profiles as follows:

Adult education lecturer/tutor

Further education lecturer





Training Contacts

Career Development

How do I get there ………. Step 1: Do your research. Find out all you can about further and adult education. Useful resources include www.prospects.ac.uk , www.lluk.org.uk Lifelong Learning UK (LLUK) and www.tda.gov.uk the Training and Development Agency for Schools (TDA). Read the Guardian www.guardian.co.uk (Education Guardian, Tuesday), and the Times Higher Education Supplement www.timeshighereducation.co.uk (Friday).


It is a good idea to try to find work experience in a Further Education College or with working with adults as a volunteer in literacy and numeracy provision. Details of volunteering initiatives can be found on the National Literacy Trust website www.literacytrust.org.uk Examples of opportunities with the National Literacy Trust include:

Reading the Game (RTG) which works to promote reading, writing, and speaking and listening for all ages through the motivational power of sport.

Reading Champions is a national network of people committed to engaging boys and men in building a culture where reading is valued and enjoyed. It is mainly a school-based initiative but also runs in prisons and sports clubs.





http://www.lluk.org.uk/

http://www.tda.gov.uk/


http://www.timeshighereducation.co.uk/

http://www.literacytrust.org.uk/

27

Details of FE Colleges in the UK can be found at www.hefce.ac.uk and www.hero.ac.uk You may also find opportunities working with voluntary agencies in a training capacity. Contact your local Council for Voluntary Service for details of possible opportunities or look at www.do-it.org.uk Step 3: Further Study and Training (courtesy of www.prospects.ac.uk ) „FE is sometimes called post-16 or post-compulsory education (PCE). A complete new set of teacher training qualifications is being introduced from September 2007, replacing all existing qualifications.

There will be two teaching roles in the FE sector - full and associate. Full teachers undertake the complete range of teaching and planning tasks while associate teachers have more limited responsibility. The following applies to full teaching roles, for which the qualification required is Qualified Teacher Learning and Skills (QTLS).

PGCE route to QTLS: For new graduate entrants to the profession, the usual route will be a PGCE in PCE/FE. This could be a full-time university-based or part-time in-service course. Applicants should usually apply direct to the university, information on courses can be found on www.prospects.ac.uk , click on Postgrad Study, then find courses and research and key in two searches Post Compulsory Education and Training and Education on the Post Compulsory Sector. You can find some courses on the Graduate Teacher Training Registry website www.gttr.ac.uk . When in post as an FE teacher, you will take national external tests in literacy and numeracy and apply for QTLS status. You have five years from the start of your training to achieve this. Once you have achieved QTLS, you are qualified to work as a full teacher in the FE sector, but not in primary or secondary schools.

In-service Diploma route to QTLS: It may be possible to secure a job in FE without taking a PGCE by studying part-time towards a Diploma in Teaching in the Life-long Learning Sector and then applying for QTLS in the same way. Approach FE colleges directly for their views on this. This will be more likely in subject areas where there is a shortage, such as construction.

Qualified teachers in other sectors: Another alternative would be to train in secondary teaching and then apply for work in the further education sector, as teachers holding Qualified Teacher Status (QTS) are currently eligible to teach in the FE sector. Legislation is due to be passed in July 2008, which will determine whether teachers with QTS will also have to achieve QTLS status in order to work in the post-compulsory sector‟.

See Lifelong Learning UK (LLUK) www.lluk.org.uk for the latest information on teaching in the further and adult education sector.

http://www.hefce.ac.uk/

http://www.hero.ac.uk/

http://www.do-it.org.uk/



http://www.gttr.ac.uk/



28

An inside story …..

Step 4: Finding your first job ……. It can be difficult obtain a full-time post and you may begin your career with a number of part-time contracts, perhaps with different employers. Apply for jobs advertised directly in the press and online.

Guardian (Education Guardian Tuesday www.guardian.co.uk)

Times Educational Supplement (Friday www.jobs.tes.co.uk )

Times Higher Education Supplement (Friday) www.timeshighereducation.co.uk

www.fejobs.com advertises jobs in the FE sector in teaching, lecturing, academic support etc.

Local Government Jobs www.lgjobs.com

www.fejobs.com

Local FE College websites. eg York College www.yorkcollege.ac.uk and Selby College www.selby.ac.uk

You could also send a speculative application (CV and covering letter) to Colleges and adult education providers.

An insider’s view ….

(Anne Jones, language and Human Communication graduate, 2006, York St John University) Anne is currently working on an e2e (entry to employment) project where learners gain basic skills and knowledge to make them more employable. She is also taking the ‘Preparing to teach in the

(Post-Compulsory Education and Training PGCE, Huddersfield University www.hud.ac.uk ) „Applicants don‟t necessarily need previous work experience although this could be useful, as this is a pre-service course. Students spend the first 5/6 weeks attending the University, then 1.5 days per week in the University and 3.5 days on placement in the same institution. The university tries to place students as close to home where possible. There is no deadline for applications. Interviews from January onwards‟.

(Jan Tetley, Manager, Leeds College of Building) „A typical day depends on the College you are employed by. You could be teaching basic skills to adults, key skills to 16-18 year olds or foundation studies/Life skills to 16-18 year olds. It can be difficult to get a full-time job in the FE sector. Some people take three jobs to make a full-time post. Teaching key skills to 16-18 year olds is one area where it is possible to obtain a full-time position. There are also opportunities for Additional Support Tutors – you would need a degree plus a teaching qualification. In the FE sector it is difficult to keep up with government changes. If you want to go into FE, volunteer at York College, Connexions, and Future Prospects. Don‟t have too high expectations, you could go into FE as a Support Worker (£14,000 pa) and take your qualifications‟.


http://www.jobs.tes.co.uk/


http://www.fejobs.com/

http://www.lgjobs.com/

http://www.fejobs.com/


http://www.selby.ac.uk/

http://www.hud.ac.uk/

29

lifelong learning sector’ certificate (City and Guilds 730) at Thurrock Adult Community College. In her job, Anne writes lesson plans and creates resources, supports learners’ individual needs (often social needs), teaches groups of learners ICT and literacy (groups comprise 16 – 19 years olds, around 15 in a group) and tracks the progress of these learners. Anne enjoys watching the progress of her clients, seeing them start with no qualifications and finish with literacy, numeracy and IT skills. These clients are often from difficult social backgrounds and have very specific needs. Many are ex-offenders, users of drugs and have had difficult childhoods’. Finding out more ………

www.lluk.org.uk Lifelong Learning UK (LLUK) www.tda.gov.uk Training and Development Agency for Schools (TDA)

Adult Learning Yearbook

Education Authorities Directory and Annual

Education Yearbook

Directory of Vocational and Further Education.







Extract from Sample Vacancy, York College (from www.yorkcollege.ac.uk 3rd July 2008)

PART-TIME TUTORS - GENERAL Salary: £15.53 - £17.65 (plus paid holiday pay) Hours: Variable We are always looking to recruit part-time tutors to work on an 'as and when required' basis to teach across a range of full and part-time programmes. You should have relevant academic qualifications and hold (or be willing to work towards) an appropriate teaching qualification. To register your details please complete an application form, clearly indicating your area(s) of expertise, and return it to Human Resources, York College, Sim Balk Lane, York YO23 2BB, or alternatively contact us on (01904) 770123. Once received, your application will be forwarded to the Curriculum Leader of the relevant faculty, who will contact you in due course.







30

Higher Education Lecturer Brief Description A higher education (HE) lecturer facilitates learning and carries out research activities in universities and some colleges of further education (FE), teaching academic or vocational subjects to undergraduate and postgraduate students aged 18 upwards, using methods including lectures, seminars, tutorials, practical laboratory demonstrations, and field work. A HE Lecturer should have the opportunity to pursue research in their field of interest and develop this research in order to contribute to the wider research activities of their department and/or institution. Administrative tasks can take up a significant part of the working day. Many lecturers also take on a pastoral role with their students. See www.prospects.ac.uk for a very detailed profile of a Higher Education Lecturer which includes information on:




Training Contacts

Career Development

How do I get there? To enhance your chances you will probably need to have successfully obtained or be studying towards a PhD (Doctor of Philosophy/Doctorate). A doctoral degree is at least three years full-time and a minimum of six years part-time study. You will probably have studied at Masters Level after your undergraduate (first) degree. It is difficult, but not impossible, to go from your undergraduate (first) degree to studying towards a PhD. It should be noted that for more vocational or specialised courses, expertise in that field and/or a professional qualification may be just as valuable as a PhD.

It is advisable to try and develop and maintain a network of contacts in higher education. You may get the opportunity to work as a Visiting Lecturer or obtain support with your research proposal. As a research student you may be given the opportunity to undertake part-time teaching responsibilities. You may find some posts advertised as, for example, Graduate Assistantships (see The Guardian www.guardian.co.uk and www.jobs.ac.uk )

To make a successful application for a PhD, you will need to demonstrate in-depth knowledge of the subject, and your research proposal must be original and make a significant contribution to existing research material. You must also be able to demonstrate excellent research skills. You could boost your research skills by studying for an MRes (Masters in Research, usually two years full-time) or an MPhil.






31

Consider the new route PhD (four years: 1 + 3). This route has been introduced to include more vocational taught programmes as opposed to almost totally research-based PhDs. The first year of the programme leads to a Masters level qualification, with a MPhil awarded at the end of the second year. The last two years focus on research. (See Your Masters What Next www.prospects.ac.uk and the New Route PhD website www.newroutephd.ac.uk ).

You should also look at the reputation of academic departments and the quality of the supervision.

An insider’s view ……

(Kate Whisker, Graduate in Language and Human Communication from York St John University, Masters from the University of York, now studying for a PhD in Language Variation and Change at Lancaster University). ‘Whilst studying for my PhD, I am employed by the Linguistics Department at Lancaster University as a part-time lecturer and as a research assistant on one of the department’s funded research projects. I had previous teaching experience at York St John University as well as research experience from the University of York where I worked as a research assistant for the summer prior to commencing my Masters.

(Nikki Swift, Head of Programme, English Language and Linguistics, York St John University). „It is more than probable that to get into HE lecturing you would either have completed or be in the process of completing a PhD. Maintaining and developing contacts is also very important. Nikki studied for her undergraduate degree in English Language at York St John University and then undertook her Masters in Phonetics and Phonology at York University. Before commencing her Masters degree, one of her lecturers at York St John recommended Nikki for a research post at York University. She was also able to do some teaching whilst studying for her Masters. She had considered both Speech and Language Therapy and Primary School teaching as possible career paths. On completion of her Masters, Nikki applied for and was successful in obtaining a part-time lecturing post at Leeds Metropolitan University (LMU) and was also offered work as a Visiting Lecturer at both York St John University and York University. Her contract with LMU finished after three years but Nikki managed to obtain more work as a Visiting Lecturer at York St John. After a further year working as a Visiting Lecturer, Nikki applied for her present post as Head of Programme, English Language and Linguistics and was successful in getting it. Nikki has now been in her full-time, permanent position at York St John University for five years. Teaching is only a small part of a lecturer‟s workload. There is also preparation, research, committee work, administration, marking and assessment. Nikki really enjoys academic research and small group teaching. She really likes the flexibility of the job and it is what she wants to do‟.


http://www.newroutephd.ac.uk/

32

Although the lecturer and research positions are both only part-time, I am gaining valuable experience for when I have completed my PhD and will look to either be a lecturer or employed as a researcher on a funded long-term project. I would advise English Language and Linguistics students to think about possible careers and do additional work alongside their degrees in order to gain valuable experience’.

Finding out more ………

The Guardian www.guardian.co.uk (Education Guardian available in the Tuesday edition of the newspapers)

The Times Higher Education Supplement www.timeshighereducation.co.uk The website details higher education vacancies, news and resources for professionals in teaching and research.

www.jobs.ac.uk The website lists vacancies in science, research, academic and related employment, both UK and abroad.

(Charlotte Clancy, 2008 graduate in Language and Human Communication at York St John University) ‘I decided that I wanted to pursue a career in lecturing at university level in the area of Linguistics, because I am passionate about this area and would thrive on the diversity and challenges that working in an academic profession would bring me. In order to be suitably qualified to lecture at this level, I must undertake postgraduate study in my chosen area. I personally wanted to undertake a PhD because I enjoy independent research and I would gain a great deal of personal satisfaction upon accomplishing study at this level. My interests are psycholinguistics and syntax; more specifically, first and second language acquisition and aphasia. I therefore conducted research into which institutions had received high research ratings and could offer me good support and supervision at doctoral level in my areas of interest. Having identified the universities that I wanted to apply to, I then wrote a research proposal to submit with my applications. Funding is very scarce and competitive at postgraduate study level and so I shall be self-funding my degree programme. I am in the position where I may undertake a conventional 3-year PhD with supervision, or alternatively I may do a New Route PhD which is a 4-year degree programme. In the first year of this programme, students complete a taught MA which includes intensive research training and modules tailored to the individual needs of the student. As a mature student already, my preferred route is to be accepted to the University of York and undertake the conventional PhD in psycholinguistics, as this will allow me to complete my degree sooner and thus, look for employment in higher education‟. (Since writing this, Charlotte has been accepted onto a Masters in Second Language Acquisition at Oxford University)




33

www.PhDjobs.com Website primarily for postgraduates seeking employment as academics or in research.

www.hero.ac.uk The site offers information on higher education institutions in the UK, as well as practical advice on funding and current research and education information.

www.heacademy.ac.uk The organisation exists to promote and support the learning experiences delivered to students, by offering resources and information to its members.






Your Masters …. What Next?

Your PhD ... What Next?

http://www.phdjobs.com/

http://www.hero.ac.uk/

http://www.heacademy.ac.uk/




http://www.prospects.ac.uk/links/YourPhD

34

Higher Education Administration Brief Description A higher education administrator organises and oversees administrative functions and systems, supporting the smooth running of a University or College of Higher Education. Likely areas of work include central administration (eg, admissions, quality assurance and examinations) or a particular faculty team or department, such as finance, student services or careers, where the role is likely to involve more direct and regular contact with students.

See www.prospects.ac.uk for a very detailed profile of an Education Administrator which includes:




Training Contacts

Career Development

Step 1: Do your research. Make sure that you have an up-to-date knowledge of the HE sector. Read the Times Higher Education Supplement www.thes.co.uk for an insight into current issues and trends. Useful resources also include www.prospects.ac.uk and the Association of University Administrators (AUA) www.aua.ac.uk


Work Experience activities could include:

Working with the Student Union, taking opportunities to belong to committees;

Working as a Student Ambassador, taking part in Open days and student recruitment activities;

Undertaking casual employment in, for example, enrolment activities.

Step 3: Further Study and Training There are no set entry qualifications for becoming a Higher Education Administrator although a professional qualification in specialist areas such as finance, marketing or IT or a higher degree may help in progressing to the higher grades. Administrative experience would be very useful. Professional development is encouraged through in-house and external courses.

The Association of University Administrators (AUA) www.aua.ac.uk offers a Postgraduate Certificate in Professional Practice (higher education administration and management) validated by the Open University (OU).






http://www.thes.co.uk/


http://www.aua.ac.uk/



http://www.open.ac.uk/

35

Step 4: Finding your first job …….. Sources of vacancies include:

www.guardian.co.uk The Guardian (Tuesday Education Guardian)

www.thes.co.uk The Times Higher Education Supplement

www.jobs.ac.uk the specialist jobsite for careers in academic, research, science and related professions

www.graduatesyorkshire.co.uk for job vacancies in Yorkshire and the Humber

You could also find vacancies in the local press.

An insider’s view …..

(Kathryn Ward, Student Advice Team Manager, York St John University) Kathryn is a graduate of York St John University. Her role encompasses many responsibilities and tasks including:

Giving advice and guidance to students from giving them directions to dealing with more serious presenting issues where students will be offered a confidential interview and referrals, if appropriate;

Managing the Student Advice Team and overseeing the day-to-day running of the Student Advice Service;

Responsible for the Student Services area, ie furniture, displays, notice boards;

Liaising with Student Service Managers, eg the Disability Service Manager, the Student Finance Officer, the Head of the Counselling Service etc and with other managers and departments in the University eg the Facilities team and the Careers Service;

Giving presentations to school pupils on visits to the University;

Giving Open Day and Visit Day talks;

Reception duties, making appointments etc;

Recruiting and training Student Ambassadors who work evenings on the Student Advice desk;

Responsibility for the National Student Survey;

Co-ordinating Welcome Week;

Liaising with local residents and the Police regarding complaints about student behaviour.

Kathryn feels that it is essential that you need to have experience in a Higher Education setting to do her job. You also need to have excellent customer service skills and experience of working in challenging situations as you may have to deal with difficult clients. Excellent IT, communication, presentation, team-working and networking skills are also important. The next role for Kathryn would possibly be Student Services Manager or diversifying into a more specialist role such as Widening Participation Officer. Her advice to a student looking for a similar role to Kathryn’s is to get a part-


http://www.thes.co.uk/



36

time job or volunteer with an organisation where you can develop your customer service skills and where you have to deal with difficult situations. Volunteering or working for an organisation such as the Citizens Advice Bureau would be ideal. Kathryn runs Student Advice Team training and development sessions every Tuesday morning. Both Kathryn and her staff are able to access staff development opportunities within the university as well as external training and conferences. Kathryn belongs to the Association of University Administrators (AUA), the Association of Managers in HE Colleges (AMEC) and the Association of Managers of Student Services in Higher Education (AMOSHE). Finding out more …….

www.aua.ac.uk Association of University Administrators (AUA). Supports career development and provides members with networking opportunities, as well as offering current information on issues in higher education.

www.instam.org Institute of Administrative Management. Website of the professional body for practising and aspiring administrative managers. Broadens range of qualifications available and acts as a resource to members.

www.icsa.org.uk Institute of Chartered Secretaries and Administrators (ICSA). Promotes best practice and offers guidance on good governance, as well as professional qualifications for a range of administrative and legal practice.








http://www.instam.org/

http://www.icsa.org.uk/




37

Extract from Sample Vacancy, University of Sheffield (from www.graduatesyorkshire.co.uk 3rd July 2008

Graduate Trainee – Student Recruitment Assistant (Fixed-term)

We are seeking an enthusiastic individual to work within the UK/EU Recruitment Section. The post holder will assist in promoting the University of Sheffield to both prospective undergraduate and postgraduate students. The successful candidate will be required to carry out office based duties, as well as UK wide travel, working both as part of a team and independently. Applicants must be able to demonstrate a sound knowledge of the University and the city of Sheffield and have excellent communication and interpersonal skills, including strong presentation skills. This post would suit a recent graduate looking for experience in a marketing / customer focused environment. The successful candidate will take part in a comprehensive training programme including internal and external courses, work shadowing and mentoring in order to further enhance career development. This post is fixed-term for 2 years. Degree: Any but would suit a recent graduate looking for experience in a marketing / customer focused environment. Salary: £16,215 - £18,180 per annum with the potential to progress to £19,841

Extract from Sample Vacancy, University of Leeds Careers Centre (from www.leeds.ac.uk 4th July 2008) Higher Education Careers Traineeship (1 Year Fixed Term) As one of the largest and most comprehensive University Careers Centres in the UK we are in a fortunate position to be able to offer a one year traineeship. The aim of the traineeship is to give the successful candidate the opportunity to commence a career in Careers Guidance within the HE sector. The successful candidate will have the chance to be involved in all areas of professional practice within a leading university. A capability to empathise and work with individual students is a prerequisite. An equally important aspect of the post will be to establish and develop relationships within the University, with external employers and other organisations. Teaching and assessing on our career development modules will also be an important part of the role. We welcome applications from committed and innovative candidates with relevant professional backgrounds i.e. careers advisory work, graduate employment, recruitment and training, learning and teaching. This one year traineeship will provide the successful candidate with the support, experience and training to be in a position to compete for substantive Careers Consultant posts at Leeds or elsewhere. Support in the form of mentoring, training and development, as appropriate, will be provided for the candidate who meets the essential criteria and has the potential to meet the challenge of this exciting opportunity. University Grade 6 (£23,002 - £27,466)


http://www.leeds.ac.uk/

38

Human Resources Brief Description

A human resources (HR) officer or manager, or personnel officer or manager, is responsible for the recruitment, development and welfare of employees in an organisation. The role can include the following functions: recruiting staff; providing staff training and development; looking after staff pay and pensions; dealing with grievances and disciplinary procedures; promoting equality and health and safety; developing HR policies and procedures, and writing staff handbooks. People who are successful in their career in HR tend to be: balanced and objective; trustworthy and discreet; strong communicators; commercially aware; good team-workers; patient; numerate and flexible and adaptable.

