Prepare for College A Toolkit for Students Progressing to Further Education

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1 Prepare for College A Toolkit for Students Progressing to Further Education

2 INTRODUCTION This toolkit was compiled as a result of findings by the Practitioners Network of the District Approach. The findings highlighted that information is key to education progression for young people from disadvantaged backgrounds. The practitioners feel that easily accessible information, presented in modular format, as a component in career planning, will assist young people and their families to make informed decisions about further education. This toolkit was made possible by funding received from Dodder Valley Partnership, a local community development company in South Dublin. The Dodder Valley Partnership considers that, education now more than ever, is the first step to economic independence and a good quality of life. The Partnership provides support to people of all ages to enhance their social, cultural and economic development and well being. We would like to thank Orla O Sullivan who researched, compiled and wrote up the toolkit and who took on board and included the suggestions and recommendations from the practitioners. Orla s attention to detail and to the budget changes which occurred during the compilation of the work is much appreciated. 1

3 Choosing a Career Would you tell me please which way I ought to walk from here? That depends a good deal on where you want to get to, said the Cat. I don t much care where said Alice. Then it doesn t matter which way to walk, said the Cat. (From Alice in Wonderland) 2

4 CONTENTS 1. Choosing a Career 4 2. Multiple Intelligences 7 3. Interest Assessment Tests Personality Career Skills Using the Tools 14 Handouts: 1a How College is Not School 5-6 1b How SMART Are You? 8 1c What Type Are You? d Interest Assessment Tests 12 Worksheets: 1.1 Ideal Career Multiple Intelligence Your SMARTS Career Interests Personality Profile Career Skills Self Assessment (CareersPortal) Career Skills Lesson Plan (CareersPortal) Career Skills Definitions (CareersPortal) Who Am I? Planning Worksheet 124 3

5 CHOOSING A CAREER Beginning with the End in Mind is Habit Number 2 in the book The 7 Habits of Highly Effective Teenagers by Sean Covey. The quote from Alice in Wonderland at the beginning of this Module emphasises the point that knowing where you want to get to will help determine the next steps. This Module 1 offers a toolkit to help students to gather as much information about themselves as possible before deciding on a career path or college course. The Worksheets can be found in the Toolkit section of this information pack. It is recommended that the worksheets that students complete are kept in a Career Portfolio gathering all the information about themselves as they go, so that they can refer to it when deciding on a College or Course. BENEFITS TO THE STUDENT: By the end of this session, the student will: 1. Know what their dream job might be 2. Have identified their own Natural Intelligences 3. Have explored their interests, career areas and courses 4. Have a good idea of the career area they are interested in 5. Have identified some aspects of their personality type 6. Have identified their transferable skills 7. Have a college or career in mind that they would like to pursue Many young people are not keen to go on to college because they assume it is like school, so before beginning any assessments, you might like to share Handout 1a on the next page with your students which outlines at a glimpse how college is not like school. TIPS FOR THE FACILITATOR: Worksheets for students can be found at the back of this information pack coded according to the Module i.e. 1.4 is the fourth worksheet in Module 1. Handouts for students will be coded 1(a), 2(b) etc. again the numbers referring to the Module number. Coloured paper for Handouts can be used when photocopying. If you would like further tools, there will be a list of the websites used for this pack in the toolkit section at the back. This pack will also be available by computer for use with interactive boards etc. Have a group discussion on the topic before using the tools i.e. Multiple Intelligences, Transferable Skills. 4