See www.prospects.ac.uk for very detailed profiles of job roles related to human resources:

Compensation and benefits manager Employee relations officer Equal opportunities officer Human resources officer Occupational psychologist





Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about working in Human Resources. Useful sources of information include www.prospects.ac.uk , the Chartered Institute of Personnel and Development www.cipd.co.uk People Management www.peoplemanagement.co.uk , and Personnel Today www.personneltoday.com


It is a good idea to try to find work experience in human resources before looking for your first job both to enhance your application and to find out if this career is really for you. Any previous work experience in recruitment would also be useful. Most large organisations will have a Human Resources department. Any office or administrative role would also provide useful experience.








http://www.cipd.co.uk/

http://www.peoplemanagement.co.uk/

http://www.personneltoday.com/

39

Step 3: Further Study and Training A relevant postgraduate qualification may give you the skills and, in some cases, relevant work experience, to help you find your first job in human resources. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). For example:

The York Management School at York University offers a 12 month full-time MA in Human Resource Management www.york.ac.uk

The Faculty of Business and Law at Lincoln University offers an MSc in Human Resource Management/Human Resource Development (CIPD) (12 months full-time or 36 months part-time). Successful completion of this programme provides a dual qualification, MSc and Graduate Membership of the Chartered Institute of Personnel and Development (CIPD) through a fully approved CIPD education route www.lincoln.ac.uk

It is possible to study for Chartered Institute of Personnel and Development (CIPD) qualifications at a local College. For example, York College offers the CIPD (Chartered Institute of Personnel Development) Certificate in Personnel Practice (CPP). This is a part-time course of one year‟s duration and attendance takes place on Wednesday afternoon and evening or Saturday morning www.yorkcollege.ac.uk

You may find a post as an administrator in a company's HR department, and study for the Chartered Institute of Personnel and Development (CIPD) www.cipd.co.uk qualifications whilst you are working or you may find it useful to take the Chartered Institute of Personnel and Development (CIPD) Certificate in Personnel Practice (CPP) before you look for your first HR job.

You could further your career into personnel management by taking the CIPD Professional Development Scheme (PDS). The PDS is made up of four parts, and you will qualify for full Graduate membership of CIPD after passing all four. If you already have a degree or postgraduate qualification in human resources or a related subject, you may be exempt from parts of the CIPD Professional Development Scheme.

See the CIPD website www.cipd.co.uk for full information on their qualifications and the various levels of membership.

You could also apply for a graduate training scheme, either joining a generic graduate scheme where you will gain experience in a range of departments, along with HR. Or you can choose a programme that focuses specifically on HR where you may have the opportunity to study a CIPD approved postgraduate level qualification.

Step 4: Finding your first job..…..


http://www.york.ac.uk/

http://www.lincoln.ac.uk/




40

Apply for jobs advertised directly in the press, trade journals and online, for example, People Management www.peoplemanagement.co.uk , Personnel Today www.personneltoday.com

Apply for one of the Graduate Training Schemes advertised by companies such as Sainsbury‟s www.sainsburys.co.uk and Tesco www.tesco.com/careers . Details can be found in the Prospects Directory (available from York St John University Careers Service) and online at www.prospects.ac.uk

www.graduatesyorkshire.co.uk advertises jobs in Yorkshire and the Humber which are suitable for graduates

www.lgjobs.com Jobs in local government An insider’s view ……

Finding out more …….

www.cipd.co.uk Chartered Institute of Personnel and Development. The website offers knowledge and opportunities for those involved in the management and development of people.

www.rec.uk.com Recruitment and Employment Confederation. Supports individuals in their careers in the recruitment industry by offering knowledge, resources and practical information.







(Emma Johnston, Head of Staff Development, York St John University) „Human Resources has changed over the years to now present a business focussed face, working with the business policies of the organisation. HR has to deal with government policies and laws and to be impartial and fair‟.



http://www.sainsburys.co.uk/

http://www.tesco.com/careers





http://www.rec.uk.com/




41

Extract from Sample Vacancy www.lgjobs.com 4th

July 2008)

HR Assistant Level 2, NE Lincolnshire Council

Salary:£16,217, Hours:37 hours per week. Fixed Term 12 months

This post provides an excellent opportunity for someone with an administrative background looking to gain/develop experience within Human Resources.

You will become a part of the resourcing transactional team who are responsible for the development of recruitment procedures and the provision of advice and support (including advertising, appointment clearances and preparation and the issue of contract documentation for new starters).

The post provides an excellent opportunity in working towards the above objectives through specialised project work which will initially focus on the CRB renewal program and the introduction of the ISA (Independent Safeguarding Authority)

You must be able to demonstrate the required standard of IT skills, effective communication and organisational skills. As a level 2 assistant the ability to prioritise your own workload to meet challenging deadlines will be essential.

You will also have proven numeracy and literacy skills and knowledge of office procedures/routines.

Extract from Sample Vacancy www.jobs.ac.uk 14th

July 2008

Recruitment and HR Assistant, Human Resources Division, University of London

£20,844 - £25,136 p.a. inc. LW

A committed and responsible individual with a genuine interest in HR work is required to

make an immediate and effective contribution in this key operational role.

Working in support of the HR Information Manager and the HR/Recruitment Advisor to ensure

the smooth operation of both our core employee administration and our end-to-end

recruitment provision ………..

Our ideal candidate will have some previous experience of work in a similar, busy and

confidential environment, a qualification relevant to HR and exposure to employment, equality

and data protection legislation and best practice. The essential requirements though are your

excellent communication and organisation skills, including the ability to put people at their

ease and to manage your time effectively to handle multiple activities to set deadlines.



42

Journalist Brief Description Newspaper/Magazine Journalism The three main areas of print and newspaper journalism are news writing, feature writing and sub-editing. A magazine journalist creates news and feature articles targeted at the magazine‟s readers. The role of a newspaper journalist covers reporter, staff writer, feature writer and subeditor. Newspaper Journalist

A newspaper journalist/reporter investigates and writes stories for local, regional and national newspapers, covering events of interest to their specific audience, which can range from reporting on council meetings and school fetes for a local paper, to general elections and world events for the national press. A newspaper journalist could choose to specialise in a specific area such as sport, politics or entertainment. Tasks and responsibilities could include; following up potential leads; interviewing people, both face-to-face and over the phone; attending press conferences; recording meetings and interviews using recording equipment or shorthand; coming up with ideas for new stories and features and writing up articles in a style that will appeal to the intended audience.

Magazine Journalist

A magazine journalist writes news articles and features for publications which include 'glossy' consumer magazines, specialist trade journals, professional magazines, and in-house company magazines. Tasks and responsibilities could include: planning the content of the magazine; interviewing and researching to collect material for articles; writing articles in the magazine‟s house style; and keeping up to date with developments and trends in subject area of the magazine.

See www.prospects.ac.uk for very detailed profiles on job roles in journalism as follows:

Broadcast journalist Fashion journalist Magazine journalist Newspaper journalist Press sub-editor Scientific journalist












43

Training Contacts

Career Development

How do I get there? Step 1: Do your research Find out all you can about the magazine/newspaper industry. Useful resources include www.prospects.ac.uk , www.nctj.com National Council for the Training of Journalists, the Guardian (Media Guardian Monday supplement) www.guardian.co.uk and the Periodicals Publishers Association (PPA) www.ppa.co.uk It is also possible to obtain student membership of the National Union of Journalists (NUJ) www.nuj.org.uk


Entry into the magazine/newspaper industry is extremely competitive. To be successful you will need to get some relevant work experience and also a professional file of work you have had published. Get involved in student newspapers and magazines. Write to magazines, showing an enthusiasm for their subject matter, and ask for some work experience. Try and find opportunities to write articles and reviews for the local press. Details of newspapers and magazine publishers can be found in the Writers and Artists Yearbook and the Guardian Media Directory. Step 3: Further Study and Training Pre-entry courses for graduates of any discipline include full-time one-year postgraduate courses and fast-track 18/20 week courses. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). Information on both postgraduate courses and fast-track 18/20 week postgraduate courses accredited by the National Council for the Training of Journalists (NCTJ) can be found at www.nctj.com Courses include:

The School of Journalism at Cardiff University offers a Postgraduate Diploma in Journalism Studies (nine months full-time). Students choose to specialise in broadcast, magazine or newspaper journalism www.cardiff.ac.uk

The Centre for Journalism at Leeds Trinity and All Saints offers options to study for an MA or Postgraduate Diploma in Print Journalism www.leedstrinity.ac.uk


http://www.nctj.com/


http://www.ppa.co.uk/




http://www.nuj.org.uk/





http://www.cardiff.ac.uk/

http://www.leedstrinity.ac.uk/

44

Sheffield College runs a 17-week fast-track course in newspaper journalism www.sheffcol.ac.uk

Darlington College offers an intensive 20-week, full-time fast-track course in newspaper journalism www.darlington.ac.uk

The Periodicals Training Council (PTC) www.ppa.co.uk has details of the vocational and postgraduate courses available in magazine/periodical journalism.

An inside story ….

(Cathy Darby, Course Leader, MA Magazine Journalism, University of Central Lancashire www.uclan.ac.uk ) „I'm delighted some of your students are interested in a career in journalism. If they enjoy using the English language they will love it as a career, particularly sub-editing which was my own background (I was chief sub-editor on Country Life magazine in the era before I became a "hackademic"!) And the industry is crying out for good subs (they check others' copy for grammar, legals, cut to fit if needed and write the headlines etc). As for my course, if you go to our department website on www.ukjournalism.org you will find further details plus a PDF fact sheet. Most students who apply have a 2:1 or 2:2 first degree with relevant experience (student newspaper/work experience etc) and a passion for the industry. I'm delighted to say all the students from last year's course have landed their ideal jobs, from one who has now been confirmed as a sub-editor on the NME, to another who is reviews editor of Guitar Week. And they're not all music journos! We have two editorial assistants on Lancashire lifestyle magazines, one who is on France magazine in Bath and two others who have landed their first jobs on business publications in Dubai (snorkelling on a coral reef in your spare time anyone‟?)!

(Margaret Hampton, Leeds Trinity, Postgraduate Diploma in Bidmedia Journalism, Print Journalism, Magazine Journalism and Radio Journalism www.leedstrinity.ac.uk ). „Any degree discipline considered, with a 2.1 preferred although a 2.2 could be accepted. Applicants should have been involved in writing for magazines and newspapers or, for example, have worked on university/hospital radio. You need determination, persistence and knowledge of current affairs. You also need to be aware that as a journalist you would be working irregular hours and under pressure towards tight deadlines. Most graduates from these postgraduate courses do get relevant jobs in the industry‟. Anyone interested in studying journalism at Leeds Trinity should contact Margaret Hampton (0113 2837100 ext 398) as she will put interested applicants in touch with the relevant tutors and also arrange for a tour of the campus. Regular Open days are held.

http://www.sheffcol.ac.uk/

http://www.darlington.ac.uk/


http://www.uclan.ac.uk/

http://www.ukjournalism.org/

http://www.leedstrinity.ac.uk/

45

Step 4: Finding your first job ……… Entry into journalism in general is very competitive, and there are few actual training vacancies in newspaper and magazine journalism. Training with popular consumer magazines is also very competitive; you may find it easier to train with specialist technical and scientific journals, or trade in-house and business magazines. The Newspaper Society www.newspapersoc.org.uk website lists the daily and weekly newspapers within the UK and also gives details of newspaper groups with in-house training schemes. Reuters www.reuters.co.uk recruits a handful of graduates each year into structured training schemes, including journalism in the financial sector. The Guardian Media Group www.gmgplc.co.uk sponsors graduates for postgraduate training and offers work experience through The Scott Trust Bursary Scheme. Recruitment agencies include www.journalismuk.co.uk Journalism UK, and The Media Network www.tmn.co.uk

You might send a speculative application (CV and covering letter) to the editor of a magazine/newspaper. It is important that you do your research on each magazine/newspaper you contact so that you can target your application appropriately. You can find editors‟ details in The Writers and Artists Yearbook. An insider’s story ….. (Editor, Parliamentary Brief www.thepolitician.org , first published in 1992 Parliamentary Brief is a monthly British political magazine which is circulated by request to members of the UK House of Commons, the Lords, senior civil servants and political journalists). A typical day comprises:

(Guy Williams, Darlington College, NCTJ accredited Newspaper Journalism - Pre-entry Level 4 - Full Time www.darlington.ac.uk ) Graduates of any degree discipline are accepted onto the course. Previous work experience is required and you must know about the news business. Students from this course go onto work on weekly and evening newspapers, as press officers, in public relations and increasingly onto working on internet sites (from September 2008, students will be trained in the technology for putting pictures and text onto websites). 20 – 25 students are accepted per year onto the course, from 18 year old school leavers to career changers. Candidates who make a successful application are interviewed; part of the interview process consists of a news quiz and an English/Grammar test. The course is accredited by the National Council for Training in Journalism www.nctj.com

http://www.newspapersoc.org.uk/

http://today.reuters.com/

http://www.reuters.co.uk/

http://www.gmgplc.co.uk/

http://www.gmgplc.co.uk/

http://www.gmgplc.co.uk/gmgplc/scott/scottcommunity/



http://www.journalismuk.co.uk/

http://www.journalismuk.co.uk/

http://www.tmn.co.uk/

http://www.thepolitician.org/

http://www.darlington.ac.uk/index.asp?id=22&pID=11&TITLE=About%20Course%20Levels

http://www.darlington.ac.uk/


46

AM

checking email for articles/copy

contacting those who should have sent in copy

reading papers etc for breaking news

contacting ‘experts’ straight away for comments/articles on latest news

editorial conference (feedback on copy, ongoing research) PM

checking emails for copy, proof copy, make corrections

checking leads

re-assessing copy

planning for the next day

catching up on admin Special knowledge, skills and experience needed:

Intuition

Good on the phone

Listening skills

Interviewing skills : be prepared, let the interviewee talk

Write up interviews immediately

Know recording equipment well, make sure it is working. What is most satisfying about the job?

Making a difference

Having a voice

Working with a small coherent team What is most challenging about the job?

Managing yourself

Managing time

Making decisions

Adding value

Recognising weaknesses early and addressing these (Amy Bel, Editor and Writer, Excelle Magazine, a lifestyle magazine based in Wetherby, North Yorkshire). Amy has a degree in Journalism from Cardiff University. After graduation, she was fortunate in been able to spend 6 months in New York working as in intern on a magazine. She travelled for a year, and even then worked for Elle Magazine in Australia. On returning to the UK, Amy worked in public relations in London for four years before taking up her present post as editor and writer for Excelle Magazine. In a typical day she would start planning the magazine issues for the month ahead, research articles, find writers, check articles and sell advertising space. For her job, Amy says you need to be confident at writing, and spelling and grammar need to be excellent. You should have good communication and people skills, and

47

excellent organisation and time management skills as you will have to meet deadlines. Amy really enjoys the variety of tasks and responsibilities her role provides. Excelle Magazine covers all aspects of lifestyle including food, interiors and fashion, particularly championing local businesses. As this is a small magazine, Amy finds that she does the bulk of the writing and editing so the workload can be quite challenging. Amy also lectures in journalism and media at Craven College, Skipton, one afternoon per week and mentors students there. She feels that this experience helps keep her skills and knowledge up-to-date. Amy advises that you need a passion for the job, as it is not hugely well paid. You need to get relevant work experience and network. You should be prepared initially to work in London as there are few jobs outside the capital and you do need to build up your skills and experience.

Finding out more ……

www.nctj.com National Council for the Training of Journalists. The site provides journalism education and training schemes, for both current and future journalists.

www.nujtraining.org.uk National Union of Journalists. This site is a resource for those already working in journalism and those interested in joining this industry. It offers information on research, training, the latest news and practical advice.

www.sfep.org.uk Society for Editors and Proofreaders. This site is a resource for all those working in this field and offers the latest news as well as guidance on where to find training courses and employment.

www.ppa.co.uk Periodicals Publishers Association (PPA). Website operating to promote and protect the interests of the industry. Offers members the latest news and events as well as information on careers and training.



(Charlotte Percival, Combined Honours English and History, York St John University 2002) Charlotte undertook her year 2 work placement with the Selby Times, on completion of her degree she did the NCTJ course in Newspaper Journalism at Sheffield College and has been at the York Press for five years.


http://www.nujtraining.org.uk/

http://www.sfep.org.uk/





48




Postgraduate Study and Research Sample Vacancy from www.nctj.com 14th July 2008

Job Title Trainee reporter

Job Description Are you passionate about your local area? Do you love meeting and talking to new people and can you communicate that passion to our readers? The Isle of Thanet Gazette, Thanet Times and Thanet Adscene are looking for a reporter to join their hard working and enthusiastic news room. Do you believe that people belong at the heart of every story and are you willing to go the extra mile to get that story? Could you spot and track down great stories that really matter to the people of Thanet? The right candidate will have great communication skills both written and verbal and be a champion for their local area. We offer a competitive salary, five weeks holiday and the usual benefits of working with Northcliffe Media. For an application form, contact: Rebecca Smith, Editor, Kent Regional News and Media, Gazette Buildings, Union Row, Margate, Kent CT9 1PP Email: [email protected] Closing date: July 4 2008

Contact [email protected]





49

Librarian Brief Description A librarian is responsible for the day-to-day running of library services, working in public libraries or in libraries in organisations such as universities, colleges, schools and hospitals. A public librarian acquires, organises, promotes and disseminates a wide range of resources to meet the needs of the community. An academic librarian provides support to students and staff at a university or college, managing, organising, evaluating and disseminating information, often with responsibilities for a specific subject area or a particular function, such as resource ordering, loans, special collections and ICT systems. An academic librarian may also be involved in teaching information skills to students.

See www.prospects.ac.uk for very detailed profiles of job roles in Library and Information Services including:

Abstractor Academic librarian Careers information officer Indexer Information officer/manager Information scientist Library/information assistant Public librarian Records manager





Training Contacts

Career Development

How do I get there? Step 1: Do your research Find out all you can about the work of a Librarian/Information Professional. Useful resources include www.prospects.ac.uk , the Association for Information Management (Aslib) www.aslib.co.uk and the Chartered Institute of Library and Information Professionals (CILIP) www.cilip.org.uk


To qualify as a librarian you will need to either have an undergraduate degree in librarianship or an undergraduate degree in another subject plus a postgraduate library/information qualification. Most universities offering a












http://www.aslib.co.uk/

http://www.cilip.org.uk/

50

postgraduate qualification in librarianship will expect applicants to have up to one year‟s library or information service experience, for example as a library assistant, although this is not always the case. A number of one year graduate training schemes are advertised on the Chartered Institute of Library and Information Professionals website www.cilip.org.uk . These include graduate trainee positions at Leeds Metropolitan University, a graduate trainee library assistant at the Courtauld Institute of Art and a graduate trainee with the South Devon Healthcare NHS Foundation Trust. You need to check with the course(s) you are applying to for specific entry requirements regarding work experience.

Step 3: Further Study and Training As stated above, If your degree isn‟t in librarianship/information management, you will need to undertake a postgraduate qualification in librarianship/information management or similar accredited by CILIP. A full list of accredited courses can be found at www.cilip.org.uk For example:

The School of Information Management, Leeds Metropolitan University offers a Postgraduate Diploma / MSc Information Studies (full-time and part-time) www.lmu.ac.uk

The Division of Information and Communication Studies, Northumbria University offers an MA/MSc Information & Library Management (full-time and distance-learning) www.northumbria.ac.uk

The University of Wales, Aberystwyth offers a number of courses including the Diploma/MSc Econ Information and Library Studies (full-time and distance-learning) www.aber.ac.uk

Once you have undertaken a postgraduate course in librarianship/information management you will then look at to gain professional status recognised by public and academic libraries, by working towards chartered membership of CILIP. Step 4: Finding your first job ………

Apply for jobs advertised directly in the press and online eg www.lisjobnet.com/lisjobnet , www.lgjobs.com , www.jobs.ac.uk and www.timeshighereducation.co.uk

Apply through a recruitment agency, for example, Sue Hill Recruitment www.suehill.com, and INFOmatch Recruitment Services (CILIP) www.cilip.org.uk/jobscareers/infomatch

An insider’s view ………. (Clare McClusky, Assistant Librarian, York St John University) Clare has a first degree in Politics from York University. After graduating she worked as a Graduate Library Trainee at Leeds Metropolitan University for one year and then undertook the MSc Information Studies at the same University. Her first




http://www.northumbria.ac.uk/

http://www.aber.ac.uk/

http://www.lisjobnet.com/lisjobnet




http://www.suehill.com/

http://www.cilip.org.uk/jobscareers/infomatch

51

job was a temporary post as a Library Assistant. In her current role at York St John University, Clare manages the Information Desk and the Inter-Library Loans Service. She feels that the job is changing through new technologies, for example, a large number of queries are now dealt with electronically. The role is changing with the introduction of information literacy as part of the curriculum and library and information professionals having a teaching role. Clare was given support by her Manager to undertake her Chartership and it is her aim to become an Academic Liaison Librarian. She has also undertaken a number of CILIP courses with the support of her Line Manager. Clare likes the contact with students but it can be a challenge to organise her role with so many diverse responsibilities and priorities. To work in a library/information environment, you need to be well-organised, have excellent customer service skills and empathy with your users. Try and get work experience whilst at University, this could be in a hospital, law, public libraries or special libraries. Finding out more ……

www.aslib.co.uk The Association for Information Management (Aslib). The site provides help and expertise to members in this industry and details of training programmes available.

www.cilip.org.uk Chartered Institute of Library and Information Professionals (CILIP). The website offers a job search and the latest news on training, events and conferences for those working in the library and information services field.







Extract from Sample Vacancy, Park Lane College, Leeds (www.lisjobnet.com/lisjobnet 3rd July 2008) HE Librarian SALARY £17,229 - £21,834 pro rata An exciting new opportunity has arisen for a part time post of HE Librarian to work in the Learning Resources Centres across the college sites. Working closely with the subject librarian team, you would support members of the HE academic community by managing, organising, evaluating and disseminating the information they need. You would support teaching and learning by developing and delivering information retrieval skills to groups, to individuals and through the virtual learning environment. You should have a qualification in librarianship or information science and be chartered or working towards chartered status. A teaching qualification would be desirable as would experience of working in further or higher education.

http://www.aslib.co.uk/





http://www.lisjobnet.com/lisjobnet

52

Marketing Executive/Assistant/Manager Brief Description

The role of a marketing executive/manager is to plan the best ways of promoting an employer's product, service or message to as many people as possible, using a number of marketing strategies (such as media advertising, direct mail, websites and promotional events) to communicate with customers, often specialising in certain types of product or market, such as fashion, fast moving consumer goods (FMCG) or financial services. The exact responsibilities vary from company to company depending on the size and share of the market. These responsibilities could include: researching and analysing market trends; planning campaigns and managing budgets; organising the production of posters, brochures and websites; and making sure that campaigns run to deadline and on budget.

See www.prospects.ac.uk for very detailed profiles of job roles related to marketing including:

Marketing executive Sales promotion account executive Consumer psychologist Market research interviewer Market researcher (qualitative/quantitative)





Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about the role of a marketing executive/manager. Useful resources include www.prospects.ac.uk , the Chartered Institute of Marketing (CIM) www.cim.co.uk , the Direct Marketing Association www.dma.org.uk the Institute of Sales and Marketing Management www.ismm.co.uk , the Market Research Society www.mrs.org.uk , the Guardian (Media Guardian Monday supplement) www.guardian.co.uk and Campaign www.brandrepublic.com/campaign/









http://www.dma.org.uk/

http://www.ismm.co.uk/




53


It is a good idea to try to find work experience in a marketing environment before looking for your first job both to enhance your application and to find out if this career is really for you. Most large companies and organisations have a marketing department. Campaign www.brandrepublic.com/campaign/ includes a searchable database Step 3: Further Study and Training There are no set entry qualifications for becoming a Marketing Executive/Manager but gaining a Chartered Institute of Marketing (CIM) www.cim.co.uk qualification could improve your chances of obtaining a marketing position. You could also undertake a relevant postgraduate qualification which could give you exemptions from the Chartered Institute of Marketing qualifications. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). For example:

Leeds Business School, Leeds Metropolitan University, offers a 12 month full-time MSc in Marketing www.lmu.ac.uk

Teesside Business School, University of Teesside, offers an MSc in Marketing Management (full-time and part-time) www.tees.ac.uk

The Chartered Institute of Marketing qualifications can be studied at Colleges of Further Education (FE). For example, York College www.yorkcollege.ac.uk offers:

Certificate in Marketing, two evenings per week for 1 year, or one evening per week over 2 years.

Diploma in Marketing, two evenings per week for one year or one evening per week for two years

Successful completion of the Diploma gives eligibility for entry to the Professional Postgraduate Diploma in Marketing, validated by the Open University. Step 4: Finding your first job ………..

Apply for jobs advertised directly in the press, trade journals and online eg Campaign www.brandrepublic.com/campaign/ , www.graduatesyorkshire.co.uk (for graduate opportunities with employers in Yorkshire and the Humber) Guardian (Media Guardian Tuesday www.guardian.co.uk

Apply for one of the Graduate Training Schemes advertised by companies such as www.sainsburys.co.uk/graduates Sainsbury‟s and Tesco www.tesco.com/careers . Details can be found in the Prospects Directory and online at www.prospects.ac.uk





http://www.tees.ac.uk/





http://www.sainsburys.co.uk/graduates

http://www.tesco.com/careers


54

An insider’s story ………

Finding out more …………………………….

www.cim.co.uk Chartered Institute of Marketing. Website supports individuals at every stage of their career with training, qualifications and offering resources.

www.dma.org.uk Direct Marketing Association. The association protects the marketing industry from unethical practise and supports members in their business.

www.ismm.co.uk Institute of Sales and Marketing Management. Provides its members with guidance, training and education on all aspects of the industry.

www.mrs.org.uk Market Research Society. The website offers members information on research and employment, training events and networking.


(Michael White, Language and Human Communication graduate 2007, York St John University, Graduate Intern, Admissions and Marketing, York St John University) Michael is employed on a one year fixed term contract with the Admissions and Marketing department at York St John University. His role includes: working on Yorktalk, the York St John University staff magazine, writing press releases, liaising with the media, organising publicity and bookings for university events, keeping the events section of the university website up-to-date and ensuring press releases can be seen on the news page of the university website. Michael feels that writing skills are crucial to his role. Experience in office work and meeting deadlines are important. You must also be confident in talking to people both on the phone and face-to-face. Michael would like to do the Postgraduate Diploma in Public Relations, approved by the Chartered Institute of Public Relations (CIPR) www.cipr.co.uk He has undertaken a number of short courses including „An Introduction to PR work‟, „Writing Skills‟, and „Marketing Campaigns‟. He has also taken a course in photography as photographs are often needed to accompany press releases. Michael feels satisfied when he sees a feature he has written in an actual publication and/or on the internet. He found the transition from academic to creative writing to be a bit of a challenge at first but now he is confident enough in his writing ability to be able to put out articles on his own initiative. Michael‟s advice to anyone wanting to go into PR is to get involved with publicity. Michael belonged to a Band where he designed flyers which he then asked companies and shops to display.


http://www.dma.org.uk/

http://www.ismm.co.uk/



http://www.cipr.co.uk/

55






Extract from Sample Vacancy, the Guardian www.guardian.co.uk 14th July 2008 Marketing Officer, THE BEATLES STORY, Liverpool, Merseyside

Salary: £18k - £20k

The Beatles Story visitor attraction is looking for an experienced Marketing Officer to deliver

innovative and targeted marketing campaigns to a broad range of audiences. You will be

joining a thriving and dynamic organisation, which has recently undergone a large expansion

programme at its Albert Dock site. You will play a key supporting role in future product

development as Beatles Story prepares to open a new facility at Liverpool‟s iconic Pier Head.

You are likely to have gained relevant marketing experience within the cultural tourism/arts

marketing or visitor attractions sector developing promotional campaigns, web-based

communications and direct marketing. You will have excellent interpersonal skills, exceptional

attention to detail and be an enthusiastic team player.

Qualification Level:

BTEC/City and Guilds/Diploma/HND/HNC

Undergraduate degree (or equivalent)

Postgraduate degree (Masters or higher)

Postgraduate degree (senior business/technical)




56

Police Officer Brief Description

A police officer protects the public from violence, provides a reassuring presence in the community, supports victims of crime and offers help to those who have witnessed crimes and investigates complex crimes using a mixture of cutting-edge technology and time-proven traditional methods. After a probationary period, a police officer can be given the opportunity to specialise in a specific branch such as CID, the drug squad or the traffic police. Tasks and responsibilities include: responding to calls for assistance from the public; making enquiries into crimes and offences and making arrests; interviewing witnesses and suspects, preparing crime reports and taking statements; giving evidence in court; working on the reception desk, dealing with the public; working in the communications room in two-way contact with officers on the beat; policing large public events, concerts and demonstrations and visiting schools to give talks.

See www.prospects.ac.uk for a very detailed profile of a Police Officer which includes the following information:




Training Contacts

Career Development

How do I get there …… Step 1: Do your research Find out all you can about the role of a police officer and entry requirements. Useful resources include www.prospects.ac.uk , and www.policecouldyou.co.uk which gives information about the different roles within the Police Service ie Police Officer, Police Community Support Officers (PCSOs), Special Constables and support roles such as: analyst, providing analytical support by collating and studying information to help detect and reduce crime; call handler, providing a professional response to calls received; front counter personnel, manning the front counter and answering enquiries; and librarian, providing an efficient library service.


Experience working with young people would be helpful. Perhaps working with young offenders or with young people in danger of offending. If you are interested in sport, you might find experience working with young people in a sports club useful. Volunteering as a Special Constable would give a real




http://www.policecouldyou.co.uk/

57

insight into the role of a Police Officer and the work of the Police Service, see www.policecouldyou.co.uk for further details. Step 3: Further Study and Training There are no formal educational requirements for entry to the police service.

Step 4: Finding your first post ….. Recruitment and selection procedures are managed by police services at a local level, although a nationally agreed competency-based framework is applied. Applicants must complete the online application form and medical questionnaire, which are assessed and scored against entrance criteria. If successful, the next stage is an assessment centre comprising a series of assessment tests and an interview. Successful applicants are then required to pass job-related fitness tests and medical examinations (eyesight and hearing test, plus a full medical). Familiarisation courses, to help prepare for the job-related fitness tests, are held regularly throughout the UK. Appointments are then made, subject to references, financial and business status checks and security vetting.

People with minor convictions and/or cautions are not precluded from entry to the police service, although there are certain offences and conditions that can make you ineligible. Details of spent convictions, under the Rehabilitation of Offenders Act, must be disclosed. Full details of eligibility requirements can be found at www.policecouldyou.co.uk

See www.policecouldyou.co.uk to view the available vacancies in all 43 English and Welsh forces. You can only apply to one force at a time and don't forget to check the precise eligibility criteria with your chosen force before applying. Graduates and non-graduates with confirmed appointment offers and who are aiming for early leadership roles may apply for the Police High Potential Development (HPD) Scheme in England, Wales and Northern Ireland. See www.policecouldyou.co.uk for further information on the HPD. A postgraduate qualification is not essential but, if you are accepted on to the HPD scheme and do not already have a higher education qualification; you will need to do some academic study as part of the scheme. If you already have a Masters degree you may be able to go on to do a research degree.

Finding out more …….. www.policecouldyou.co.uk Police Service Recruitment. The website offers information on joining the Police Service and the types of roles available in both paid and voluntary capacities.




http://www.policehighpotential.org.uk/





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Primary School Teacher Brief Description

A primary school teacher works with children between the ages of five and eleven, in state or independent schools, with responsibility for a class and teaches the areas covered by the National Curriculum (English, Maths, Science, Design and Technology, ICT, History, Geography, Art and Design, Music and PE). After gaining experience in the classroom, a primary school teacher could take responsibility for co-ordinating a particular subject throughout the school.

See www.prospects.ac.uk for a very detailed profile of a Primary School Teacher which includes the following information:




Training Contacts

Career Development

How do I get there? Find out all you can about the role of a primary school teacher and how to qualify. Useful resources include www.prospects.ac.uk , the Training and Development Agency for Schools www.tda.gov.uk , and the Graduate Teacher Training Registry (information on courses and how to apply) www.gttr.ac.uk . The Times Education Supplement (TES) (Friday) www.tes.co.uk , the Guardian (Tuesday) www.guardian.co.uk and the Independent www.independent.co.uk (Thursday) are all useful sources of information on educational issues. You will need to undertake an initial teacher training course, either a one year full-time PGCE (Postgraduate Certificate in Education), a part-time PGCE (normally lasting approximately 18 months), or undertake a Graduate Teacher Programme (GTP), an employment based route where you spend 12 months in a school, paid as an unqualified teacher. The Postgraduate Certificate in Education (PGCE) The Graduate Teacher Training Registry Website www.gttr.ac.uk gives information on the PGCE. All applications are online through this website. There is a course search facility where you will find a profile of each primary PGCE course in the UK. All PGCE courses now include credits towards a Masters degree. The application process opens in September each year for entry the following September ie apply September 2008 for September 2009 entry. It is advisable to make an early application as places fill up quickly for primary PGCE places. There is a closing date in early December each year although some places

http://www.nc.uk.net/








http://www.tes.co.uk/


http://www.independent.co.uk/


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may be available after this date. Information regarding vacancies can be found on the course search facility on www.gttr.ac.uk Although it is always advisable to double check this information with admissions tutors. You can select only two universities to apply to through the GTTR; these are in order of preference. Funding: PGCE Students in England may be eligible for a non-means tested grant of £1,230 and to apply for an additional means-tested grant of £1,535. Eligible postgraduate trainee teachers are also entitled to a tax-free bursary. This is currently £4,000 (£100 per week). For full details see www.tda.gov.uk The Graduate Teacher Programme Graduate Teacher Programmes (GTP) are all administered differently throughout the UK by Employer-based Initial Teacher Training providers (EBITTS), who will:

have different closing dates

have different methods of application

cover different areas of the England and Wales Some EBITTS will have partnership schools, for others you will have to find your own school in order to undertake the Graduate Teacher Programme.

Information on the Graduate Teacher Programme can be found on the Teacher Training and Development Agency website www.tda.gov.uk Type GTP in the search facility. For example, the Graduate Teacher Programme in Hull, operated by Hull Citywide GTP Partnership www.hullcitywidegtp.co.uk , has partnership schools whereas EM Direct www.emdirect.co.uk , operating in Lincolnshire, North East Lincolnshire, East Yorkshire, Nottinghamshire, Leicester City, (Secondary), North Yorkshire, Barnsley, Hartlepool, and City of York, requires you to find your own school in which to undertake the GTP. See Appendix 1: The Graduate Teacher programme with EM Direct (Page 116). Funding: GTP Trainee teachers on a Graduate Teacher Programme receive a salary from their school. This is at least equal to the minimum point on the unqualified teacher pay scale (currently approx £15,000 per annum). For both the PGCE and the GTP you will need:

Maths GCSE grade C or above

English GCSE grade C or above

Science GCSE grade C or above




http://www.hullcitywidegtp.co.uk/

http://www.emdirect.co.uk/

http://www.tda.gov.uk/Recruit/lifeasateacher/payandbenefits/unqualifiedteachers.aspx



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If you haven‟t got Maths, English and Science at grade C or above you will need to do some research. Some courses offer you the opportunity to take an equivalency test. You will need to contact the admissions tutor at the University you wish to attend or the EBITT for the GTP to find out if an equivalency is offered, how this would be administered, and if you need to have passed the test before you can apply. You may be able to take the required GCSEs after applying for the PGCE, again contact admissions tutors and the GTP providers as above. GCSEs can be offered, for example, through FE Colleges, Schools and by Distance Learning. York College www.yorkcollege.ac.uk offers GCSE Mathematics (Foundation) over 33 weeks, 2½hrs per week. The National Extension College www.nec.ac.uk offers GCSE Mathematics (Foundation and Higher) by distance learning. For both the PGCE and the GTP you will need recent work experience in a classroom PGCE Course Leaders and GTP Providers are looking for recent experience in the classroom. Some will specify a minimum requirement which could be three weeks. Contact admissions tutors/GTP providers to find out how much relevant experience in a school is expected. When in the classroom you should be observing the following:

Behaviour management strategies

Inclusion

Working with parents and colleagues in the school

The use of ICT in the classroom

Monitoring and assessment

Learning styles To obtain experience in the classroom you need to contact head teachers and use contacts such as family and friends or try and see if it would be possible to go into the primary you attended. It is essential that you undertake work experience in the keystage in which you would like to teach, although it would be useful to spend time with other age groups. Joining the Student Associate Scheme is also a good way of getting school experience. There is a tax-free bursary around £40 for every day spent in school or college during the scheme. All students participating in the scheme are given a training and induction programme to prepare them for working with young people. You will then spend fifteen days in a school or college working alongside experienced teachers and assisting them in classroom teaching. Further details and information about the organisations which deliver the Student Associate Scheme can be found at www.tda.gov.uk Working with children in other settings such as after school clubs, holiday camps and cubs/brownies is also useful and will enhance your application, but experience in the classroom is the key to a successful application and interview.


http://www.nec.ac.uk/


61

Part-time Primary PGCE York St John University run a part-time primary PGCE course which runs for 17 months starting February/March and finishing in July the following year. Students attend university two days per week, currently Tuesdays and Wednesday. Contact York St John University 01904 624624 www.yorksj.ac.uk Application is through the university. The same entry requirements are needed as for the full-time primary PGCE. Flexible PGCE York St John University run a flexible primary PGCE course which is tailored to the student‟s experience and knowledge. An audit of knowledge and experience is undertaken before commencing the course to determine the course length. Contact York St John University 01904 624624 www.yorksj.ac.uk Application is through the university. The same entry requirements are needed as for the full-time primary PGCE. An inside view ……

(Tim Lucas, Head of the Primary PGCE (Part-time), York St John University) On receipt of completed application forms, Tim checks whether the candidate has the required English, Maths and Science at grade C or

(Jenny Carpenter, Head of Programme, PGCE (Primary) full-time, York St John University). „Jenny says she first checks to see if an applicant to the PGCE primary course has the required grade C or above in GCSE English, Maths and Science. The degree focus has widened, not just National Curriculum subjects are now accepted. Students can successfully obtain a place on the PGCE with, for example, creative and sociology degrees. Applicants also need relevant, recent experience in a school. This should be 15 days minimum, if possible, in a range of schools and in a range of classes. Additional experience with children would also be very useful, this includes TEFL, working as a playgroup assistant, in a summer club, as a swimming teacher, brownies. Jenny emphasises that babysitting is not relevant experience. The quality of the application is very important. There should be no grammatical or spelling errors, word counts should be adhered to and standard English should be used, not „textspeak‟. The PGCE Primary at York St John University now incorporates 60 credits towards a Masters qualification (M level). Students are given the opportunity to do their own research focusing on an aspect of education, such as, behaviour management, use of questioning, oral/mental starter activities. The M level credits can be used as the first third of a full Masters degree. Jenny says that if you want to be a primary school teacher, you should be enthusiastic, creative and have a passion for working with children‟.



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above. An equivalency test in Science can be taken as a substitute but this must be passed before applying to the course. Tim can be flexible on degree subject. A 2.2 or, in some cases, a third class honours degree is acceptable for entry onto the course but candidates should have experience in schools as, for example, a teaching assistant. Ten days minimum in school is required for admission onto the course, applicants should be aware of what goes on in the classroom. The interview day for the part-time PGCE comprises:

tests (multiple choice questions) in English, Maths, Science and ICT (10 questions each).

20 minute hand written test on a recent debate in education eg Should teaching assistants take responsibility for a class?

group exercise eg Plan a follow-up lesson after a visit to a fast food restaurant.

individual interview looking at the following: o Why you want to teach? o Your personal qualities o Questions on what you observed in the classroom o How you would do something better o How children learn best

In preparation for being accepted into the PGCE at York St John University you should:

Gain experience in nurseries and primary schools

Work or spend time with children in voluntary settings

Talk to people who are teachers – find out about the joys and pressures

Keep up-to-date with education in the media. Read the Times Educational Supplement (TES), Tuesdays Guardian and Thursdays Independent.

Finding your first teaching post ……… To gain qualified teacher status (QTS) students must:

Successfully complete their course and skills tests.

Successfully complete their period of induction (189 days). Induction can be started at any time after completion of an initial teacher training course. Once a programme of induction has begun, this should normally be completed within five years. If the

(Carrie Darley, English Language and Human Communication 2008 graduate and successful applicant to the Primary Graduate Teacher Programme managed by EM Direct) ‘….. we had a 30 min individual science test ……. a 30 min maths test ……… 47 places and only doing 68 interviews‟.

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programme is not completed within this time an extension can be applied for. Induction can be undertaken on a pro-rata basis if working part-time. If working on supply, contracts must be one term or longer to qualify for induction. You cannot work for more than four terms as a supply teacher without having to serve an induction period. In exceptional circumstances this can be extended by one year.

Become a member of the General Teaching for England (GTCE). For information and advice on getting your first teaching post in Scotland, Wales and Northern Ireland, see „Getting a teaching job 2008‟, Association of Graduate Careers Advisory Services. Once a teacher has successfully completed the period of induction, career progression may be through a specialist curriculum or pastoral role such as a special needs co-ordinator, or by moving into management. Classroom expertise has recently been recognised by the creation of the status of advanced skills teachers (in England and Wales) and chartered teachers (in Scotland). See Teachernet www.teachernet.gov.uk for further details.

Teaching vacancies for specific posts in individual schools are advertised in the local and national press, Local Authority vacancy bulletins (now predominantly online), online vacancy listings, and, on occasions, notified directly to the Faculty. For example:

Times Educational Supplement (Fridays) www.tesjobs.co.uk

Guardian Education www.guardian.co.uk

Independent (Thursdays) www.independent.co.uk

Telegraph (mainly advertises for Independent schools)

www.Eteach.com (online vacancy service) Register for customised email alerts of relevant jobs.