6 Handout 1a HOW COLLEGE IS NOT SCHOOL Many people believe that college is just an extension of school. But this could not be further from the truth. Here is a list of ways that college differs to school: SCHOOL School is mandatory (have to go) and usually free. Your time is structured by others. You can count on parents and teachers to remind you of your responsibilities and to guide you. Each day you proceed from one class directly to another, spending 6 hours each day, 30 hours a week, in class. You will usually be told what to do and corrected if your behaviour is out of line. SCHOOL CLASSES The School year is 33 weeks long. Classes generally have no more than 35 students. You may study outside class as little as 0 to 2 hours a week and this may be mostly last minute test preparation. You are expected to read short assignments that are then discussed in class. You are usually told in class what you need to learn from homework. TEACHERS Teachers check your completed homework. Teachers remind you of your incomplete work. Teachers approach you if they believe you need assistance. Teachers are often available for conversation before, during, or after class. Teachers have been trained in teaching methods to assist in imparting knowledge to students. COLLEGE College is voluntary and costs money. You manage your own time. You must balance your responsibilities and set your own goals. You will face moral and ethical decisions you have never faced before. You often have hours between classes; class times vary throughout the day and you might spend only 15 to 20 hours each week in class. You are expected to take responsibility for what you do and don t do, as well as for the consequences of your decisions. COLLEGE CLASSES The college year is shorter at approximately 24 weeks. Classes may number 100 students or more (lecture halls). You need to study at least 2 to 3 hours outside of class for each hour in class. You are assigned substantial amounts of reading and writing which may not be directly referred to in class. It s up to you to read and understand the assigned material. Lectures and assignments proceed from the assumption that you ve already done so. COLLEGE PROFESSORS Professors may not always check completed homework, but they will assume you can perform the same tasks on tests. Professors may not remind you of incomplete work. Professors are usually open and helpful, but most expect you to initiate contact if you need assistance. Professors expect and want you to attend their scheduled office hours. Professors have been trained as experts in their particular areas of research. 5

7 Handout 1a contd... TEACHERS Teachers provide you with information you missed when you were absent. Teachers present material to help you understand the material in the textbook. Teachers impart knowledge and facts, sometimes drawing direct connections and leading you through the thinking process. Teachers often take time to remind you of assignments and due dates. Teachers carefully monitor class attendance. School is a teaching environment in which you acquire facts and skills. TESTS IN SCHOOL Testing is frequent and covers small amounts of material. Teachers frequently conduct revision sessions, pointing out the most important points. Learning is usually seen as the ability to reproduce what you were taught in the form in which it was taught to you, or to solve the kinds of problems you were shown how to solve. COLLEGE PROFESSORS Professors expect you to get from classmates any notes from classes you missed. Professors may not follow the textbook. Instead, to emphasis the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings. Professors expect you to think about and make connections between seemingly unrelated topics. Professors expect you to read, save, and consult the course outline; the outline spells out exactly what is expected of you, when it is due, and how you will be graded. Professors may not formally take a roll call, but they are still likely to know whether or not you attended. College is a learning environment in which you take responsibility for thinking through and applying what you have learned. TESTS IN COLLEGE Testing is usually infrequent and may take in large amounts of material. You, not the professor, need to organise the material to prepare for the test. A particular couse may have only 2 or 3 tests in a semester. Professors rarely offer revision sessions, and when they do, they expect you to be an active participant, one who comes prepared with questions. Learning is often seen as the ability to apply what you have learned to new situations or to solve new kinds of problems. 6

8 MULTIPLE INTELLIGENCES We know that a person will have a higher motivation in a career area or on a course that they are interested in or that they have a natural intelligence towards. With this in mind this section will look briefly at the theory of Multiple Intelligences. Students will begin to see that their performance at school does not necessarily reflect their level of ability in other areas. In the past the only way of measuring ones intelligence was through IQ tests which are still conducted by Career Guidance Counsellors in schools. But more recently the theory of Multiple Intelligences suggests that this form of measuring intelligence is very limiting and is concentrated on our linguistic (words) intelligence and our mathematical intelligence (numbers). In reality people can also have a high level of intelligence in music or interpersonal skills (getting on with people) etc. TIPS FOR THE FACILITATOR: Multiple Intelligences theory is news to a lot of students who think that just because they were not good at school, they are stupid. It is worth having a discussion about the theory before using the tools. Two Multiple Intelligences Worksheets are included on this theme taken from Worksheet 1.2 and Worksheet 1.3 are explained here (See Using the Tools ) and the tools themselves are in the back of this pack. Handout 1b and Handout 1c in the next few pages will help to encourage discussion. 7

9 Handout 1b HOW SMART ARE YOU? Howard Gardner s Theory of Multiple Intelligences has had a profound impact on how intelligence is viewed. He was an American developmental psychologist who believed that IQ tests were too limiting. He questioned the idea that intelligence can be measured simply via ability and IQ tests. He identified a list of eight intelligences. The first two are the intelligences most commonly recognised and measured in school: Linguistic Intelligence (word smart) This is about being able to use words well, using language cleverly, both when speaking and writing. Logical-Mathematical Intelligence (number/reasoning smart) A person with this intelligence is good with numbers and understanding the relationships between numbers. Spatial Intelligence (picture smart) This is about the intelligence to see the visual spatial world accurately. Someone with this intelligence has a greater sensitivity to colour, line, shape, form and space. Bodily-Kinaesthetic Intelligence (body smart) This means that a person is good at using their body to express ideas and feelings. They are expressive with their hands and are often very flexible and dexterous. Musical Intelligence (music smart) If someone has a high level of Musical Intelligence, they are sensitive to the rhythms, tones, sounds, melody and volume of music. Interpersonal Intelligence (people smart) This ability is related to how a person interacts with and relates to others. Individuals with this intelligence are usually good communictors, empathise well with people and mix well. Intrapersonal Intelligence (self smart) People with this intelligence are self aware. They are very aware of their strengths, weaknesses, feelings and emotions. They are quite happy in their own company. Naturalist Intelligence (nature smart) This is about relating well to natural surroundings. The following will list the intelligences further and also give a school subject and an out of class activity that may relate to it, and some possible career areas. But do remember that a person can have many intelligences, and that they work in combination, not in isolation. 8

10 Handout 1c WHAT TYPE ARE YOU? Activities I enjoy Subjects/Out of Class Activities/ Hobbies Natural Intelligence Possible Careers Always have your head stuck in a book. English, History, Classical Studies, Languages, Home Economics/debating, speech and drama, performing and reading. Linguistic Intelligence Journalist, Speech and Language Therapist, Poet, Barrister, Teacher, Critic, Writer. Always playing strategic games on computer, good with money. Maths, Applied Maths, Physics, parts of Chemistry, Accounting, parts of Construction Studies, Mechanics, Computer Studies and any subject that uses categorisation, classification, calculation and hypothesis testing/organising, mechanics, building models, certain computer games. Logical-Mathematical Intelligence Research, Accountancy, Actuary, Software Engineering, Programmer, Mathematics Teacher, Mathematician. Feel the need to straighten a crooked hanging picture! Art, map reading in Geography, dressmaking and interior design in Home Economics, design in Construction Studies, and design in Technical Drawing/ Arts and crafts, designing and building models, making clothes, organising your bedroom. Spatial Intelligence Artist, Architect, inventing, Graphic Designer, Interior Designer. 9

11 Handout 1c contd... Activities I enjoy Subjects/Out of Class Activities/ Hobbies Natural Intelligence Possible Careers Always cooking or dancing or hairdressing. Art, Home Economics, Science Experiments, P.E./Gymnastics, tennis, yoga, cooking and baking, doing makeup and hairstyles. Bodily-Kinaesthetic Intelligence. Dancer or Instructor, Athlete, Gym Instructor, Surgeon, Hairdresser. Always out in the field or with animals. Biology, Agricultural Science/gardening, working on a farm or stables, an interest in the environment. Natural Intelligence. Geologist, Forestry Worker, Marine Biologist, Gardener, Food Scientist, Horticulturalist, Environmental Researcher, Nuitritionist. Always out with friends and never at home. English, Media/very active in clubs such as scouts, volunteering with groups such as Special Olympics. Interpersonal Intelligence Sales representative, Counsellor, Psychologist, Occupational Therapist, Marketer, Event Organiser, HR Manager, Travel Organiser, Teacher, working within Media or Communications. Very steady, good in a crisis, friends always come to you with problems. Literature, Drama, Poetry, History, Religion, Philosophy, Home Economics, Social and Scientific, Business Org/ volunteering with caring organisations. Intrapersonal Intelligence Psychologist, Conflict Resolution Mediator, Artist, Motivational Trainer, Manager or working in any type of leadership role. Loved playing with Lego or Meccano or computer games Woodwork, Metal Work, Physics, Engineering, Art/ building and fixing machines Mechanical Intelligence Engineer, Mechanic, Architect, Interior Designer, Urban Planner *Adapted from the book Sorted! A Survival Guide for Parents of Students Making a Career Choice by Andree Harpur & Mary Quirke. 10