Local Authority bulletins – usually available by email and/or via the LA website eg www.northyorks.gov.uk

Local Press eg York Press and the Yorkshire Post

Recruitment Agencies eg Protocol Teachers, Principal Teachers, Principal Resourcing, Capita, First Class Teachers

Religious and Ethnic Newspapers eg Asian Times, Church Times and Jewish Chronicle

Faculty notice boards Local Authorities often recruit NQTs via „pool‟ systems and teacher registration schemes where applicants make one application to the Local Authority. Information on teaching „Pools‟ can be found as follows:

www.prospects.ac.uk Teacher Recruitment pages

www.teachers.org.uk (NUT)

www.teachersunion.org.uk (NAS/UWT)

www.atl.org.uk (Assoc of Teachers and Lecturers) An insider’s view ……..

http://www.teachernet.gov.uk/

http://www.tesjobs.co.uk/



http://www.eteach.com/



http://www.teachers.org.uk/

http://www.teachersunion.org.uk/

http://www.atl.org.uk/

64

(Jody Parker, 2005 English Language graduate, York St John University, PGCE Primary, York St John University, 2005-2006). Jody trained as Keystage 2 teacher. Her first post was a temporary one year position; she has now found a permanent post with extra responsibilities as the school’s French co-ordinator. Jody has studied French to GCSE level and has been given the opportunity to undertake a of courses to help with her Co-ordinator role. Jody loves seeing her pupils achieve their full potential, her biggest challenge has been behaviour management. In her first appointment Jody did a lot of work on behaviour management strategies and was asked to be a specialist for the Local Authority. Jody advises anyone wanting to apply for the PGCE to get lots of experience in a school, to try and achieve a 2.1 and, if possible, choose assignments which are related to children’s development and learning. Finding out more……..

www.tda.gov.uk/ The TDA offers information and guidance on training and development of the school workforce. The TDA supports the workforce and offers advice on ways into teaching and gaining experience.

www.teachernet.gov.uk/ The site provides information on all teaching issues including professional development, management and also provides links to other resources for teachers.

www.gttr.ac.uk Use this website to apply for the PGCE. This is an excellent resource providing information on the different types of courses, qualifications required and funding that may be available to graduates.


Publications produced by the Association of Graduate Careers Advisory Services (AGCAS) (available from University Careers Services)

Applying for a PGCE

Education - Alternatives to Teaching

Getting a Teaching Job (also available from www.prospects.ac.uk)

(Olivia Brown, Primary School Teacher (Foundation stage), Nottingham) Psychology graduate, York University, Primary PGCE York St John University). Before applying for the PGCE Olivia worked as a volunteer teaching assistant during her three years studying at York University. She also volunteered at a club for children with disabilities. In her current role, as a Foundation Stage teacher, Olivia enjoys seeing the progression in her pupils‟ abilities and seeing them learning and discovering new things. She found it quite challenging at first as she is working with a big foundation year in an open plan environment.





http://www.prospects.ac.uk/links/pgce

http://www.prospects.ac.uk/links/teachingjob


65

Public Relations Officer Brief description

A public relations (PR) officer/executive is responsible for promoting good relations between an employer and its customers, investors and the wider public, aiming to build and maintain the organisation‟s image and reputation. A public relations officer could work in a company's in-house public relations department, or be employed by a PR consultancy which looks after the PR for a number of clients. Tasks and responsibilities could include: planning PR campaigns and strategy; advising clients; liaising with the media; organising conferences and events; writing, producing and editing press releases, brochures and websites; pubic speaking and organising photoshoots.

Public Relations is sometimes known as corporate communications, public affairs or media relations.

See www.prospects.ac.uk for very detailed profiles of job roles related to public relations including:

Political research assistant Press officer Public affairs consultant (lobbyist) Public relations account executive Public relations officer

These profiles include information on the following:




Training Contacts

Career Development

How do I get there ….. Step 1: Do your research Find out all you can about public relations. Useful resources include www.prospects.ac.uk the Chartered Institute of Public Relations (CIPR) www.ipr.org.uk , the Guardian (Media Guardian Monday supplement) www.guardian.co.uk and Campaign www.brandrepublic.com/campaign/


It is a good idea to try to find work experience in a Public Relations Consultancy or with an in-house Public Relations Officer before looking for your first job both to enhance your application and to find out if this career is really for you. Any previous work experience in a communications‟ orientated








http://www.ipr.org.uk/



66

organisation – PR consultancy, design company, charity, advertising agency or marketing department would be useful.

You could contact consultancies directly to ask about possible work experience by:

Searching under Public Relations Consultancies on www.yell.com (yellow pages)

The Chartered Institute of Public Relations www.ipr.org.uk lists work placement opportunities; these are only open to student members of the CIPR who are studying for a qualification accredited by the CIPR.

Asking family and friends who may have useful contacts.

Searching for contacts in Benn‟s Media Directory (This may be available in your University or Public Library)

Step 3: Further Study and Training

You do not need particular qualifications to become a PR officer. However, public relations is a very competitive industry, and many employers will expect you to be qualified to degree level, and you may have an advantage with a degree or postgraduate qualification in public relations. Courses accredited by the Chartered Institute of Public Relations are listed at www.ipr.org.uk For example:

Leeds Metropolitan University offers a one year full-time MA in Public Relations www.lmu.ac.uk

Cardiff University offers a Postgraduate Diploma in Public and Media Relations. Full time course over two terms plus 200 hours work placement www.cardiff.ac.uk

www.prospects.ac.uk also has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟).

You could also choose to study for the Communication Advertising and Marketing Education Foundation (CAM) Diploma in Marketing Communications www.camfoundation.com Step 4: Finding your first post ……

Apply for jobs advertised directly in the press, trade journals and online eg Campaign www.prweek.com/uk , Guardian (Media Guardian Tuesday www.guardian.co.uk and Graduates Yorkshire www.graduatesyorkshire.co.uk for jobs in Yorkshire and the Humber

Send a speculative application (CV and covering letter) to Public Relations Consultancies. It is important that you do your research on each agency you contact so that you can target your application appropriately. For suggestions on how to find appropriate Public Relations Consultancies see work experience above.





http://www.cardiff.ac.uk/


http://www.camfoundation.com/

http://www.prweek.com/uk



67

Look at the list of graduate trainee programmes and charity work placements on the Chartered Institute of Public Relations website

Visit PR JobShop www.ciprjobs.co.uk/ An insider’s story ………

Finding out more ……….

www.ipr.org.uk Chartered Institute of Public Relations. The website provides information on the organisation and the PR training offered, including postgraduate qualifications. The Chartered Institute of Public Relations organises careers days, you can register your interest in attending by completing a registration form on their website.

www.ciprjobs.co.uk/

www.prweek.com/uk/ advertises jobs, events etc

www.brandrepublic.com/ advertises jobs, news etc in marketing, advertising, media and PR.

www.pressgazette.co.uk/ jobs, events etc

www.guardian.co.uk/media

www.prospects.ac.uk Excellent careers website which includes occupational profiles, labour market information, a searchable database of postgraduate study options, graduate job vacancies and a

(Michael White, Language and Human Communication graduate 2007, York St John University, Graduate Intern, Admissions and Marketing, York St John University) Michael is employed on a one year fixed term contract with the Admissions and Marketing department at York St John University. His role includes: working on Yorktalk, the York St John University staff magazine, writing press releases, liaising with the media, organising publicity and bookings for university events, keeping the events section of the university website up-to-date and ensuring press releases can be seen on the news page of the university website. Michael feels that writing skills are crucial to his role. Experience in office work and meeting deadlines is important. You must also be confident in talking to people both on the phone and face-to-face. Michael would like to do the Postgraduate Diploma in Public Relations, approved by the Chartered Institute of Public Relations (CIPR) www.cipr.co.uk He has undertaken a number of short courses including „An Introduction to PR work‟, „Writing Skills‟, and „Marketing Campaigns‟. He has also taken a course in photography as photographs are often needed to accompany press releases. Michael feels satisfied when he sees a feature he has written in an actual publication and/or on the internet. He found the transition from academic to creative writing to be a bit of a challenge at first but now he is confident enough in his writing ability to be able to put out articles on his own initiative. Michael‟s advice to anyone wanting to go into PR is to get involved with publicity. Michael belonged to a Band where he designed flyers which he then asked companies and shops to display.

http://www.ciprjobs.co.uk/


http://www.ciprjobs.co.uk/

http://www.prweek.com/uk/

http://www.brandrepublic.com/

http://www.pressgazette.co.uk/

http://www.guardian.co.uk/media


http://www.cipr.co.uk/

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computer aided careers guidance programme „Prospect Planner‟. Also access the communities section to find jobs, courses, advice and information on specific subjects/areas of interest.






Extract from Sample Vacancy, Provident Financial PLC ( from www.graduatesyorkshire.co.uk 3rd

July 2008 ) Public Relations Executive , Provident Financial Plc Provident Financial is the leading provider of credit to the UK non-standard credit market, comprising 10 million people – often on modest incomes. We are the brand leader in home credit – small, short-term, unsecured, home-collected personal loans – with a 94% customer satisfaction rating. And we have a highly successful credit card business, Vanquis Bank, providing credit cards to those who may find themselves excluded by the mainstream credit card providers. In total, the group employs 3,000 people, has 11,500 agents operating from 300 branches, and has 2 million customers. The company leads its sector in Corporate Responsibility. It is one of Business in the Community's prestigious "Top 100 Companies that Count" as well as being included in the Dow Jones World Sustainability Index and the FTSE4Good Index. We have well developed community outreach programmes and strong environmental credentials. Exciting opportunity for an exceptional person to build a career in PR with a leading personal financial services company. A vacancy has arisen for a Public Relations Executive to work in the Corporate Affairs department at the company‟s headquarters in Bradford. The Corporate Affairs department's role is to communicate with the company's external stakeholders including political and regulatory audiences, the media, investors and the City, and the communities in which our customers, agents and staff live and work. This position supports the PR Manager in media relations, production of the company's annual report, PR for the community outreach programme, day-to-day responsibility for the company's website, and general communications activity. This exciting position presents a rare opportunity to gain practical experience in a varied role within a first-class corporate affairs department. The department works with leading advisers and consultants in the areas of PR, public affairs, media relations, investor relations, corporate responsibility, digital communications and design. External study for relevant qualifications is actively encouraged. We are looking for an exceptional person who wants to build a career in PR through their intelligence, hard work and dedication. In return, we can offer a centre of excellence in which to kick-start your career. Degree: • A good degree • Excellent literacy skills including the ability to write well-crafted copy • Excellent verbal presentation skills • A strong empathy with digital communication in terms of websites, quick mastery of new software etc • Good organisational skills • An enthusiastic, "can do" attitude • UK driving licence. Location: Bradford, West Yorkshire Salary: £18,000




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Publishing Brief Description Copy Editor/Proof Reader

A copy editor prepares pieces of text for publication by checking and changing the author‟s manuscript (or 'copy'), often working on books but may also edit articles for journals, as well as text for brochures, instruction manuals and online publications. Tasks and responsibilities include: correcting errors in spelling, grammar and punctuation; making sure the text is in the publisher or publication‟s style ('house style') and that the meaning of the text is clear; checking that references are quoted correctly and pictures have the correct captions; checking for possible legal issues, such as libel, partiality or breach of copyright; resolving queries with the author; and passing the edited copy on to the typesetter for formatting into pages that look similar to the finished book or article ('proof' pages).

Editorial Assistant

An editorial assistant supports more senior editorial staff in all stages of the publication process, for example, in the administration of the commissioning, planning and production of books, journals or magazines, including online publications. Becoming an editorial assistant is a common starting point for a career in the world of publishing. Tasks and responsibilities could include: liaising with creative, editorial, production, marketing staff and freelance writers; keeping databases, spreadsheets and other records up to date; proofing and copy-editing documents; dealing with rights and permissions; and acting as personal assistant to commissioning editor.

See www.prospects.ac.uk for very detailed profiles of job roles related to publishing including:

Commissioning editor Editorial assistant Lexicographer Literary agent Magazine features editor Picture researcher/editor Production planner, printing Publishing copy-editor/proofreader Rights manager (publishing)

These profiles include the following information:




Training Contacts

Career Development











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How do I get there? Step 1: Do your research Find out all you can about publishing. Useful resources include www.prospects.ac.uk , the Publishers Association (PA) www.publishers.org.uk , The Society of Editors and Proofreaders (SfEP) www.sfep.org.uk , The Society of Young Publishers www.thesyp.org.uk www.bookcareers.com/ and the Guardian (Media Guardian Monday supplement) www.guardian.co.uk


Competition is fierce and smaller publishers are less likely to employ staff without previous experience. Writing or editing experience is usually expected by employers to show commitment. Work experience can include work in a bookshop, a library or with a publishing house. You could find experience by:

searching under publishers on www.yell.com (yellow pages)

asking family and friends who may have useful contacts

finding publishers in the Writers and Artists Yearbook (available in the Careers Service, York St John University)

Bookcareers www.bookcareers.com and the Society of Young Publishers www.thesyp.org.uk advertise work experience opportunities

Step 3: Further Study and Training There are no set entry qualifications for a career in publishing but studying for a relevant postgraduate qualification could give you the skills and, in some cases, relevant work experience, to help you find your first job in publishing. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). For example:

Oxford International Centre for Publishing Studies, Oxford Brookes University www.brookes.ac.uk offers the following postgraduate courses in publishing:

o MA / PGDip International Publishing o MA / PGDip / PGCert Digital Publishing o MA / PGDip Publishing and Language o MA / PGDip / PGCert Publishing

Anglia Ruskin University offers a full-time MA in Publishing www.anglia.ac.uk

A short publishing course, such as proofreading/copywriting, could be useful as this may give you an edge over other applicants. The Publishing Training


http://www.publishers.org.uk/


http://www.thesyp.org.uk/

http://www.bookcareers.com/






http://www.brookes.ac.uk/

http://www.anglia.ac.uk/

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Centre www.train4publishing.co.uk/ offers over 70 courses throughout the year. Many of these are available online.

An inside view …..

(From the course information for the MA / PGDip / PGCert Publishing at Oxford Brookes University www.brookes.ac.uk ) The MA in Publishing from Oxford Brookes University is respected throughout the world. The course gives a solid knowledge of publishing processes and their management, and provides scope to develop specialist skills required for career development. It also enables in-depth exploration of specialist areas through the dissertation or major project. Step 4: Finding your first post …..

Apply for jobs advertised directly in the press, trade journals and online eg Publishing News www.publishingnews.co.uk , Guardian (Media Guardian Tuesday www.guardian.co.uk for graduate jobs in Yorkshire and the Humber www.graduatesyorkshire.co.uk , Bookcareers www.bookcareers.com and the Bookseller www.thebookseller.com/ . The Society of Young Publishers also advertises vacancies at www.thesyp.org.uk

Send a speculative application (CV and covering letter) to Publishing Houses. It is important that you do your research on each publisher you contact so that you can target your application appropriately. For suggestions on how to find appropriate publishers see work experience above.

There are a few graduate training schemes with large companies, such as Macmillan http://international.macmillan.com/grad.asp , which attracts a large number of applications for five or six places annually.

An insider’s view …… (Rachel MacKinnon, Language and Human Communication graduate (2005), York St John University) After completing her degree, Rachel did a proofreading and editing course and undertook lots of work experience. She

(Rosalyn Ockwell, Senior Tutor, Oxford Brookes University, MA / PGDip / PGCert Publishing www.brookes.ac.uk ) „The course is very highly regarded by the publishing industry, we run the publishing industry advisory board upon which many publishers attend and can advise us how to adapt our course to the needs of the industry. Therefore our graduates are very well regarded by the industry.

We generally ask for a 2.1 degree or above (although this is not a total bar if someone has a high 2.2 and an interest in working in the publishing industry). We also advertise publishing vacancies on our website on behalf of local and national publishers which will give your students an idea of what type of jobs are available‟.

http://www.train4publishing.co.uk/


http://www.publishingnews.co.uk/




http://www.thebookseller.com/


http://international.macmillan.com/grad.asp


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joined Scholastic in 2006 as an assistant editor, finding the job through the Guardian website www.guardian.co.uk Rachel is now a development editor with Scholastic www.scholastic.co.uk/ . Her job involves project management, copy editing, structural editing, proofreading, booking and managing freelance writers, liaising with internal departments and external suppliers, checking CD-Roms, and briefing artwork, photos and film clips. Rachel really enjoys her job, particularly checking proofs, editing and project managing. Getting everything done to meet tight deadlines can be a challenge. She has had the opportunity to undertake further training with the company and has recently done XML editing, managing freelancers and project management courses. Rachel’s advice to English Language and Linguistics students is to get plenty of work experience. Most publishers do some kind of work experience placements and they’re really worthwhile – they give you a taster of what’s involved, show you are committed to the profession and look good on your CV. (Amy Bel, Editor and Writer, Excelle Magazine, a lifestyle magazine based in Wetherby, North Yorkshire). Amy has a degree in Journalism from Cardiff University. After graduation, she was fortunate in been able to spend 6 months in New York working as in intern on a magazine. She then travelled for a year, and even then worked for Elle Magazine in Australia. On returning to the UK, Amy worked in public relations in London for four years before taking up her present post as editor and writer for Excelle Magazine. In a typical day she would start planning the magazine issues for the month ahead, research articles, find writers, check articles and sell advertising space. For her job, Amy says you need to be confident at writing, your spelling and grammar need to be excellent. You should have good communication and people skills, and excellent organisation and time management skills as you will have to meet deadlines. Amy really enjoys the variety of task and responsibilities her role provides. Excelle Magazine covers all aspects of lifestyle including food, interiors and fashion, particularly championing local businesses. As this is a small magazine, Amy finds that she does the bulk of the writing and editing so the workload can be quite challenging. Amy also lectures in journalism and media at Craven College, Skipton, one afternoon per week and mentors students there. She feels that this experience helps keep her skills and knowledge up-to-date. Amy advises that you need a passion for the job, as it is not hugely well paid. You need to get relevant work experience and network. You should be prepared initially to work in London as there are few jobs outside the capital and you do need to build up your skills and experience.


http://www.scholastic.co.uk/

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www.publishers.org.uk Publishers Association (PA). Link to this trade organisation, which provides representation and support; lobbying and benefits to members

www.sfep.org.uk The Society for Editors and Proofreaders (SfEP). The site offers practical advice on training and finding employment in the industry. Members receive benefits including information on training, discounts on publications, conferences and networking opportunities.

www.thesyp.org.uk The Society of Young Publishers. Voluntary organisation providing members with opportunities to attend meetings, receive a copy of a publishing magazine and have access to a jobs database as well as enjoying an accounts discount.

www.bookcareers.com bookcareers.com is an independent careers and coaching organisation specialising in the book and publishing industries. bookcareers.com keeps a register of those who are seeking work - the CV Clearing House, and offers confidential career advice all year round through the Careers Clinic.







Extract Sample Vacancy, Hamerville Magazines Ltd (www.guardian.co.uk 3rd

July 2008)

Editorial Assistant, HAMERVILLE MAGAZINES LTD

Hamerville Magazines Ltd., publishers of a leading range of business-to-business magazines,

have an immediate vacancy for an editorial assistant to join the creative team. If you are an

enthusiastic, self-motivated and hard-working graduate who can combine your degree with a

genuine interest in subbing, editing and journalism, we want to hear from you. Full driving

license required. Good salary and working conditions plus excellent opportunities for

progression await the right person. Apply with CV.

http://www.publishers.org.uk/








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Recruitment Consultant Brief Description A recruitment consultant matches suitable staff to employers. Tasks and responsibilities include: obtaining job vacancy details from employers perhaps by „cold calling‟ companies; interviewing and testing job seekers to build a pool of people ready to fill vacancies; screening and short listing candidates before employers interview them; meeting targets for the number of vacancies taken or the number of people placed into jobs; keeping records of clients, employers and vacancies; negotiating your agency‟s fees and „headhunting' – finding and approaching candidates for executive or specialist jobs. A recruitment consultant could work for various kinds of employment agencies, dealing with permanent or temporary work at all levels for a range of industry sectors. See www.prospects.ac.uk for very detailed profiles of job roles in recruitment including:

Recruitment and selection manager Recruitment consultant

These profiles include the following information:




Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about the role of the recruitment consultant. Useful resources include www.prospects.ac.uk , Chartered Institute of Personnel and Development www.cipd.org.uk Recruitment and Employment Confederation www.rec.uk.com Recruiter www.professional-recruiter.co.uk and Recruitment Consultant.


Work experience, both paid and unpaid, in sales, marketing or any other customer service role would provide useful skills and experience for starting a career in the recruitment industry.





http://www.cipd.org.uk/


http://www.professional-recruiter.co.uk/

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Step 3: Further Study and Training You do not need particular qualifications to become a recruitment consultant, relevant skills and experience, such as telephone and sales skills are important. Short courses are available through a range of commercial training providers or in-house on specific aspects of the industry. Such courses include: interview skills; employment law; payroll; sales techniques and headhunting. Training may include working towards qualifications from the Recruitment and Employment Confederation (REC) www.rec.uk.com and/or the Chartered Institute of Personnel and Development (CIPD) www.cipd.org.uk Qualifications from the REC www.rec.uk.com are as follows:

Certificate in Recruitment Practice – aimed at people new to the recruitment industry

Diploma in Recruitment Practice – usually for recruitment consultants with at least a year‟s experience

Foundation Degree and BA (Hons) degree in Recruitment Practice. You can study for all of these qualifications by distance learning. The Certificate is also available by short fast-track courses at study centres around the UK. CIPD www.cipd.org.uk qualifications include:

Level 3 Certificate in Recruitment and Selection NVQ Level 3 in Recruitment.