12 INTEREST ASSESSMENT TESTS Interest Assessments can be very detailed and long drawn out processes when done with a professional. Of course, the more detail that one gives about oneself the more accurate the list of career options that are presented. The assessments that are outlined here are free and available online, and they will give an idea of possible career directions suited to the student based on the answers given to very general questions. This information can be added to the student s Career Portfolio as a guide when deciding what course they want to do. TIPS FOR THE FACILITATOR: This is an online exercise and students need to have access to computers with internet access. Handout 1d is a short guide explaining the three different websites that have free interest assessment tests. Worksheet 1.4 can to be used with this section and added to the student s Career Portfolio outlining 3 specific career interests and 3 courses. 11

13 Handout 1d FREE ONLINE INTEREST ASSESSMENT TESTS 1. Career Direction This is a FÁS website that will help you to get a rough idea of the kind of careers that might suit you. The Interest Assessment test is made up of 50 questions, each of which you must answer if you Like Very Much ; Like ; Does Not Matter ; Dislike ; or Dislike Very Much. At the end of the test the results will show you a list of Good Matches careers from your answers. You might find some of the results funny (I got Stone & Brick Restorer/Cleaner ), but they do point to possible careers that you might not have thought about. You will also get Fair Matches and Questionable Matches. The website also allows you to create your own Action Plan, to plan your ongoing training and education, and to view up-to-date labour market information. Just record your Username and Password somewhere so that you can access your account any time. 2. Careers Portal Careers Portal is a more comprehensive website dedicated to helping you to decide on an area of interest and looking at the various categories that people generally fall into. The Interests section recommends the above career directions tool, but also has an Interest Profiler which again you can save to access at any time with your Username and Password. This is made up of 56 questions. The website will also do Occupation Matching whereby you pick four career areas, and it throws up job titles and gives you the educational level required and labour market comments. A Personality Profiler assesses you under four areas, Theorist, Stabiliser, Idealist, Improvisor. 3. UK Website This UK assessment is a link on the above Careers Portal website. It looks at your skills under People, Data, Things, and Ideas. It assesses your interests under 6 categories, Practical, Finding Out, Artistic, Social, Enterprising, Routine. It gives very good job profiles, though the training required is UK based. Use Worksheet 1.4 to fill in those careers and courses that you think you would be interested in. 12

14 PERSONALITY Personality is often underestimated when making a decision about career choice. Perhaps this is because we are so focused on results, points and entry criteria. Yet, it is personality that will make the difference between just doing and actually enjoying a job. The personality test here looks at traits of the student s character. If the same areas keep cropping up, then this will help the student to start making informed decisions about their career choice. See Worksheet 1.5. CAREER SKILLS Students might be surprised to know that they already have many of the skills which are essential for employment in the modern workplace. These are not the specific knowledge based skills one would learn during an apprenticeship, in college or at work, but the transferable skills which we all need to use when we work with other people, on projects or even by ourselves. They are developed simply from being involved in everyday activities. They are not formally taught in school, but they may develop there, at home, or through hobbies, activities, and friendships. These skills are quite ordinary, that s why we don t usually notice them. These ordinary skills are so taken for granted that we seldom make any effort to improve or develop them. Terms such as communication skills, people skills and organisation skills are just some of the many skills which most people develop without even knowing about it. WHY ARE THEY IMPORTANT? Lets put it this way. Two equally qualified people have applied for a job as a scientist. At the job interview, each is asked if they think that they would be good at the job. The first person answers with a simple yes, the second one also answers yes, and continues to discuss why they think they would be good. Both are well qualified for the job, but the second candidate has better communication skills, i.e. is simply better able to communicate when asked for information. Both may have honours degrees; but the better developed ordinary skill of communication gives the edge to the second candidate. Chances are, the first candidate thought that having the right qualification was all that was needed to get the job. Big mistake! It s safe to assume that for every job you apply for, there will also be several others who will have the same or better qualifications. So it is not necessarily the qualifications that win the job contract! More often, it is the ordinary skills, and the evidence that the candidate has developed them that counts. See Worksheet

15 USING THE TOOLS Below is an explanation of the tools that are available to you to use with your students in this first module of the pack. The tools themselves are in the back of the pack and are coded with the numbers 1.1, 1.2 etc. The 1 refers to Module 1 and the second number is the number of worksheets in the section. It is up to you as the Facilitator to decide which ones might be appropriate to use. The tools should be used as guides or aids only. IDEAL CAREER Worksheet 1.1 Ideal Career (30/40 mins) Finding out the student s ideal career path by doing the Career Bliss Questionnaire exercise will tap into their interests at gut level. It can be done with one student volunteering information in front of the group, or individually with the facilitator reading out the questions. Read the intention behind each of the questions listed beforehand to help you with the discussion after the exercise. The exercise might bring up things that the students loved to do or watch as a child, and this is the idea behind the exercise. Too often young people choose careers on the basis of how many points they got in the Leaving Certificate, or how they performed in a subject in school. This exercise will get them away from stereotypes and subjects and exams, and help them to figure out a direction by starting with themselves and what really interests them. DELIVERY METHOD: 1) Do this exercise with a flipchart and markers in front of the bigger group with one volunteer who is willing to take part. The person should not think about the answers just say what comes immediately from their gut. Too much analysis will defeat the purpose of the exercise. Remember there are no right or wrong answers. Transfer the answers to the Worksheet 1.1 provided in the Tools Sections, and give it to the student. 2) Alternatively, this exercise can also be done by the students themselves with a worksheet each. The tutor or facilitator reads out the questions and the students fill in the answers on the worksheet. It might be useful to have a discussion afterwards about what came up for the students when they were put under pressure to supply their answers. 14

16 MULTIPLE INTELLIGENCES Worksheet 1.2 Multiple Intelligences Questionnaire (20 mins) This questionnaire is short and designed especially for young people to give them an idea of which of the Howard Gardner s intelligences they are strongest in. Make sure to discuss Multiple Intelligences with the students before doing the exercise (See Handouts 1b and 1c). DELIVERY METHOD: Be aware that this tool does not include the Natural Intelligence as listed in Handout 1b. There are seven intelligences tested here (Worksheet 1.3 Discovering Your SMARTS will include Nature SMARTS). There are two ways in which this questionnaire can be filled in. If using the first option you may need calculators. 1) Use the key at the top of the questions, 1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly Agree, and ask the students to fill in the number that most applies to them in the blank box opposite each question. When they are filled in, the student can calculate their totals in the box on page two opposite each of the Intelligence Types listed. 2) You can make completion of this questionnaire easier by asking the students to tick ONLY THE BOXES OPPOSITE THE QUESTIONS THAT ARE TRUE OF THEM, and to leave the boxes blank opposite the questions that do not apply to them. When calculating the total they count each of the ticks as one and place them in the Intelligence Type columns on page 2. Worksheet 1.3 Discovering your SMARTS (30 mins) This tool is another Intelligence Type tool and can be used instead of, or as well as, Worksheet 1.2 above. Here, the intelligence types are not called by their proper name, they are called Smarts i.e. Picture Smarts = Spatial Intelligence; Group Smarts = Interpersonal Intelligence. Both tools can work together to help the students to see which of their Intelligence Types is stronger. DELIVERY METHOD: 1) Students may need a calculator to add up their scores for this exercise. 2) Ask the students TO CIRCLE ONLY THE STATEMENTS THAT ARE REALLY TRUE OF THEM AND SKIP THE STATEMENTS THAT DO NOT APPLY TO THEM (in other words do not circle the numbers opposite the statements that do not apply to them). Only the circled numbers will then be added into the total at the end. 3) The key at the end shows the 8 Intelligences (SMARTS) i.e. Column 1 = 1 Maths/Logic smarts; Column 2 = Word smarts, etc. The column with the highest number is where the student s strongest intelligence lies. 4) At the end ask the student to circle the 3 Intelligences that scored the highest. These will be added to the Careers Portfolio. 15