The Recruitment and Employment Federation and CIPD both also offer a range of short courses to help you with your professional development throughout your career. Step 4: Finding your first post …………. Recruitment Agencies vary from national and international agencies to small, local companies. Some agencies specialise in a particular employment sector, others provide a broad-based service covering a local area.

Useful sources of vacancies include the local press www.fish4jobs.co.uk and national press www.guardian.co.uk , www.timesonline.co.uk , and www.jobs.telegraph.co.uk , Graduates Yorkshire www.graduatesyorkshire.co.uk (for job opportunities for graduates in Yorkshire and the Humber) and Careers in Recruitment www.careersinrecruitment.com





http://www.fish4jobs.co.uk/


http://www.timesonline.co.uk/

http://www.jobs.telegraph.co.uk/


http://www.careersinrecruitment.com/

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An insider’s view ………


www.cipd.org.uk Chartered Institute of Personnel and Development. Chartered Institute of Personnel and Development. The website offers knowledge and opportunities for those involved in the management and development of people.

www.rec.uk.com Recruitment and Employment Confederation. Supports individuals in their careers in the recruitment industry by offering knowledge, resources and practical information.







(Louise, Branch Manager, Office Angels, York) Louise has a degree in Business Studies and Logistics from the University of Northumbria. She started as a temporary administrator and within five years has become Branch Manager. Recruitment Consultants usually earn £17,000 - £18,500 basic with commission ranging from £10,000 - £80,000 pa. As a Manager, Louise has a very busy role and the ability to organise and multi-task is extremely important. She has to look after the payroll and organise the agency staff. A recruitment consultant has to meet weekly targets, matching people to jobs, making calls to clients, interviewing candidates, texting candidates about new opportunities, updating internet adverts, negotiating salaries, and advising candidates on interview technique. It is a very fast-paced environment. Key skills are organisation and time management. A bit of sales experience can be useful. It is possible to move up to a management position or a Senior Consultant. The work environment is young, competitive and energetic. It is important to be able to pick yourself up. Five people don‟t turn up for a job interview, you don‟t get the commission. It is important to realise that you are in the job to make money by helping people to get jobs.






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Extract from Sample Vacancy, (taken from www.graduatesyorkshire.co.uk 14th July 2008)

Researcher / Trainee Recruitment Consultant Opportunity, Macallam, Harrogate Macallam is a Senior Level Executive Search business based in central Harrogate. We find exceptional people for our clients, across a range of sectors including Construction, Facilities Management, Engineering & Hospitality and Leisure. We are looking for a talented Researcher to join our team, you will be integral in the research and identification of talent and mapping of businesses and markets to assist the consultants to pin point the most aligned candidates for senior assignments. After proving yourself you will then be given the opportunity to move in to a Trainee Recruitment Consultant role and increase your earning potential significantly.

Extract from Sample Vacancy, Hunter Human Capital, Trainee Recruitment Consultant (taken from www.graduatesyorkshire.co.uk 3rd July 2008) Hunter Human Capital is a market-leading, specialist headhunting firm based on Hornbeam Park in Harrogate. We recruit in a number of niche sectors (e.g. opticians, pharmacists, vets) and are expanding very quickly (average year-on-year growth is >100%). We recently also established a recruitment agency business and have plans in place to further diversify our business operations. We have a sound track record of hiring and training both new graduates and those with 1-3 years' general work experience who are looking for a change of direction. Job details: TRAINEE RECRUITMENT CONSULTANT Average first year earnings £20-25K The role of Consultant is challenging and sales-orientated. You‟ll spend a lot of time on the phone researching and identifying candidates, talking to people about job opportunities and providing professional advice to employers. You‟ll also project-manage multiple recruitment assignments and get involved with writing sales scripts and job information packs. Sales experience (whilst a bonus) isn‟t at all necessary, as we have an excellent in-house training programme. We‟re more than happy to consider applications from people looking for their first step on the career ladder. What we really need you to bring to the table is energy and resourcefulness, good verbal and written communication skills and a confident and friendly demeanour. Core working hours are 11.30am-8.30pm Mon-Thurs & 9.00am-2.30pm Fri. We‟re a fast-growing, entrepreneurial business and we reward commitment and hard work with exceptional career development opportunities and earnings potential. Location: Harrogate



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Secondary School Teacher Brief Description

A secondary school teacher works in state and independent schools, teaching children aged from 11 to 16, or up to 19 in schools with sixth forms, specialising in perhaps one or two subjects, teaching classes of different ages and abilities throughout the school and preparing pupils for examinations such as GCSEs and A-levels.

See www.prospects.ac.uk for a very detailed profile of a Secondary School Teacher which includes:




Training Contacts

Career Development

Find out all you can about the teaching in secondary schools. Useful resources include www.prospects.ac.uk , the Training and Development Agency for Schools www.tda.gov.uk and the Graduate Teacher Training Registry www.gttr.ac.uk .The Times Education Supplement (TES) (Friday) www.tes.co.uk , the Guardian (Tuesday) www.guardian.co.uk and the Independent www.independent.co.uk (Thursday) are all useful sources of information on educational issues. You will need to undertake an initial teacher training course, either a one year full-time PGCE (Postgraduate Certificate in Education) or undertake a Graduate Teacher Programme (GTP), an employment based route where you spend 12 months in a school, paid as an unqualified teacher. The Postgraduate Certificate in Education (PGCE) The Graduate Teacher Training Registry Website www.gttr.ac.uk gives information on the PGCE. All applications are online through this website. There is a course search facility where you will find a profile of each secondary PGCE course in the UK. PGCEs now include credits towards a Masters degree. The application process opens in September each year for entry the following September ie apply September 2008 for September 2009 entry. It is advisable to make an early application, particularly for popular subjects such as PE and English Literature, as places fill up quickly for these PGCE places. There is no closing date. Information regarding vacancies is available on the course search facility on www.gttr.ac.uk although it is always advisable to double check this information with Admissions tutors.













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You can select four universities to apply to through the GTTR; these are in order of preference. You will send your application online to the GTTR and they will then send it out to your first choice university. Funding: PGCE Students in England may be eligible for a non-means tested grant of £1,230 and to apply for an additional means-tested grant of £1,535. Eligible postgraduate trainee teachers are also entitled to a tax-free bursary. For applicants to Maths, Science, ICT, Design Technology, Modern Foreign Languages, RE and Music PGCE courses, this bursary currently stands at £9,000 (£225 per week). For applicants to all other secondary PGCE courses, the bursary is currently £6,000 (£150 per week), for full details see www.tda.gov.uk The Graduate Teacher Programme Graduate Teacher Programmes (GTP) are all administered differently throughout the UK by Employer-based Initial Teacher Training providers EBITTS, who may:

have different closing dates

have different methods of application

cover different areas of the England and Wales Some EBITTS will have partnership schools, for others you will have to find your own school in order to undertake the Graduate Teacher Programme.

Information on the Graduate Teacher Programme can be found on the Teacher Training and Development Agency website www.tda.gov.uk Type GTP in the search facility. For example, the Graduate Teacher Programme in Hull, operated by Hull Citywide GTP Partnership www.hullcitywidegtp.co.uk , has partnership schools whereas EM Direct www.emdirect.co.uk , operating in Lincolnshire, North East Lincolnshire, East Yorkshire, Nottinghamshire, Leicester City, (Secondary), North Yorkshire, Barnsley, Hartlepool, and City of York, requires you to find your own school in which to undertake the GTP. See Appendix 1: The Graduate Teacher programme with EM Direct (Page 116). Funding: GTP Trainee teachers on a Graduate Teacher Programme receive a salary from their school. This is at least equal to the minimum point on the unqualified teacher pay scale (currently approx £15,000 per annum). For full details see www.tda.gov.uk For both the PGCE and the GTP you will need:

Maths GCSE grade C or above

English GCSE grade C or above



http://www.hullcitywidegtp.co.uk/

http://www.emdirect.co.uk/





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If you haven‟t got Maths and English at grade C or above you will need to do some research. Some courses offer you the opportunity to take an equivalency test. You will need to contact the admissions tutor at the University you wish to attend or the EBITT for the GTP to find out if an equivalency is offered, how this would be administered, and if you need to have passed the test before you can apply. You may be able to take the GCSE after applying for the PGCE, again contact admissions tutors and the GTP providers as above. GCSEs can be offered, for example, through FE Colleges, Schools and by Distance Learning. York College www.yorkcollege.ac.uk offers GCSE Mathematics (Foundation) over 33 weeks, 2½hrs per week. The National Extension College www.nec.ac.uk offers GCSE Mathematics (Foundation and Higher) by distance learning. For both the PGCE and the GTP you will need recent work experience in a classroom PGCE Course Leaders and GTP Providers are looking for recent experience in the classroom. Some will specify a minimum requirement which could be a minimum of three weeks. Contact admissions tutors/GTP providers to find out how much relevant experience in a school is expected. When in the classroom you should be observing the following:

Behaviour Management strategies

Inclusion

Working with parents and colleagues in the school

The use of ICT in the classroom

Monitoring and Assessment

Learning styles To obtain experience in the classroom you need to contact head teachers and use contacts such as family and friends or try and see if it would be possible to go into the secondary school you attended. It is essential that you undertake work experience in the keystage in which you would like to teach, although it would be useful to spend time with other age groups. Joining the Student Associate Scheme is also a good way of getting school experience. There is a tax-free bursary around £40 for every day spent in school or college during the scheme. All students participating in the scheme are given a training and induction programme to prepare them for working with young people. You will then spend fifteen days in a school or college working alongside experienced teachers and assisting them in classroom teaching. Further details and information about the organisations which deliver the Student Associate Scheme can be found at www.tda.gov.uk Working with young people in other settings such as holiday camps, sports clubs, theatre and dance groups, youth clubs and scouts/guides is also useful and will enhance your application, but experience in the classroom is the key to a successful application and interview.


http://www.nec.ac.uk/


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An inside view ……… (Vicky Marsh, York St John University 2008 graduate, English Language and Human Communication, successfully applied to the PGCE Secondary English course at Hull University). ‘My ambition to teach was influenced by my passion for wanting to help others to learn. I was particularly inspired by my own secondary school English teacher, who taught me both English Language and Literature from year seven through to finishing my A-levels in year thirteen. Her enthusiasm for the subjects alongside her dedication to teaching, allowed her to deliver creative lessons to captivate the interest of myself and many other students. I was attracted to the PGCE course as I particularly liked the idea of having the support of university lecturers, and I felt I would be more comfortable on this course as opposed to the GTP. Before applying for the PGCE I had gained as much experience in schools as I could whilst continuing with my degree course. In the second year of my degree course we were expected to carry out a language in the workplace module. For this module I chose to undertake the fifteen day work placement in a secondary school. This placement proved invaluable experience and was extremely rewarding. It confirmed for me that my career path definitely lies within teaching. After this work placement I sent out several letters to nearby secondary schools requesting any voluntary experience they could offer me. Since then I have been working one day a week in the English department of one of these schools, working alongside lower ability year 7 and 8 students. The teachers within the English department often let me carry out starter activities to their lessons and have also have allowed me to try planning, marking and teaching. This has all been extremely beneficial experience in preparation for the PGCE course. In relation to the PGCE interview, the advice I would give to future students applying for this course is to make sure you are up to date with the current issues regarding education. More significantly, gain as much experience within schools as you possibly can. As you can then refer to your experience within education in your interview. In my interview I was asked to plan a lesson of my choice based on a literature novel. As I am a Language specialist I would have struggled with this if it wasn’t for the experience I had gained within school. Finally, my last piece of advice would be to remember to be confident. I think this is extremely important as the interviewer wants to see that you are confident enough to teach’! (Dr Nick McGuin, PGCE Secondary English, York University) ‘We only have 20 places on the York Secondary English PGCE Course. Last year, I think we received over 70 applicants for those places. Sometimes, it can be more. Competition is very stiff and we sometimes have to disappoint good candidates simply because someone else had a stronger claim. We look for candidates with good academic qualifications. This usually means a 2:1 or

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higher (we usually have a number of Masters students on the course and the occasional PhD). We expect candidates to have a substantial amount of subject English in their degree. They must make us feel confident that they could teach Language and/or Literature to A- Level standard. If someone has taken modules in areas which are clearly related to the English curriculum - for example, Media or Drama - we will usually view those with interest. Sometimes, we do appoint candidates with a good 2:2. In those cases, we would expect a strong academic reference and evidence that the candidate is clearly committed to teaching in general and to work with young people in particular. At interview, we are, crucially, looking for candidates who are lively, quick-thinking, engaging and enthusiastic about their subject. We like to see evidence of a sense of humour and an ability to cope with pressure. Fundamentally, we want to feel confident that they have the authority to lead the learning of a class of pupils and to enthuse those pupils with a love of language. At interview, therefore, we set practical tasks which test candidates' commitment to and knowledge of the classroom. We explore their subject knowledge (particularly their own grasp of spelling, punctuation and grammar). We look for evidence of a commitment to young people and of a fascination with the way young people think and learn. The English course is very practical. We regard supposed binary oppositions between 'theory and practice' as spurious. We believe that theory informs good practice and we want our trainees to be truly reflective practitioners. There are certain theorists whose ideas we emphasise throughout the course. These include: Bruner, Vygotsky, Maslow, Bloom and De Corte. Our method sessions are designed to equip our trainees with imaginative and engaging practical teaching strategies. We expect the trainees to be totally committed and capable of grasping ideas quickly. One last thing: candidates accepted on to our course must be prepared to travel. They might undertake their block placement at a school in Scarborough’. Finding your first teaching post ……… To gain qualified teacher status (QTS) students must:

Successfully complete their course and skills tests.

Successfully complete their period of induction (189 days). Induction can be started at any time after completion of an initial teacher training course. Once a programme of induction has begun, this should normally be completed within five years. If the programme is not completed within this time an extension can be applied for. Induction can be undertaken on a pro-rata basis if working part-time. If working on supply, contracts must be one term or longer to qualify for induction. You cannot work for more than four terms as a supply teacher without having to serve an induction

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period. In exceptional circumstances this can be extended by one year.

Become a member of the General Teaching for England (GTCE). For information and advice on getting your first teaching post in Scotland, Wales and Northern Ireland, see „Getting a teaching job 2008‟, Association of Graduate Careers Advisory Services. Available on loan from the Careers Service, York St John University or online at www.yorksj.ac.uk/careers Once a teacher has successfully completed the period of induction, career progression may be through a specialist curriculum or pastoral role such as a special needs co-ordinator, or by moving into management. Classroom expertise has recently been recognised by the creation of the status of advanced skills teachers (in England and Wales) and chartered teachers (in Scotland). See Teachernet www.teachernet.gov.uk for further details.

Teaching vacancies for specific posts in individual schools are advertised in the local and national press, Local Authority vacancy bulletins (now predominantly online), online vacancy listings, and, on occasions, notified directly to the Faculty. For example:

Times Educational Supplement (Fridays) www.tesjobs.co.uk

Guardian Education www.guardian.co.uk

Independent (Thursdays) www.independent.co.uk

Telegraph (mainly advertises for Independent schools)

www.Eteach.com (online vacancy service) Register for customised email alerts of relevant jobs.

Local Authority bulletins – usually available by email and/or via the LA website eg www.northyorks.gov.uk

Local Press eg York Evening Press and the Yorkshire Post

Recruitment Agencies eg Protocol Teachers, Principal Teachers, Principal Resourcing, Capita, First Class Teachers

Religious and Ethnic Newspapers eg Asian Times, Church Times and Jewish Chronicle

Faculty notice boards Local Authorities often recruit NQTs via „pool‟ systems and teacher registration schemes where applicants make one application to the Local Authority. Information on teaching „Pools‟ can be found as follows:

www.prospects.ac.uk Teacher Recruitment pages

www.teachers.org.uk (NUT)

www.teachersunion.org.uk (NAS/UWT)

www.atl.org.uk (Assoc of Teachers and Lecturers) An insider’s view ……... (Andrea Beall, English Teacher, York) Andrea graduated from York St John University in English Language and Human Communication and English Literature in 2005. She then undertook the PGCE secondary English at the

http://www.yorksj.ac.uk/careers


http://www.tesjobs.co.uk/



http://www.eteach.com/



http://www.teachers.org.uk/

http://www.teachersunion.org.uk/

http://www.atl.org.uk/

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University of York. Before applying for the PGCE Andrea had substantial experience as a Special Needs Teaching Assistant in a Primary School. She took the opportunity of going into a secondary school for her three week placement during the second year of her degree; she continued doing this for one afternoon per week. Andrea is now in her second teaching post where she will also be teaching drama and she will have some responsibility for special needs. Andrea enjoys seeing the achievements of young people with special needs. Andrea’s advises anyone interested in secondary teaching is to go into more than one school to see if this is really what they want to do.

Finding out more……..

www.tda.gov.uk/ The TDA offers information and guidance on training and development of the school workforce. The TDA supports the workforce and offers advice on ways into teaching and gaining experience.

www.teachernet.gov.uk/ The site provides information on all teaching issues including professional development, management and also provides links to other resources for teachers.

www.gttr.ac.uk This is an excellent resource providing information on the different types of courses, qualifications required and funding that may be available to graduates.


Publications produced by the Association of Graduate Careers Advisory Services (AGCAS) (available from University Careers Services)

Applying for a PGCE

Education - Alternatives to Teaching

Getting a Teaching Job (also available from www.prospects.ac.uk

(Annie Labunda, Language and Human Communication graduate, York St John University). Annie teaches English at secondary level. She really enjoys teaching the pupils but finds that behavioural issues can be a challenge. Annie‟s advice to English language students „enjoy your time at Uni while it lasts! Give it everything you‟ve got!‟

(Amy Sillitoe, Language and Human Communication graduate, York St John University). Amy is an English and Media teacher at a secondary school in the Isle of Man. She really enjoys feeling that she is making a difference to young people‟s lives. Behaviour management can be a challenge. Amy‟s advice to York St John English language student interested in secondary school teaching is to read around the subject as much as possible.





http://www.prospects.ac.uk/links/pgce

http://www.prospects.ac.uk/links/teachingjob


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Speech and Language Therapist Brief Description

A speech and language therapist assesses and supports people with communication problems as well as those facing issues surrounding eating, drinking and swallowing. Speech and Language Therapists work with people who suffer from the following problems:

Stroke

Learning disability

Physical disability

Neurological disorders such as Parkinson‟s disease

Cancer of the mouth and throat

Head injury

Hearing loss and deafness

Cleft palate

Dementia

Psychiatric disorders

Tasks and responsibilities could include: seeing clients on a one-to-one basis or in group sessions; observing them and using tests to assess their specific problems; planning and developing individual therapy programmes working closely with colleagues such as doctors and teachers and keeping detailed records of clients' progress.

A speech therapist could be based in a hospital (both inpatients and outpatients), community health settings, mainstream and special schools, assessment centres and day centres and in clients homes.


Speech and language therapist Speech and language therapy assistant





Training Contacts

Career Development

How do I get there? Step 1: Do your research.




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Find out all you can about working as a Speech and Language Therapist. Useful resources include www.prospects.ac.uk , the Royal College of Speech and Language Therapists (RCSLT) www.rcslt.org.uk , and NHS Careers www.nhscareers.nhs.uk Step 2: Work Experience

To qualify as a Speech and Language Therapist you either need a first (undergraduate) degree or another degree (for example, communication studies, linguistics, psychology, physiology, human biology) and a postgraduate qualification in Speech and Language Therapy. Entry to postgraduate courses is very competitive. You should have some relevant work experience with, for example:

The Stroke Association www.stroke.org.uk

Headstart www.literacytrust.org.uk

AFASIC www.afasic.org.uk/ UK charity which supports children and young people with speech, language and communication impairments and their parents and carers.

I CAN www.ican.org.uk I CAN works to support the development of speech, language and communication skills in all children with a special focus on those who find this hard.

CLAPA www.clapa.com is the only UK-wide voluntary organisation specifically helping those with, and affected by, cleft lip and palate.