17 CAREER INTERESTS Worksheet 1.4 Career Interests (1 hour 30 mins approx.) This worksheet captures the data that the student receives after doing the various Interest Assessment exercises online, exploring career profiles, and identifying courses. DELIVERY METHOD: 1) The students will need access to computers either during class time or in their own time at home. 2) Give the students Handout 1d which explains the websites that do free online Interest Assessment Tests. 3) The student can pick out their preferred career area from the various careers thrown up by the online tests and then fill in 3 specific jobs or careers that would interest them in the next column. Browsing Careers Portal can further help the student to pick three specific careers they have an interest in. 4) If the student has time (but this can also be left for another time), they can then search the Qualifax website for three courses that they would like to explore in relation to the careers chosen. This worksheet can then be added to the Career Portfolio of the student. PERSONALITY Worksheet 1.5 Personality Profile (20 mins) This simple exercise of Personality Profiles is designed to identify traits of character. It is taken from the book Sorted! A Survival Guide for Parents of Students Making a Career Choice by Andree Harpur and Mary Quirke. DELIVERY METHOD: 1) This exercise can be done with a parent, facilitator, in groups of two, or individually. The students will mark on a scale of 1 to 10 according to how strongly they feel the statement at either side of the scale applies to them. So if I like being on my own is more true of the student than I love groups, they might mark it at 3 or 4, or if it is really true of them, maybe a 1. 2) The Facilitator can then read out the scores when the students are finished, and the careers that might suit them. The students should take notes on the feedback from the facilitator in the notes section of the worksheet. 3) Ask the student to pick their three strongest personality traits i.e. The scores nearest a 1 or a 10, and fill them in at the end. 16

18 CAREER SKILLS Worksheet 1.6 Lesson Plan - Career Skills (1 hour) The objective of this lesson is to introduce the students to soft, or transferable, skills. This lesson will help them to recognize these skills and to see how these might relate to a certain career. The exercise also includes a Career Skills Self-Assessment Exercise which offers the student the opportunity to assess their own soft skills. DELIVERY METHOD: You will need a good hour to complete this exercise with the students as there is group work as well as individual work, and it is best if they are done at the same time. The worksheets outlined are also available at the back of this pack in the Toolkit Section under Worksheet 1.6. as well as on the careersportal website. 1) Have a discussion with the students about Career Skills (Career Skills Definitions are available to download at and on page 120 in Toolkit section). 2) Download enough Job Roles worksheets (1 per team) from (under Worksheet downloads). 3) Download a Career Skills Self-Assessment for each students (4 pages with colour graphics, but it can be printed as just black and white). See pages in Toolkit section. 4) Divide your students into groups of between 3 and 5 and give them a Job Roles worksheet. 5) Follow the instructions on the Lesson Plan. See page in Toolkit Section. 6) When complete, and if there is still time, hand out the Self- Assessment Exercise for students to fill out. Worksheet 1.7 Who Am I (30 mins) This worksheet gathers the information from all the above exercises and asks the students for their Top Three of everything. The Personality Top Three is measured by naming the three that were closest to 1 or 10. Adding the scores in will help to see how strong the Top Threes are. This sheet is a guide only and should not be used to rule out careers that the student might be interested in. 17

19 Worksheet 1.8 Career Planning The Career Planning worksheet prompts the student to look objectively at 3 job roles they are interested in. From what they have learned about skills, personality and intelligences, they fill in what types of people would suit each of the three jobs. They then look at the qualifications required, what colleges run the course, the length of time it takes to qualify, and the entry requirements. When this is complete they can match the information with their Who Am I sheet above to see if they match any of the job roles. TIPS FOR THE FACILITATOR: Ask a speaker to come in to talk to all the students about their journey to where they are in their career to date. There is nothing like a personal testimony to influence student s thinking and perhaps even their future actions. A local business person with a vested interest in the area should be willing to come and give a talk for 20/30mins. Other possible speakers could be students from I.T. Tallaght or ex-students of the I.T. or even lecturers. Contact the School s Liaison Officer or the Access Officer in I.T.T. with your enquiry. 18

20 Choosing the Right Course To live is to choose. But to choose well, you must know who you are and what you stand for, where you want to go and why you want to get there. (Kofi Annan) 19