Work experience in care homes and schools would also be useful. Work shadowing a Speech and Language Therapist would be very beneficial as would employment as a Speech and language Therapy Assistant; vacancies are advertised on the NHS jobs website www.jobs.nhs.uk Step 3: Further Study and Training In order to practise as a speech and language therapist you must have a degree, either at undergraduate or postgraduate level, which is accredited by the Royal College of Speech and Language Therapists (RCSLT) www.rcslt.org.uk and be a registered member of the Health Professions Council (HPC) www.hpc-uk.org/ Currently there are eight universities in the UK offering an accelerated two-year postgraduate course if you already have a relevant degree, for example, linguistics, psychology, human biology, communication studies (check your degree relevance with admissions tutors). Universities offering an accelerated postgraduate course are:

Queen Margaret University, Edinburgh, Speech and Hearing Sciences www.qmu.ac.uk : Graduate Diploma Speech and Language Therapy: 2 years

City University, London, Department of Language and Communication Sciences www.city.ac.uk : PgDip/MSc in Speech and Language Therapy: 2 years

University College London, Department of Human Communication Science www.ucl.ac.uk: MSc Speech and Language Sciences: 2 years


http://www.rcslt.org.uk/

http://www.nhscareers.nhs.uk/

http://www.stroke.org.uk/

http://www.literacytrust.org.uk/

http://www.afasic.org.uk/

http://www.ican.org.uk/

http://www.clapa.com/



http://www.hpc-uk.org/

http://www.qmuc.ac.uk/

http://www.qmu.ac.uk/

http://www.city.ac.uk/lcs

http://www.city.ac.uk/



http://www.ucl.ac.uk/

87

University of Newcastle-Upon-Tyne, Speech and Language Sciences Section www.newcastle.ac.uk : MSc Language Pathology: 2 years

University of Reading, School of Psychology and Clinical Language Sciences www.reading.ac.uk : MSc (Hons) Speech and Language Therapy: 2 years

University of Sheffield, Department of Human Communication Sciences www.sheffield.ac.uk : M MedSci (Clinical Communication Studies): 2 years

University of Essex, Department of Health and Human Sciences www.essex.ac.uk : MSc Speech and Language Therapy (2 years)

Canterbury Christ Church University and University of Greenwich www.canterbury.ac.uk : PG Diploma in Speech and Language Therapy.

These courses comprise both theoretical studies and clinical practice in, for example, hospitals, schools, clinics and day centres. Applicants are often eligible for a bursary from the NHS, but should check this before application. Further information on NHS financial support and eligibility can be obtained by contacting the NHS Student Grants Unit at the following address: www.nhsstudentgrants.co.uk/ An inside view ……….

(Charlotte Barber, Admissions Secretary, M MedSci Clinical Communication Studies, Sheffield University www.sheffield.ac.uk ). ‘We would look for an applicant who has graduated with a minimum of a 2:1 in their Undergraduate degree which the applicant must hold at the time of application together with work experience. Work experience can include:

Working as an Speech and Language Therapy assistant

Shadowing a Speech and Language Therapist

Volunteering at the Stroke Association or MENCAP

Working with children/young adults with learning difficulties

Teaching English as a second language

(From the entry requirements to the MSc Language Pathology at Newcastle University www.newcastle.ac.uk ) The programme has been designed for graduates who wish to become Speech and Language Therapists. Preference will be given to candidates with at least a second class honours degree (2.1), preferably in psychology, linguistics or medical studies, although other graduates may be considered. Some direct experience, whether as a volunteer or assistant, of speech and language therapy is essential. This should be sufficient for you to have a realistic idea of the profession. A small amount of speech and language therapy experience may be complemented by other related experience, such as working in a nursing home or an educational setting with people with special needs. The intake is currently eighteen students per year.

http://www.ncl.ac.uk/ecls/

http://www.newcastle.ac.uk/

http://www.rdg.ac.uk/AcaDepts/cl/slals/index.htm

http://www.reading.ac.uk/



http://www.sheffield.ac.uk/

http://www.shef.ac.uk/

http://www.shef.ac.uk/

http://www.essex.ac.uk/

http://www.canterbury.ac.uk/

http://www.gre.ac.uk/

http://www.canterbury.ac.uk/

http://www.nhsstudentgrants.co.uk/

http://www.sheffield.ac.uk/

http://www.newcastle.ac.uk/

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We are lenient as to the experience that we consider, providing the applicant is coming into contact with children or adults with speech impairments. We do not have an upper limit of the experience we consider either. The more experience the applicant has, the better chance an applicant would stand against competition. It would also benefit an applicant if they could work with both adults and children. Should an applicant like to do further study in the year between graduating and applying then they could complete a PG Diploma in a related subject area such as Psychology, Linguistics, Human Biology etc or if they had the opportunity of option modules within their degree course they may choose to take similar modules. The course is extremely intense but enjoyable. The students on the course always seem very happy and enjoy the mixture of placements and theory which is necessary to complete the course’.

(Masters in Speech and Language Therapy, Reading University www.reading.ac.uk ) ‘Min 2.1 or above in a relevant degree such as

(Jonathan Peatfield, Postgrad Diploma in Speech and Language Therapy, City University www.city.ac.uk ) „There is no set amount of experience we require although it is extremely beneficial for students to have at least observed a Speech and Language Therapist at some stage. The course is very competitive with on average about 4 applications for each place (400-500 applications for 115 places). We generally only interview about half of the students who apply so any experience in a related field can really make a big difference. Any work experience with pre-school children, mentally or physically handicapped people or geriatric and stroke patients will be of benefit to applicants and we encourage applicants to draw on this experience as much as possible in their written application‟. (From the entry requirements for the Postgrad Diploma in Speech and Language Therapy, City University) Candidates must hold at least a second class honours degree. A degree in a relevant subject is an advantage, but candidates are selected on the basis of their motivation, social skills, and appropriate academic abilities, rather than the subject of their degree. We regret that graduates with third class honours or pass/ordinary degrees cannot be considered. It is assumed that applicants will have visited as wide a variety as possible of both child and adult speech and language therapy clinics prior to applying. We understand that pressure on clinics has increased in recent years and that opportunities to observe therapy may be hard to find. Nonetheless, it is important that students are well informed of the nature of the profession which you are choosing to enter. Valuable background experience can be obtained in working with preschool children, mentally and/or physically handicapped children/young people/adults and with geriatric and stroke patients.

http://www.reading.ac.uk/

http://www.city.ac.uk/

89

Psychology, Linguistics, Medical Sciences. Should have some relevant work experience with for example, the Stroke Association, Headstart, AFASIC, I-Can, Clapa, Nursing Homes, Schools. Working with people with other disabilities would enhance an application. Look for a strong personal statement in an application with evidence of a strong academic standard. All shortlisted candidates are interviewed. Competition for places is very high, there are only 12 funded places (there are no unfunded places) and 200+ applications annually’. Step 4: Finding your first job …….. Your first post as a Speech and Language Therapist would usually be within the National Health Service www.nhscareers.nhs.uk under supervision for entry to the register of the Royal College of Speech and Language Therapists (RCSLT) www.rcslt.org.uk .You would typically work in hospital clinics, health centres and special schools. Vacancies are advertised on NHS Jobs www.jobs.nhs.uk , in Community Care www.communitycare.co.uk and the Royal College of Speech and Language Therapists (RCSLT) www.rcslt.org.uk Bulletin. Many qualified speech and language therapists specialise in a particular client group or disorders. It is also possible to be self-employed, for more information see the Association of Speech and Language Therapists in Independent Practice (ASLTIP) www.helpwithtalking.com Finding out more …….

www.nhscareers.nhs.uk/ NHS Careers – link to the online information service for careers in the NHS.

www.rcslt.org/ Royal College of Speech and Language Therapists (RCSLT). The Royal College of Speech and Language Therapists is the professional body for speech and language therapists and support workers. The site offers news on conferences, policies and current issues in the field.

www.afasic.org.uk Afasic is a recognised training provider offering a range of services and information that include a helpline, publications, support groups, online message boards and membership.

www.stammering.org British Stammering Association (BSA). The site offers information on the work and support provided by the BSA.

www.british-voice-association.com British Voice Association. This website provides links to training courses and employment opportunities in the field.

www.hpc-uk.org Health Professions Council (HPC) – The website provides a register of health professionals, as well as news of current issues relating to nationwide health standards.

www.ican.org.uk I CAN. The website provides information on training, resources and conferences on issues concerning child speech and communication development.




http://www.communitycare.co.uk/


http://www.helpwithtalking.com/


http://www.rcslt.org/

http://www.afasic.org.uk/

http://www.stammering.org/

http://www.british-voice-association.com/

http://www.hpc-uk.org/

http://www.ican.org.uk/

90

www.mndassociation.org Motor Neurone Disease Association. The organisation‟s website details research events, support and information for individuals living with or caring for someone with the disease.

www.scope.org.uk/ Scope

www.speakability.org.uk Speakability supports speakers with aphasia and their carers through its information service and activities; promotes research into the condition; raises funds to achieve these aims.

www.stroke.org.uk Stroke Association details preventative methods and rehabilitation for those who have suffered a stroke, as well as advice for those caring for a stroke victim.







Extract from sample vacancy, Speech & Language Therapist, Manchester Primary Care Trust, (taken from www.jobs.nhs.uk, 3

rd July 2008)

Salary £19,683 to £25,424 pa Our focus is • effective personal communication skills for people and their carers • safe, comfortable and dignified eating & drinking You will be based in two of the extensive multidisciplinary teams with colleagues from physiotherapy, clinical psychology, community nursing, occupational therapy and care management. You will have the opportunity to work with a research and service development team as well as community colleagues in audiology, community dentistry, community nutrition and orthoptics. You will be supported to develop your clinical skills through regular clinical supervision, SLT meetings, project work and access to internal and external courses e.g. safeguarding adults, MCA awareness. You will work with clients with a range of learning disabilities and associated problems e.g. sensory impairments, mental health problems and physical disabilities. There is the opportunity to develop skills in a range of clinical areas e.g. AAC and dysphagia management. You will have administrative support and access to IT for yourself and your clients e.g. Boardmaker, Adobe Photoshop. We work with people in a variety of settings e.g. their homes, colleges, local communities and day centres.

http://www.mndassociation.org/

http://www.scope.org.uk/

http://www.speakability.org.uk/

http://www.stroke.org.uk/





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Teaching English as a Foreign Language (TEFL) Brief Description A teacher of English as a Foreign Language (EFL) teaches English to people whose first or main language is not English, working in places such as commercial language schools and language centres throughout the UK and overseas. Some EFL teachers may teach in industry, whilst others are self-employed. Teaching takes place with students of all ages and levels in various group sizes depending on where you teach. Classes are usually taught in English, even with beginners. It is also possible to specialise in teaching English for particular areas (known as Teacher of English for Specific Purposes (ESP) ) such as business, law and tourism. This involves a lot of general language teaching with an emphasis on skills such as letter writing and making and taking telephone calls.

Tasks and responsibilities include: preparing, delivering and assessing language lessons and activities; producing resources and taking part in social and cultural activities like sports, social events, and trips to other towns and cities.


English as a foreign language teacher English for specific purposes teacher





Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about Teaching English as a Foreign Language. Useful resources include www.prospects.ac.uk , the Guardian (Education Guardian Tuesday supplement) www.guardian.co.uk , the British Council www.britishcouncil.co.uk , Cambridge Local Examinations Syndicate (UCLES) www.cambridgeesol.org ,Trinity College www.trinitycollege.org.uk and Teaching English Abroad (published by Vacation Work).


Work experience is not essential for acceptance onto a TEFL course, but could be useful in deciding whether this career path is for you. It may be possible to obtain vacation work in a summer language school.






http://www.britishcouncil.co.uk/

http://www.cambridgeesol.org/

http://www.trinitycollege.org.uk/

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It is becoming increasingly difficult to obtain work teaching English as a foreign language without formal qualifications. In some countries a work permit will only be granted to graduates and a TEFL certificate is necessary before you can obtain a visa.

There are many short TEFL courses advertised, but most language schools employing EFL teachers tend to favour the Cambridge CELTA course (Certificate in English Language Teaching to Adults) www.cambridgeesol.org or the Trinity Certificate in TESOL (Teaching English to Speakers of Other Languages www.trinitycollege.org.uk). These are typically four week intensive courses which include teaching practice and costs can be approximately £850/£1,000. Distance Learning is an increasingly popular mode of study. You can study for the Cambridge and Trinity Certificates both in the UK and overseas.

Details of the organisations running the Cambridge and Trinity courses can be found at www.europa-pages.com/uk/tefl.html (UK) and Cactus TEFL www.cactustefl.co.uk (UK and overseas courses). Cactus TEFL offers advice to anyone interested in TEFL and also acts as an independent admissions service.

If you want to progress in this field of employment, once you have obtained the Cambridge or Trinity College Certificate and gained some teaching experience, it is advisable to move onto a higher qualification such as the Cambridge Diploma in English Language Teaching to Adults (DELTA) or the Trinity Licentiate Diploma in Teaching English to Speakers of Other Languages (LTCT-TESOL). Completing an MA in Applied Linguistics/Teaching English as a Foreign Language is a useful qualification for anyone thinking of moving into management or into an academic role. The British Council www.britishcouncil.org provides information on a wide range of postgraduate courses.

An inside view …….

(Rachel Wicaksono Head of Programme for the MA ELT, York St John University www.yorksj.ac.uk ) ‘Applicants should have a first degree, ideally a 2:1, though evidence of experience of learning languages, teaching, overseas travel, work (or volunteering) with people who speak languages other than English is as important as undergraduate degree classification. Applicants should convey an interest in inter-cultural communication, as well as a willingness to learn about other languages and approaches to teaching and learning in different contexts. Applicants do not need to have prior experience of teaching English as the programme is designed for intending, as well as experienced, teachers. The programme aims to provide students with a range of practical techniques for teaching English, as well as the theoretical knowledge and analytical skills to evaluate these tools. Successful graduates of the programme will be able



http://www.europa-pages.com/uk/tefl.html

http://www.cactustefl.co.uk/

http://www.britishcouncil.org/


93

to teach effective and motivating classes. In addition, they will be able to continuously improve their teaching through familiarity with cutting edge research and the ability to research their own classrooms. Students on the MA ELT bring a wide variety of experience of teaching and learning English in many different countries. Lectures and seminars are lively and interactive, with students debating theory and practice in the light of their own experience, as well as learning from the experiences of others. Graduates of the programme have gone on to teach English in universities and private language schools around the world. The demand for qualified teachers is high and a postgraduate qualification still relatively unusual. This makes finding employment as an English language teacher, particularly in countries where English is not the first language, fairly straightforward. For examples of current jobs in English language teaching, try www.tefl.com and The British Council www.britishcouncil.org/learning-elt-teaching-jobs.htm ‘

Step 4: Finding your First Job ……….

There are excellent opportunities for EFL teachers finding work outside the UK in language schools (especially in China, Japan, the Far East and Eastern Europe), volunteer organisations eg Voluntary Service Overseas www.vso.org.uk and the British Council www.britishcouncil.org In the UK there are opportunities for EFL teachers in large cities, particularly in London and the South-East.

Vacancies can be found, amongst others, in the Guardian www.guardian.co.uk (Education Guardian Tuesdays) and www.overseasjobs.com The Cambridge Local Examinations Syndicate (UCLES) provides a free job placement service to all its successful candidates www.cambridgeesol.org

An insider’s view ……….

(Alison Leslie, Director of Studies, Melton College, York www.melton-college.co.uk ) ‘Alison advises that you really need the Trinity Certificate or Cambridge Certificate, which is the initial qualification for Teaching English as a Foreign Language. There are lots of short courses, but you need accreditation and actual hours of teaching practice.

(International House, Newcastle www.ihnewcastle.com ) „Cost: £995.00. Intensive four week course with pre-course work as well. The course is validated by external assessors. Candidates take a language awareness test before interview to find out if they are suitable for the course. The course is very intensive and students are expected to attend all the lectures etc. Previous teaching experience, language awareness and the ability to speak another language would enhance an application. On completing the course, TEFL tutors can mainly expect to work overseas; this could be in an International House school‟.

http://www.tefl.com/

http://www.britishcouncil.org/learning-elt-teaching-jobs.htm

http://www.vso.org.uk/

http://www.britishcouncil.org/


http://www.overseasjobs.com/


http://www.melton-college.co.uk/

http://www.melton-college.co.uk/

http://www.ihnewcastle.com/

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There is more chance of employment as an EFL (English as a Foreign Language) teacher working abroad in small private language schools with mono-lingual students, mainly children and young people. There are opportunities in the UK over the summer, mainly with students/adults aged 16+. Alison advises that, if you are looking for further career progression, you teach for three years than take additional Trinity/Cambridge qualifications ie Diploma in English Language Teaching to Adults. It is then possible to take additional courses depending upon interests and expertise eg English for Business, English for Young Learners, and English for Special Purposes. You could then possibly progress to teaching in Further Education (FE), perhaps working with people where English is their second language, or Higher Education (HE) where you will probably need a Masters qualification. You may also progress to managerial positions in a language school eg Head teacher/Assistant Director of Studies/Director of Studies where you will spend time testing students, timetabling and training existing staff. Alison says that TEFL can be a career and not just a short-term opportunity but flexibility is key. Alison herself spent three years on short-term contracts before becoming established. The most satisfying aspect of TEFL for Alison is the contact with students of different cultures; the most challenging is discipline with young learners. You don’t need to know the language of the students but if you have learnt a language this can be an advantage. Teaching is mainly done by group activities. Personal abilities to succeed: flexibility, adaptability, organisational skills, administrative skills, record keeping. To be employable: you need to be a good teacher in the classroom, be able think on your feet and adapt teaching materials, be sensitive to different styles of leaning, be creative in the use of materials, and realise the need for planning. Also you need to be aware of the outcomes of the lesson and the course and to keep records of attendance and progress’. (CELTA Tutor, York) ‘It is advisable to get the Cambridge/Trinity CELTA. After two years teaching experience it is possible to study for the Diploma (DELTA). This can lead to managerial positions. Applicants to the CELTA course don’t need previous work experience but should have an interest in teaching and know how grammar and language work. Watching the progress students make gives a great deal of satisfaction, although it is challenging to make sure students get to grips with the grammar. Also CELTA tutors are often paid by the hour, when, in reality, a one and a half hour lesson involves at least one hour of preparation. Work is usually seasonal (April – September) in the UK whereas work is available all year round overseas. The Guardian Education supplement (Tuesdays) is an excellent source of vacancies. TEFL isn’t brilliantly paid but most people take up this option to work overseas and

http://www.cambridgeesol.org/exams/teaching-awards/delta.html

95

gain experience of other people, countries and cultures. Classes can vary from 20 students to one-to-one sessions’. Finding out more ……..

www.tefl.com this website is used by many as a primary resource for career development in the field of TEFL. Job database, information and guidance provided.

www.cactustefl.com Provides information on the various TEFL qualification courses available, as well as teaching vacancies both UK based and abroad.

www.guardian.co.uk Online current affairs and vacancies both UK based an international.

www.britishcouncil.co.uk This organisation aims to connect people with learning opportunities and creative ideas from the UK to build lasting relationships around the world.

www.ciee.org This website provides employment opportunities in Chile, Thailand and Spain, as well as providing international students with opportunities to explore life in the USA.

www.ecis.org The ECIS promotes the ideals and best practice of international education and offers a range of services to members.

www.natecla.org.uk This is a campaigning organisation and exists to promote the findings of those working with English in multi-lingual environments.

www.vso.org.uk This organisation is an international development charity that works through volunteers. Various VSO voluntary projects are detailed on the website, both UK, Ireland and international.

www.cambridgeesol.org This website provides details of the types of teaching courses available and details of how to apply for them.

www.trinitycollege.org.uk This website provides details of online courses and degrees offered by the organisation and how you may apply for them.







http://www.tefl.com/

http://www.cactustefl.com/



http://www.ciee.org/

http://www.ecis.org/

http://www.natecla.org.uk/







96

Extract from Sample Vacancy, (from www.guardian.co.uk 14th July 2008)

English Teacher Required Employer: INLINGUA LLEIDA Location: Northern Spain Contract: Permanent Hours: Full Time Salary: unspecified inlingua school in Northern Spain requires EFL teachers Send cv (inc photo) by email to, [email protected]

Extract from Sample Vacancy, EFL Teachers, EC CAMBRIDGE (from

www.guardian.co.uk 3rd July 2008)

EFL Teachers required

EC Cambridge is a small, but lively and growing English Language School,

situated in Cambridge City Centre. We are part of the EC Group, with

schools in Malta, the UK, the USA and South Africa. We are currently

looking for qualified energetic teachers to teach in our many centres. We

can offer contracts from anything from 15 hours a week to 37.5 contact

hours a week.

Qualifications:

We require our teachers to have CELTA or Trinity Cert TESOL or PGCE

and preferably with experience of teaching in the EFL field. Other

qualifications will be accepted if they are recognised by the British Council.

We also welcome applications from newly qualified teachers.



97

Teaching English as a Second Language (TESOL and TESL) Brief Description Teaching English to Speakers of Other Languages (TESOL) and Teaching English as a Second Language (TESL) entails working with children and/or adults whose first language is not English and who live either in the UK or in countries where English is used as the official or semi-official language. This can mean working with children and adults individually or in classes in schools or community education centres, helping with the language as well as giving them an understanding of the British education system. Tasks and responsibilities include: planning, preparing and delivering lessons and workshops for groups and individuals and designing and producing teaching materials

See www.prospects.ac.uk for a very detailed profile of an English as a second language teacher which includes information on:




Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about Teaching English as a Second Language. www.prospects.ac.uk ,Lifelong Learning UK www.lluk.org , the National Association for the Teaching of English and Other Community Languages to Adults (NATECLA) www.natecla.org.uk , Cambridge Local Examinations Syndicate www.cambridgeesol.org and Trinity College, London www.trinitycollege.co.uk are useful sources of information.


Try and get some work experience with a local college and community groups. Step 3: Further Study and Training The Trinity College Certificate in TESOL www.trinitycollege.co.uk and the Cambridge CELTA (Certificate in English Language Teaching to Adults) www.cambridgeesol.org/ are the first stage qualifications for new entrants to TESOL. These courses last around 100 hours. In September 2007, the government launched a new framework of qualifications for teachers, trainers and tutors in further, adult and community education (learning and skills sector). Under these reforms, led by Lifelong





http://www.lluk.org/







http://www.trinitycollege.co.uk/

http://www.trinitycollege.co.uk/

http://www.cambridgeesol.org/exams/teaching-awards/celta.html




98

Learning UK (LLUK) www.lluk.org in partnership with the Department for Innovation, Universities and Skills (DIUS) www.dius.gov.uk/ , new and existing teachers within the sector will need to gain Qualified Teacher Learning and Skills (QTLS) status within five years. QTLS status consists of qualifications and a requirement to engage in at least 30 hours of continuing professional development (CPD) per year.

All new teachers are required to register with the Institute for Learning (IFL) (the professional body for teachers and trainers in the learning and skills sector). In order to teach English for speakers of other languages (ESOL), you will need:

a full teaching qualification - for example the Diploma in Teaching in the Lifelong Long Sector (DTLLS), a PGCE or a Certificate in Education;

a subject specialist qualification in ESOL at level 4/5 (the majority are at level 5).

Some courses combine both the teaching and subject-specialist requirements in an integrated qualification. For further information and advice on gaining QTLS, contact the LLUK by email at [email protected] or by telephone on 020 7936 5798.

Step 4: Finding your first post ….. School and college vacancies and opportunities for community work may be advertised in the local and regional press.

The Guardian (Tuesday) www.guardian.co.uk , The Times Educational Supplement (TES) www.tes.co.uk , the EL Gazette, Jobs in Education www.jobsineducation.co.uk and www.talent.ac.uk TALENT (Training Adult Literacy, ESOL, and Numeracy Teachers) are all useful sources of vacancies

An inside view ……. (Sheffield Hallam University, Trinity College London, Certificate in TESOL www.shu.ac.uk ). This is an intensive five week course (two weeks study, one week study break, two weeks study, the study break gives the students a welcome release from the intensivity of the course) with a three month distance learning package beforehand. The five weeks are practice based, the distance learning provides the theory. Candidates don’t need to be graduates, but graduates are preferred as some countries (Thailand, Taiwan, Japan, and Korea) will not give work permits to TESOL tutors unless they have a degree. No previous experience is necessary although many students do volunteer or have worked in secondary schools. The majority of candidates get work either overseas or in this country. TESOL is not a well paid profession. Applicants need to look very carefully at the courses on offer; there is a wide variance in price which reflects the quality of the course. Only the Trinity/Cambridge qualifications are recognised. After completing the Certificate in TESOL, students can then study for the Professional Diploma in


http://www.dius.gov.uk/




http://www.ifl.ac.uk/



http://www.jobsineducation.co.uk/

http://www.talent.ac.uk/




http://www.shu.ac.uk/

99

TESOL and the Academic Diploma, either separately or both at the same time. If a dissertation is completed, the MA is awarded.

Finding out more ……….

www.talent.ac.uk Jobs, advice and courses for adult literacy, numeracy and ESOL teachers.

www.lluk.org Lifelong Learning UK - the independent employer-led sector skills council responsible for the professional development of staff working in the UK lifelong learning sector.

www.guardian.co.uk Online current affairs and vacancies both UK based an international.

www.britishcouncil.co.uk This organisation aims to connect people with learning opportunities and creative ideas from the UK to build lasting relationships around the world.

www.ecis.org The ECIS promotes the ideals and best practice of international education and offers a range of services to members.

www.natecla.org.uk This is a campaigning organisation and exists to promote the findings of those working with English in multi-lingual environments.

www.vso.org.uk This organisation is an international development charity that works through volunteers. Various VSO voluntary projects are detailed on the website, both UK, Ireland and international.

www.cambridgeesol.org This website provides details of the types of teaching courses available and details of how to apply for them.

(Victoria Jack, TESOL Tutor, Future Prospects, York) Victoria has the CELTA qualification and has worked in Colleges and Community Centres with people from other ethnic backgrounds, primarily from Poland, Turkey, Bulgaria and China. Some of the clients she works with have recently arrived in the UK, others belong to insular communities, well established in the UK. Her objective is to prepare her clients for the Level 2 ESOL exam. She has worked with classes of 15 over a 20-25 hour week with administration on top of this. Although Victoria has the CELTA qualification, the TESOL profession is developing very rapidly and tutors now need a teaching qualification such as a PGCE or Cert Ed plus a Level 4 qualification specialising in TESOL. There is a growing demand for TESOL tutors due to the increasing number of immigrants from Eastern European countries. Opportunities for advancement include posts as ESOL Co-ordinators, EAL provision in schools and training TESOL tutors (a level 5 qualification is needed for this). Victoria has found that the job of TESOL tutor has made her more tolerant and aware of other religions and cultures and also how difficult it can be for someone from overseas to understand our culture and how difficult it can be to explain our culture. Victoria finds politics really frustrating and also the fact that there are massive needs but no funding available. Anyone interested in TESOL should have an empathetic, compassionate and understanding personality, good communication skills and an awareness of their own internal racism. Before going into the profession, you need to observe a TESOL tutor in practice. Information and reality are two very conflicting things.





http://www.ecis.org/




100

www.trinitycollege.org.uk This website provides details of online courses and degrees offered by the organisation and how you may apply for them.






Postgraduate Study and Research Extract Sample Vacancy, Basic Skills / ESOL Tutor, A4e, Reading (taken from www.talent.ac.uk 3

rd July 2008)

Basic Skills / ESOL Tutor, A4E

Description Key Result Areas •Identify the needs of clients through one-to-one interviews

and ensure that identified action points are fed into the training plan and the review process

•Ensure that all clients have an individual training schedule to address their training

requirements, which links with the training being completed on their work placement

•Continual review of client progression to ensure that the training continues to meet their

identified needs •Prepare, deliver and review comprehensive lesson plans for all sessions,

that address the identified training needs of the client group •Actively gain feedback from

clients and other sources, reviewing training content accordingly •Confidently uses varied

delivery techniques to engage and stimulate both individuals and client groups and increase

client retention. This may include off-site activities. •Dealing with difficult / demanding clients

and situations without this being of detriment to the larger group •Has a sound knowledge and

understanding of the contractual requirements e.g. client attendance and discipline; ensures

A4e‟s equal opportunities and health and safety procedures are adhered to, with specific

attention to health and safety requirements when organising off-site activities •Completion of

all necessary administration e.g. reviews, timesheets, training plans determined by external

and internal requirements in line with contractual deadlines •Works with colleagues / hosts to

assist clients‟ progression towards qualifications, placement opportunities and movement into

employment •Roles may vary in some detail between offices and flexibility is a prime

requirement of staff. Jobsearch Training •Provision of skills, resources and support to ensure

client jobsearch activity Basic Skills •Addressing basic literacy, numeracy and other social /

employability barriers to employment, adhering to the core curriculum ESOL •Addressing

language barriers to employment, encompassing social needs, adhering to the core

curriculum •Experience of planning and delivering training to mixed ability groups, on a roll on

roll-off programme •Demonstrable relevant soft skill and / or vocational experience

•Experience of completing administration relevant to training role •Numerate and literate

Pay, Conditions and hours of work 18,500.00, full time,






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Training Co-ordinator/Officer/Manager Brief Description

A training co-ordinator organises programmes of staff development and training, usually in-house for a particular employer. This can involve delivering training personally, or arranging training events through other colleagues or external providers, consultants, academic institutions or training centres. Tasks and responsibilities could include: identifying individual and company training needs through performance development review (PDR) outcomes and consultation with managers; designing, delivering and evaluating training programmes; developing induction training and performance development review schemes; and managing a training budget;

See www.prospects.ac.uk for a very detailed profile of a Training and development officer/manager which includes information on:




Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about the role of a Training Development Officer. Useful resources include www.prospects.ac.uk , Chartered Institute of Personnel and Development (CIPD) www.cipd.co.uk Chartered Management Institute (CMI) www.managers.org.uk , People Management and Personnel Today. Step 2: Work Experience It is difficult to find paid part-time/vacation work as a trainer. You could shadow a Training and Development Officer to find out about the role. Most large companies employ someone working in staff development. Details of training departments can be found on the Chartered Institute of Personnel and Development website www.cipd.co.uk and in the Personnel Manager‟s Yearbook www.apinfo.co.uk Working with a voluntary agency, providing training to a particular client group, would be useful experience. Contact the Council for Voluntary Service (CVS) in your town/city to find out if any volunteer opportunities could be available. As good office skills are important in a training and development role, experience in an office environment could be advantageous.







http://www.managers.org.uk/


http://www.apinfo.co.uk/

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Step 3: Further Study and Training A postgraduate qualification in human resources (although not necessary), recognised by the Chartered Institute of Personnel and Development (CIPD) www.cipd.co.uk , could give you an improved chance of finding suitable employment. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). It is often possible to study for a postgraduate qualification part-time or by distance learning. For example:

Teesside Business School, Teesside University offers an MA in Human Resource Management (full-time and part-time) leading to Licentiate Membership of CIPD www.teesside.ac.uk

Lincoln University offers an MSc in Human Resource Management/Human Resource Development (CIPD) (full-time and part-time). Successful completion of this programme provides a dual qualification. An MSc and Graduate Membership of the Chartered Institute of Personnel and Development (CIPD) through a fully approved CIPD education route www.lincoln.ac.uk

The Chartered Institute of Personnel and Development (CIPD) offers a range of relevant qualifications including:

Certificate in Training Practice (CTP). This is a widely recognised qualification for those who are beginning their career in training. You would work towards this qualification whilst in employment. See www.cipd.co.uk for further details.

Professional Development Scheme (PDS), which you can study in four

modules: Leadership and Management; People Management and Development; Specialist and Generalist Personnel and Development and Applied Personnel and Development.

CIPD membership is often valued by employers and, depending on your qualifications, you can join the CIPD at Associate, Licentiate or Graduate grade. On completion of the Professional Development Scheme you would be eligible for Graduate CIPD membership. CIPD qualifications are available at centres throughout the UK and can be studied part-time and by distance learning. For example: Park Lane College, Leeds and East Riding College, Beverley both offer the Certificate in Training Practice (part-time). Step 4: Finding your first job ……….. It is possible that you will not go directly into a training role but will work in an administrative role in a training and development unit, whilst, for example, working towards the CIPD Certificate in Training Practice (CTP) (See above).



http://www.teesside.ac.uk/

http://www.lincoln.ac.uk/


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There are opportunities in a wide range of organisations and sectors including: universities and colleges; the NHS; Local Councils; commercial firms; leisure and retail companies and commercial training organisations. In a large training organisation/consultancy you could be working in a large team of training professionals, in a smaller organisation you could combine both a training and personnel role. Opportunities are advertised in the local and national press, for example, the Guardian www.guardian.co.uk, People Management www.peoplemanagement.co.uk , Personnel Today www.personneltoday.com and TrainingZone www.trainingzone.co.uk An insider’s view ……… (Emma Johnston, Head of Staff Development, York St John University www.yorksj.ac.uk ) ‘Working in staff development/training can be target focussed but it is satisfying to help people develop their potential through training and coaching and seeing someone gaining in confidence and doing something they thought wasn’t possible. It can be a challenge juggling priorities, running a budget (which can be a very large amount of money) and making difficult decisions about staff training needs. A typical day would include the following duties/responsibilities:

Delivering training

Liaising with managers

Liaising with suppliers

Designing a workshop

Managing a budget

Managing the team

Engaging with staff Emma advises that you try and get some experience while studying and build up a network of contacts’. Finding out more ……

www.cipd.co.uk Chartered Institute of Personnel and Development (CIPD) The website offers knowledge and opportunities for those involved in the management and development of people.

www.managers.org.uk Chartered Management Institute (CMI). They offer support and training in all aspects of management skills. They also engage with policy makers and government to ensure the support and advice given to members is the best possible.

www.prospects.ac.uk Excellent careers website which includes occupational profiles, labour market information, a searchable database of postgraduate study options, graduate job vacancies and a computer aided careers guidance programme „Prospect Planner‟. Also




http://www.trainingzone.co.uk/



http://www.managers.org.uk/


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access the communities section to find jobs, courses, advice and information on specific subjects/areas of interest.





Postgraduate Study and Research Extract from Sample Vacancy www.jobs.ac.uk 14th July 2008

Staff Development Adviser, University of Bristol Personnel Services and Staff Development This role offers an exciting opportunity for a bright, proactive individual to develop a career within the University‟s Staff Development Team. You will be keen to take on a higher level of responsibility and will have exceptional organisational and IT skills, enabling you to establish systems and provide administrative support for a range of new and existing leadership and management training and development activities. You will have a positive communication style, with experience of relating to senior managers in the University or similar environment, and be able to demonstrate professionalism in all aspects of the role. Commitment to the aims of the department is important, as is willingness to work flexibly as part of a small team that delivers/commissions around 600 training courses each year, together with other programmes and events, including the Emerging Leaders‟ Programme, Development Centres, Masterclasses, residential programmes for middle managers, conferences, induction and training for new Heads of Department, and specialised ad hoc training e.g. project management. An understanding of the benefits of personal, professional and organisational development, preferably gained through personal experience, would be an advantage. Salary: £19,841 - £22,332




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Writer Brief Description A writer can work in a variety of disciplines including novels, short stories, children‟s books, plays and poetry, also producing feature articles for newspapers and magazines, non-fiction work, such as biographies or educational books, and material for radio, television and film. A writer researches, plans, drafts and revises their work before submitting it to a publisher, either unsolicited or through an agent. As a writer, you would probably be self-employed and would perhaps have to take up other employment as well to make ends meet.

See www.prospects.ac.uk for a very detailed profile of a Writer which includes information on:




Training Contacts

Career Development

How do I get there? Step 1: Do your research Find out all you can about the being a writer and getting published. Useful resources include www.prospects.ac.uk , the Writers and Artists Yearbook gives useful advice on getting published as well as listing publishers, Society of Authors www.societyofauthors.org , The Writers Guild of Great Britain www.writersguild.org.uk the Arvon Foundation www.arvonfoundation.org and the Poetry Society www.poetrysoc.com . BBC‟s New Talent www.bbc.co.uk/newtalent/writing and Writers Room www.bbc.co.uk/writersroom offer opportunities for writers. Screen Yorkshire www.screenyorkshire.co.uk runs the Spark Scriptwriting Scheme aimed at new and emerging writers. Spark provides talented screenwriters with the opportunity to develop their skills and originate marketable projects that have broad appeal. Screen Yorkshire can make available up to £10,000 in support of further development for those that are considered to have the potential to be commissioned and produced. Step 2: Further Study and Training To succeed as a writer you do not necessarily require qualifications. You will need be able to come up with ideas that will sell, have good research skills and be able to express ideas in a style suited to the intended audience. You may also need specialist knowledge, depending on the type of writing. It can be an advantage in some types of writing if you have experience in




http://www.societyofauthors.org/

http://www.writersguild.org.uk/

http://www.arvonfoundation.org/

http://www.poetrysoc.com/

http://www.bbc.co.uk/newtalent/writing

http://www.bbc.co.uk/writersroom

http://www.screenyorkshire.co.uk/

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journalism. If you plan to pursue writing for the media, a script or creative writing short course is worth considering and practical television/film courses may be helpful. There are a range courses a writer can take to develop writing skills. Short courses, workshops and postgraduate degrees are all available. Opportunities are available at local Colleges, Universities and by organisations such as the Arvon Foundation www.arvonfoundation.org which offers residential courses in Inverness-shire, Shropshire, Devon and West Yorkshire. Academic writing courses will provide teaching in the technical aspects of writing, but creative talent is valued more than qualifications. Writing skills can be learned but imagination and creative thought cannot. However, a good grounding in grammar and linguistics, and knowledge of the field is of huge importance.

The Writers' Handbook and the Writers' and Artists' Yearbook, the Writernet website www.writernet.co.uk and the National Association of Writers in Education website www.nawe.co.uk give details of available courses. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). For example:

York St John University offers an MA/Postgraduate Diploma in Literature Studies & Creative Writing (full-time and part-time) www.yorksj.ac.uk

The University of Hull offers an MA in Creative Writing (full-time and part-time) www.hull.ac.uk

De Montfort University, Leicester offers an MA in Television Scriptwriting (part-time) www.dmu.ac.uk

Step 3: Getting there ………….. Books

For fiction most publishers will only consider non-commissioned work if you submit it through an agent. You can find lists of agents and details of how to submit your work in both The Writers' Handbook and The Writers' and Artists' Yearbook.

For most other types of writing, you may find it easier to approach publishers direct. It is important that you research which publishers are likely to be interested in your work. You can find contact details for the major publishers and their main areas of interest in the two books mentioned above.

You will usually be expected to submit one or two sample chapters and an outline of the complete work. You are likely to have to wait several months for a reply, and need to be prepared for the possibility of rejection or not receiving a reply.


http://www.writernet.co.uk/

http://www.nawe.co.uk/



http://www.hull.ac.uk/

http://www.dmu.ac.uk/

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Radio and Television

You can find information on writing and submitting scripts for radio, TV and film by visiting the BBC Writersroom website www.bbc.co.uk/writersroom .

Competition is strong for TV work for both original commissions and working on existing soaps and series. It will be useful if you have a track record in another area, for example having a radio or stage play performed, but it can be difficult to get producers or broadcasters to look at your work if you do not have an agent. See The Writers' and Artists' Year Book for details of agents who will consider unsolicited material.

An insider’s view ………. (DR DEBJANI CHATTERJEE, MBE, Writer in Residence, Royal Literary Fund, C4C CETL, York St John University) I’ve always wanted to be a writer and I went about it in a single-minded way. In childhood I would tell stories to my sister and friends, and would also write stories and poems about the parrots and squirrels that came to our garden in India. When I was ten my father had some of my work typed. He made a few copies and stapled them together as ‘books’ for distribution to family members. It felt good to have produced my first ‘book’ and I knew that I wanted to write many more. When I was thirteen I lived in Hong Kong and began to get my work published in the children’s section of a Sunday newspaper and in magazines. There were hardly any literary competitions for children and young people in those days, but Shankar’s International Children’s Competition for visual art and poetry was well-known in India; it gave me a great boost to win a poetry prize. In spite of their pride in my writing, my parents advised me to go for ‘proper jobs’ because they doubted that one could make a living from writing alone. I am glad I took their advice - at least for a while - because a writer needs life experience. My subjects at university in Egypt and the UK were Literature and Religious Studies. After a PhD from the University of Lancaster I worked in the steel industry, and then went into teaching and community relations. But whatever my job, I’ve always made time for writing. Writing demands discipline and practice. When I was teaching R.E. and English in Sheffield schools I decided to create some of my own resources for teaching. My first book for children, The Elephant-Headed God and Other Hindu Tales, consists of retellings of classic stories that I wrote for the children to whom I taught R.E. My first poetry collection, I Was That Woman, was accepted for publication by the Hippopotamus Press, but it was my winning the Peterloo Poetry Prize that made the publisher bring forward the date of publication to 1989. I have had fifty books published so far. A great thing about writing is that one can take it up at any age. I’ve thought of myself as a writer from a very young age, but my mother-in-law, Laurinea


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D’Arcy, started writing in her late 70s and her novel Deep are the Roots was published on her 80th birthday. Everyone feels a sense of satisfaction and achievement at creating something beautiful or something that touches us in a meaningful way, whether it is a poem, a piece of sculpture, a painting, or any other artistic product. There is a thrill in finding the right word, the right phrase or the right framework to express what one wants to say. I do sometimes find the process of writing difficult, even frustrating, but at the end of the process when I look at the resulting poem or prose piece, I love the sense of completion that I feel. A writer must face many challenges. Getting published is often a major hurdle, especially in the beginning. More established writers sometimes have the problem of being typecast, i.e. a publisher may expect them to go on producing ‘more of the same’ whereas the writer may wish to branch out in new directions and perhaps try a new genre or write in a different style. Learning is for life; take every opportunity to learn from other writers. Reading their books is a very effective way to learn. As you read, always ask yourself such questions as: ‘Why am I enjoying this poem? Why does the ending of this story not work for me and what could improve it?’ You can also learn by attending writing workshops and going to readings. Entering a prestigious competition can be one way of getting published. But there are a lot of competitions around, some of which are not quite what they claim to be, so be selective. New writers often find it useful to join a writers’ workshop group for feedback and encouragement. But avoid mutual-praise groups where the criticism is not constructive. Workshop groups that I joined have included Poets PLC and Mini Mushaira. Writing can be a lonely occupation but there are good organisations that one can join for advice, inspiration and literary fellowship. I have long been active in the National Association of Writers in Education and, since 2006, I have had the privilege of being a Royal Literary Fund Fellow. I am also a Life Member of the Poetry Society in both India and the UK. Other helpful bodies include the Society of Authors and the Writers Guild. Don’t put off writing - just do it! Finding out more ……….

www.societyofauthors.org The Society of Authors. The Society offers help, advice and information to members and they work to protect the rights and interests of authors.

www.writersguild.org.uk The Writers Guild of Great Britain. The Trade Union works to protect the rights of all individuals writing for TV, radio, film, books, other media and theatre. Membership option and guidance available online.

http://www.societyofauthors.org/

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www.arvonfoundation.org Arvon Foundation. Arvon provides residential creative writing courses across the UK. The support includes mentoring from established and leading writers and students may submit their work to two leading publishers.

www.poetrysoc.com The Poetry Society offers the latest news from the poetry world and gives details of competitions and publications alike. Membership available, offering benefits including discounted prices for events and literature, stanzas and access to the poetry surgery.