21 CONTENTS PART I CHOOSING THE RIGHT COURSE 1. Choosing the Right College and Course Understanding the N.F.Q List of Colleges Commutable from Tallaght Profile of Colleges Open Days/Careers Exhibitions 42 PART II APPLYING TO COLLEGE 6. CAO PLC Applications Access Routes Scholarships Handouts for Students, Surviving College Learning Styles 59 Handouts: 2a Ten Things You Can Do Before Deciding on a Course 22 2b NFQ At A Glance, and FETAC Awards c All Colleges in Dublin 27 2d Career Events (Open Days) 43 2e Student Discount Card/Opportunities f Surviving College Life plus some tips g Good Study Habits 58 Worksheets: 2.1 National Qualifications Framework Exercise CAO Course Finder (CareersPortal) CAO Course Investigation (CareersPortal) VAK Learning Style Slide Show: 2.5 Study Skills The Time Study Skills The Place Study Skills Planning for Study

22 PART 1 Choosing the Right Course It is important when choosing a course that the student does a bit of research themselves about both the college and the course. It would be disheartening for them to go through the whole process of applying for a place in college only to find that it is not the right course for them. However, if a student is not settling in to the college or course initially, it does not mean that the course is not for them, it may be more to do with dealing with a new environment or needing support to tackle the course work. Most colleges have built-in supports to help students coming from second level education and it may be worth taking these into account when choosing a course. In this module there will be a list of supports in the Profiles of Colleges ). It is important that the student understand that there is no shame in asking for help, many first year students experience the same feeling of being at sea when starting college, though they may appear to be on top of things. BENEFITS TO THE STUDENT: By the end of this session, the student will: 1. Know how to investigate careers and courses before choosing one. 2. Understand the National Levels of Qualifications and FETAC Awards. 3. Know the PLC colleges within reach of Tallaght. 4. Know the type of courses that each of the colleges offer. 5. Know the transport required to get to the college. 6. Know what supports are available in the college. 7. Know the Open Days of the colleges. 8. Know how to apply to the CAO. 9. Know how to apply for a PLC course. 10. Know about the various access routes to college i.e. HEAR, DARE etc. 11. Know about the Student Discount cards and travel opportunities available. 12. Know how to make college life manageable. 13. Know the priniples of Good Study Habits. 14. Have a good idea of their own learning style. 15. Know how to plan for study. 21

23 Handout 2a Here is a list of ten things that you can do before deciding on the right course for you: TEN THINGS 1 Complete assessments in Module 1. 2 Ask people you know what they think your natural abilities are write them down. 3 Log on to and and check out the career profiles and Labour Market Information.* 4 Log on to and check out courses available near you. 5 Log on to the college website that you are interested in and click on everything! 6 Attend the Open Day of the college and ask lots of questions about the course and college life. 7 Read job advertisements online or in the newspaper about the career you are interested in, and see what they look for. 8 Talk to someone who is in the career area already. 9 Volunteer to work in the area. 10 Do a night course in this area. *Labour Market Information tells you the employment rate and the forecast of future employment in the career area. 22

24 UNDERSTANDING THE NATIONAL FRAMEWORK OF QUALIFICATIONS Before deciding on a course it is important that the students understand the National Framework of Qualifications (NFQ), and to see where they are on the NFQ fan diagram (see Worksheet 2.1 in the Toolkit Section). Handout 2b explains the various levels of the framework. TIPS FOR THE FACILITATOR: Worksheet 2.1 in the Toolkit Section at the back of this pack is a simple exercise that will help students to begin to understand the NFQ levels of education. Do this exercise before showing them the NFQ Fan diagram. After the above exercise you could then show the students the Fan diagram on a whiteboard or a poster and ask them to show where they are at on the diagram in terms of their educational qualifications. Use a whiteboard marker or small coloured stickers to allow them to mark where they think they are. 23