Postgraduate Study and Research From the BBC Writersroom www.bbc.co.uk/writersroom

BBC writersroom is always on the lookout for fresh, new, talented writers for a changing Britain. When we find them, we do everything we can to get their voice heard and their work produced for BBC film, TV and radio – for drama, comedy, and children‟s programmes. If you have talent, an original voice, and stories to tell, then BBC writersroom www.bbc.co.uk/writersroom/ wants to know about you.

Send us your work. We read all unsolicited scripts for BBC Films, TV Drama, Children's Drama, TV Comedy, Radio Entertainment and Radio Drama. We accept unsolicited scripts written for film, television, radio or stage.


http://www.arvonfoundation.org/p3.html

http://www.poetrysoc.com/





http://www.bbc.co.uk/writersroom/

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Youth Work Brief Description

A youth worker can provide educational and challenging activities to help young people improve their confidence, develop new skills and cope with issues that affect their lives and thus to fulfil their potential. A youth worker mainly works with people aged 13 to 19, or in some cases 11 to 25, working with specific groups, such as young carers or those at risk of offending, and developing and running projects that tackle issues like health, bullying, crime or drugs.

Local authorities, of which there are some 150 in England, are responsible for ensuring that youth work is provided in their area. Increasingly this is managed through a Children and Young People‟s Service, or its equivalent, working in partnership with a complex network of other youth work providers, community groups and voluntary organisations.

Tasks and responsibilities can include; organising sports, arts, drama, and other activities; mentoring and supporting young people; managing volunteers and part-time workers; keeping records and controlling budgets; bidding for grants and funding; and liaising with other professionals including social workers, teachers, probation officers and the police.

See www.prospects.ac.uk for a very detailed profile of a Youth Worker which includes information on:




Training Contacts

Career Development

How do I get there? Step 1: Do your research. Find out all you can about working with young people. Useful resources include www.prospects.ac.uk , and the National Youth Agency www.nya.org.uk


It is important for you to get experience of working with young people. This can be paid or voluntary. You will need a substantial amount of work experience before being accepted onto a postgraduate course in youth work (see below). Contact admissions tutors to find out the length and type of work experience required. Local youth services and volunteer agencies can offer voluntary or paid part-time work often with the opportunity to take work-based




http://www.nya.org.uk/

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qualifications in youth work. It is then possible to go on to complete professional training part-time, or by distance-learning.

See the National Youth Agency (NYA) www.nya.org.uk for a list of recognised professional courses and information on youth support worker qualifications.

When you apply to work with young people, you must also pass a CRB check.


To become a professional youth worker, you will need to gain a youth and community work qualification that is recognised by the National Youth Agency (NYA) www.nya.org.uk or the Youth Council for Northern Ireland www.ycni.org .

If you have successfully completed an undergraduate degree, you can then undertake a postgraduate qualification in Youth and Community Work. www.prospects.ac.uk has an excellent database of postgraduate qualifications (click on „Postgrad Study‟, then „find courses and research‟). There could be opportunities available to study part-time or by distance learning. For example:

Teesside University offers an MSc in Youth Work (NYA Validated) (Full-time and Part-time). Students will normally have sufficient experience of working with young people or in community development plus a 2:2 degree in a relevant field of study www.teesside.ac.uk

Huddersfield University offers a Postgraduate Diploma in Youth and Community Work (Full-time and Part-time). The programme is aimed at graduates of any academic field seeking the professional qualification in Youth and Community Work. Successful completion will result in the National Youth Agency endorsed professional qualification www.hud.ac.uk

Also local youth services and volunteer agencies can offer voluntary or paid part-time work often with the opportunity to take work-based qualifications in youth work, and go on to complete professional training part-time, or by distance-learning. (Alison Camiss, York Youth Service www.york.gov.uk ) Alison works with both paid youth workers and volunteers at York Youth Service. Volunteers have opportunities to work in a youth club setting or on a one-to-one basis, for which a one year commitment is expected. Volunteers undertake a five week training course, currently one Saturday and four evening and have regular supervision. Volunteers undertake a VRQ, a vocationally recognised qualification. They can then apply for paid sessional work.

See the NYA www.nya.org.uk for a list of recognised professional courses and information on youth support worker qualifications.



http://www.ycni.org/



http://www.hud.ac.uk/



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An inside view ……….

(MSc in Youth Work (NYA Validated), Teesside University, Jonathan Roberts, Principal Lecturer www.teesside.ac.uk ) Any degree accepted from Fine Artists to Musicians to Psychologists. Applicants need organisation and academic skills plus a minimum of 100 hours experience with 13 to19 year olds in either a voluntary or paid capacity. This experience could be with Mentoring Schemes, Youth Projects, the Local Authority Youth Service, Guides/Scouts, Church Groups and Secondary Schools and could be working with issues such as bullying or helping with sports and other recreational activities. The MSc comprises 60 credits dissertation, 60 credits reflective practice and 60 credits taught modules Graduates from the MSc find opportunities with, for example, Local Authority Children‟s Trusts, Mentoring Schemes, and the Youth Justice Board working with Youth Offending Teams, Fire and Rescue talking about arson, Church Foundations, Barnardos, Save the Children and the YMCA. Teesside University offer some bursaries for candidates undertaking full-time postgraduate courses.

(Jean Harris-Evans, Graduate Diploma in Youth Work (full-time and part-time), Sheffield Hallam University www.shu.ac.uk ) Validated by the NYA. Previous experience: Loose NYA guidelines advise one year equivalent experience before embarking upon the Diploma. This should be appropriate experience with 13 – 19 year olds, either voluntary or paid. Summer camps can be counted. Without this experience, students won‟t get as much out of the course. When interviewed, it is possible for a candidate to be given a conditional place upon getting further experience, within a six month time frame. Finding the right sort of work experience is essential, Jean is very happy to meet up with prospective applicants to talk over the phone before application. Jean is looking for passion and /commitment, professionalism and reliability. All students taken onto the course must undergo an enhanced police check. Work experience can include the following: Teaching Assistant, Learning Mentor, Scouts, Guides, Church Groups, and the V-Project. It would be useful to have had experience working in a mainstream youth centre before joining the course. There are up to 22 students aged between 21 and 40+ on the course. Students must realise that they will have to work unsocial hours. Students spend two days per week in the University, two days per week on placement, 2/3 days per week studying. This is a practice-based course. (Taken from the course information for the Graduate Diploma in Youth Work, Sheffield Hallam University www.shu.ac.uk ) You will need to have a relevant first degree (or equivalent) plus one year‟s full-time experience in youth work (or equivalent). You study six modules (20/30 credits each). You study two of these in your workplace. All your studies directly relate to your work as a practitioner. You must do 360 hours in the work place, known as professional practice, with 13-19 year olds.




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Step 4: Finding your first post ……. There are opportunities with, for example: the Youth Offending Team; as a Personal Adviser with the Connexions Service; with Local Authority Youth Services; Barnardos; the YMCA and Church organisations. Youth Offending Officer There could be opportunities to work with the Youth Offending Team (YOT) as a Youth Offending Officer, working with young people aged between 10 and 18, helping to prevent these young people from committing crimes and encouraging offenders and their parents/carers to look at possible causes of offending behaviour so that repeat offences can be avoided. Tasks and responsibilities can include: involving young people in relevant activities and/or finding them employment or training opportunities; writing reports for the court and supervising community sentences. Further details about the work of the Youth Offending team and contact details can be found on the Youth Justice Board website www.yjb.gov.uk Personal Adviser

There have been opportunities to work with the Connexions service which provides information, advice and guidance for 13 to 19 year olds (now includes young people up to the age of 25), helping with any of the issues that affect a young person‟s life, including: careers, training and employment; difficulties at home or school; problems in areas such as relationships, housing, health, money, drugs or alcohol. A personal adviser works with a wide range of organisations such as schools, colleges, training providers, voluntary agencies and employers. For further details about the Connexions Service see www.connexions.gov.uk and Connexions Direct www.connexions-direct.com

Following the publication of Every Child Matters: Change for Children and Youth Matters, Connexions is currently going through a process of transition and children's trusts are being established in each local authority area. More up-to-date information about Connexions transition issues can be found on the Every Child Matters website www.everychildmatters.gov.uk

See www.prospects.ac.uk for a very detailed profile of a Personal Adviser.

An insider’s view …… (Rachel Smith, Co-ordinator Intensive Personal Advisers, Connexions, York) ‘We have eight Intensive Personal Advisers, six full-time and two part-time. These Advisers are assigned to geographical areas within York and linked to Secondary Schools, working with the 13 –19 age group. Each Adviser works intensively with approximately 12 cases with referrals from, for example, the Police Service, Schools, and the City of York Council, looking at issues such as housing, health, school exclusion, and domestic violence. It is

http://www.yjb.gov.uk/

http://www.connexions.gov.uk/

http://www.connexions-direct.com/

http://www.everychildmatters.gov.uk/



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satisfying to see a young person with increased confidence but frustrating if a client refuses to go where they need to be – ‘You can’t lead a horse to water’. The Youth Service and Connexions merged on 1st April 2008. This could lead to more opportunities in managerial roles. To work as a Personal Adviser you need to like working with young people and making a difference. To enhance your chance of success, try and get some work experience with the Connexions Service or with the Local Authority Youth Service working with the 13 – 19 age group’.

Sources of vacancies

Apply for jobs advertised directly in the local and national press and online eg the Guardian (Tuesday Education Guardian, Wednesday Society Guardian) www.guardian.co.uk

Opportunities may be advertised by local authority youth services eg North Yorkshire County Council www.northyorks.gov.uk City of York Council www.york.gov.uk

Voluntary Organisations such as the YMCA www.ymca.org.uk and Barnardos www.barnardos.org.uk

Opportunities with churches and faith groups eg www.methodist.org.uk

A range of youth work vacancies are advertised on www.jobs4youthwork.co.uk

Finding out more ……..

www.nya.org.uk National Youth Agency (NYA). The site provides information on current policies; services; research and offers volunteering opportunities for work with young people.

www.volunteering.org.uk Volunteering England. The website provides details of a variety of volunteering opportunities taking place across the UK and outlines how to apply for these positions.

www.lifelonglearninguk.org/ Lifelong Learning UK (LLUK). This organisation aims to support „professional development of all those working in community learning and development, further education, higher education, libraries, archives and information services, and work based learning across the UK‟.


(Drop in, Connexions, York). Young people aged 16 – 25 can drop in to ask questions about, for example, housing, benefits, relationships, employment. They can be given help with CVs and job applications and interviews. To connect with clients you need empathy and patience. It is satisfying seeing young people building up their confidence and becoming independent‟.




http://www.ymca.org.uk/

http://www.barnardos.org.uk/

http://www.methodist.org.uk/

http://www.jobs4youthwork.co.uk/


http://www.volunteering.org.uk/

http://www.lifelonglearninguk.org/

http://www.lifelonglearninguk.org/

http://www.lifelonglearninguk.org/2792.htm








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Extract from Sample Vacancy City of York Council www.york.gov.uk 14th July 2008

Connexions Personal Advisor, City of York Council

Grade/Salary: JNC 17 - 20 (£24,643 - £26,666 per annum)

Working Option: Full Time (37 hours per week)

Young People's Services are looking to recruit a Connexions Personal Adviser specialising in Careers Guidance to work with young people age 13 to 19 including at least 2. 5 days a week working in York College. Applicants for the post will need to be qualified to the relevant level 4 standard (Dip CG, NVQ Level 4, Connexions Diploma, LDSS) and have experience of working with young people.

Worker–York North Extract from Sample Vacancy (from www.york.gov.uk 4th July 2008) Youth Worker, York North, City of York Council Grade/Salary: JNC 15–18 - unqualified (£23,287 - £25,323 per annum) pro-rata. JNC 19–22 - qualified (£25,993 – £28,283 per annum) pro-rata York Young People‟s Services works with groups of young people within a variety of settings and across the York North Area to support young people to reach their full potential through creative and innovative activities and programmes.

We are seeking to appoint an enthusiastic and self-motivated individual to work with young people. Leading a small team of Youth Support Workers to provide a flexible and responsive programme of activities during the evenings and the occasional weekend.

'This authority is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment'

We require the successful applicant to undertake an ENHANCED criminal record check via the CRB.





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THE GRADUATE TEACHER PROGRAMME WITH EM DIRECT INTRODUCTION EM Direct is a TDA Accredited Provider for the Graduate Teacher Programme (GTP). This route to Qualified Teacher Status (QTS) is known as EBITT (Employment Based Initial Teacher Training). Each year, ITT (Initial Teacher Training) providers receive from the TDA an allocation of teacher training places and these fall into three main categories: Secondary Priority Subjects, Secondary Non Priority Subjects and Primary. EM Direct has an allocation for 2008/2009 of 113 places. EM Direct operates the GTP in partnership with a number of Local Authorities and School Consortia. These are: Lincolnshire, North East Lincolnshire, East Yorkshire, North Yorkshire, City of York, Nottinghamshire, Barnsley, Hartlepool Local Authorities, and the Crown Hills Secondary Consortium in Leicester and the Robin Hood Primary Consortium in Leeds. In addition, EM Direct will also accept applications for Secondary Priority Subjects to train in schools outside these LAs but only within an accessible area to its core tutor team. APPLICATION PROCEDURE To apply to train on the GTP with EM Direct, you must first find a school that is prepared to offer you a training place. This must be offered as an “Extra Teacher” to the school and you MUST NOT be employed to fill a vacancy. Employment and training at that school is for ONE YEAR FULL TIME. Once you have located a school, you need to obtain the APPLICATION PACK from the EM Direct Web Site www.emdirect.co.uk/training/teacher/.aspx . The pack consists of a CANDIDATE PACK and a SCHOOL PACK. Applicants must complete the candidate application form, and your proposed training school must complete the school endorsement form. The applicant is responsible for sending in both as a complete set to EM Direct by the required date. EM Direct normally recruits most of its trainees for a September start, but usually has a small January cohort as well. Check the web site for application closing dates. FINDING A TRAINING SCHOOL In choosing a school, there are a number of factors to consider. Firstly, a school must be able to provide you with a secure training environment and be able to designate for you a Mentor (subject specific in a secondary school) and a School Based Senior Tutor, as both of these people will be the leads on training whilst you are in the school. It is highly recommended that a training school has had previous experience of working with ITT students, preferably had some involvement with GTP, and even better if they have worked previously on GTP with EM Direct. The school must be willing to release you to attend the required Core and Subject Knowledge Training delivered by EM Direct, and also be prepared to deliver the require school based training. You cannot train in a school that has been placed in “Special Measures” by Ofsted. It is your responsibility to find a school. We do not hold a definitive list of schools to contact but your Local Authority may be able to guide you towards schools they know have previously been involved. EM Direct believes that by requiring you to find the school firstly shows your commitment to training with us and, also, it is like going for

http://www.emdirect.co.uk/training/teacher/.aspx

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a job interview. You need to be happy with the school, as they also need to be happy with you. QUALITIES AND EXPERIENCE REQUIRED TO TRAIN EM Direct prides itself on the high quality of applicants we recruit to train and are looking for a number of qualities. Firstly, you must be a graduate (the class of honours is not vital, but ideally we prefer to see 2:2 upwards) and, if you are training to teach in a secondary school, we prefer you to hold a degree in the subject you are going to teach e.g. if you are going to teach English, then a degree in English is preferred. If the degree is not a single subject then we must be able to see at least 50% of the degree is in the subject in which you intend to train. Ofsted are placing a great emphasis on teachers‟ own personal subject knowledge and there is a great drive amongst ITT providers to enhance this. You must also posses, before you start training, GCSE Mathematics and English at Grade “C” or above, or equivalent. If you are going to teach in a primary school you must also possess a GCSE (or equivalent) in a Science at the same level. Any industrial, business or commercial experience is valuable and we like to see in your application how this could be of value to you in your work as a teacher. Experience of working with children is always useful and you will need to make reference to this in your application, explaining what you did and what you learnt. Time spent in school before applying is invaluable, and the more time you can spend the better. This needs to be emphasised in your application as to how long you have spent in school, what you have been doing and what you have learnt. EM Direct expects all applicants to have spent at least 5 days in a school before applying. As well as being knowledgeable about your subject, having the desire, drive and potential to teach, EM Direct will be looking for the personal qualities and attributes you have that you can bring to the profession. Typically, being ready and willing to learn and accept advice, have a personality that enables you to generate and maintain positive relationships with pupils and staff colleagues. You must be well organised and able to plan your work on not just a daily basis but plan week by week and longer for each term. You will need to be ICT literate as this forms a large part of the way teachers work today. You will also need to be a confident people manager as your classroom will have a number and range of other adults as support staff who will need to be deployed appropriately and to maximum effectiveness. WHAT IS TRAINING ON THE GTP WITH EM DIRECT LIKE? When you are training on the GTP it is training “on the job”. You are employed and paid by your training school and, although you will be teaching for some of your time, your first priority is to your training programme and this commitment must be fulfilled. As a training route, you are very much an independent learner, as opposed to the structured environment of a university based PGCE. The outcome is still the same – i.e. you obtain QTS, but with the GTP you are very much in control of the training. It is your responsibility to make sure things happen and you meet the prescribed deadlines. You must ensure you attend all training sessions (centre based and school organised) compile the evidence for your portfolio and undertake the required written work. You can plan this out, but at the same time you must meet all the requirements of your individual training plan. It is hard work, and you must be prepared to put in all the necessary time, and more if appropriate. Typically, your training will include the following: centre based core training sessions on teaching pedagogy, a centre based and video-conferenced subject knowledge development programme, school based tutorials with your Mentor

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and School Based Senior Tutor, the use of EMDirect‟s E-Learning platform “ORBITAL” to support your training, teaching practice growing from approximately 27% in term 1 through to approximately 80% in the final term, graded lesson observations by your school based team, a second school placement of 4 weeks, an E-portfolio for you to record and validate evidence against the training plan and QTS standards, and a number of items of written work. You will have an assigned EM Direct ITT Tutor who will Quality Assure your training programme and visit you on a number of occasions to observe you teach, and hold discussions with you and your Mentor. Your training is only complete once you have been assessed for QTS by an External Assessor employed by EM Direct and you receive a notification from the General Teaching Council for England (GTCE) that QTS has been awarded. Your training school does not have to offer you employment once you have qualified (although some do). You are free to enter the job market and apply for teaching posts like any other teacher seeking employment. WHAT ELSE SHOULD I KNOW ABOUT THE GTP? Places on the GTP are highly sought after. It is very competitive for places with frequently more applications being received than places available, especially to train as a primary teacher. If, however, you are offering a Secondary Priority Subject, greater opportunities exist as fewer applications are received but demand for trainees is high. When you train on the GTP, you are an employee of the school, paid as a teacher and are subject to national terms and conditions of employment. There is a requirement that before you commence training you fulfil all of the standard pre-employment checks for qualifications, identity, medical and an Enhanced Criminal Records Bureau Disclosure. Your employment as a trainee teacher will be subject to Income Tax and National Insurance, and you have the option of joining the Teachers‟ Pension Scheme. Whatever subject or phase you train to teach in, you will demonstrate secure subject knowledge which will have increased during your training. There is a high expectation that, as a trainee, you will show progression through your training so that when you are assessed for QTS you will be graded at least satisfactory, with many trainees being classed as good. Training as a teacher IS hard work, and the GTP is no exception. Training providers for the GTP expect full commitment from trainees in order to produce the highest quality teachers for our children and schools. Tony Cook Managing Director EM Direct Tel: 01476 512780 Email: [email protected]


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Action Plan – My Career Goal Take the following steps in developing your action plan:

1) Write your goal with a date by which to achieve your goal. 2) Write steps that you need to achieve your goal arranging them in

chronological order. 3) As you list the steps, in the space to the right, write the date by which

you plan to achieve each step. 4) Review your action plan regularly depending upon your time scale. As

you complete each step, tick it off in each row. If you find you are not achieving your steps on time, consider why and what you should do on your own or with a tutor or careers adviser.

5) When you achieve your goal, use the comments section to reflect upon it. Consider consulting with a tutor or careers adviser who may help you to clarify your thoughts and further actions.

Action Plan, courtesy of The Higher Education Academy Psychology Network, July 2008

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Action Plan

Goal: Complete by

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Career Pathways for English Language and Linguistics Students

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