25 Handout 2b - Page 1 NFQ AT A GLANCE The National Framework of Qualifications (NFQ) is a system of ten levels and is used to describe the Irish qualifications system. Each level sets out a range of standards of knowledge, skill and competence. For example, FETAC awards at NFQ Levels 1 and 2 recognise basic learning; the Leaving Certificate is placed at NFQ levels 4 and 5; an Honours Bachelor Degree is placed at NFQ Level 8; a Master Degree at NFQ Level 9. Below is a list of the various institutions that offer educational awards in Ireland and their levels. QUALIFICATION LEVELS Levels 1-6 FETAC The Further Education and Training Awards Council (FETAC) ( is the single national awarding body for further education and training in Ireland. Awards made by FETAC are included in the framework from levels 1-6. FETAC does not deliver the programmes itself but they are delivered by a number of bodies in both the public and private sector of education and training. Levels 3 5 SEC The State Examinations Commission (SEC) is under the aegis of the Department of Education and Science. It is responsible for the development, assessment, accreditation and certification of school examinations of the Irish State and these include the Junior Certificate at Framework level 3 and the Leaving Certificate placed across levels 4 and 5 of the Framework. Levels HETAC The Higher Education and Training Awards Council (HETAC) ( is a national awarding body for higher education and training. It is also a quality assurance agency for the Institutes of Technology, (other than the Dublin Institute of Technology (DIT) and other higher education and training providers outside the university sector. Its awards are included in the National Framework of Qualifications from levels 6 to IoT The Institutes of Technology (IoT) are designated under State legislation. They provide programmes leading to awards at NFQ Levels The Institutes of Technology make their own awards at specified levels under authority from HETAC. 3. Dublin Institute of Technology (DIT) The Dublin Institute of Technology (DIT) is a recognised higher education awarding body in Ireland and has the authority to make its own awards at NFQ Levels Levels 7 10 Universities A university is an institution which offers higher education programmes leading to qualifications at NFQ Levels There are 8 Universities in Ireland: Dublin City University (DCU); Galway (NUIG); National University of Ireland, Maynooth; National University of Ireland, Trinity College Dublin (TCD); University College Cork (UCC); University College Dublin (UCD); University of Limerick (UL); The National University of Ireland (NUI) also makes awards directly in the colleges it recognises: the Institute of Public Administration (IPA); the Royal College of Surgeons in Ireland (RCSI); the National College of Art and Design (NCAD); Milltown Institute; and, the Shannon College of Hotel Management. 24

26 Handout 2b - Page 2 FETAC AWARDS As well as the 10 level structure, the NFQ includes different classes or categories of awards (see symbols on NFQ diagram). These are different because they reflect a mix of standards of knowledge, skill and competence. This gives the learner the freedom to build their qualifications in ways that suit their needs. There are four classes of award-types: Major awards are the main class of award made at a level. For example, a FETAC level 3 Certificate in General Learning, the Leaving Certificate, the Advanced Certificate or the Honours Bachelor Degree. There are 16 major awards in the Framework that can be seen in the fan diagram. Minor awards provide recognition for learners who achieve a range of learning outcomes but not the specific combination of learning outcomes required for a major award. These awards allow learners to build up units of learning at their own pace to meet their own needs. For example, a component such as FETAC level 5 Word Processing. Supplemental awards are for learning which is additional to a previous award. They could relate to updating and refreshing knowledge or skills, or to continuing professional development. For example FETAC level 6 Advanced Certificate Supplement Craft Plastering. Special-purpose awards are made for very specific purposes for example, the Safe Pass certification of competence in health and safety in the construction industry. 25

27 COLLEGES IN DUBLIN In this Section you will see a list of colleges in Dublin (Handout 2c). In the following pages there will be a profile of Colleges of Further Education from both City of Dublin VEC and County Dublin VEC. They are chosen because they are commutable from Tallaght i.e. there is a bus or LUAS that you can get directly to the college. COLLEGE PROFILES PLC COLLEGES 1. Ballyfermot College 2. Crumlin College 3. Dun Laoghaire College of Further Education 4. Greenhills College 5. Inchicore College 6. Kylemore College 7. Liberties College 8. Pearse College 9. St. Kevin s College OTHER COLLEGES 1. D.I.T. 2. Dun Laoghaire Institute of Art & Design 3. I.T. Tallaght 4. NUI Maynooth 5. UCD TIPS FOR THE FACILITATOR: Photocopy a profile of the college the student is interested in. They can use the Notes section to jot down the courses they want to look into further and any other information. Give students the Qualifax website to find out more information about the college or course. 26

28 Handout 2c ALL COLLEGES IN DUBLIN COLLEGES OF FURTHER EDUCATION Ballsbridge College of Further Education, Shelbourne Road, Dublin 4 Ballyfermot College of Further Education, Ballyfermot Road, Dublin 10 Coláiste Dhulaigh, Clonshaugh Road, Coolock, Dublin 17 Coláiste Ide, College of Further Studies, Finglas, Dublin 11 Crumlin College of Further Studies, Crumlin Road, Dublin 12 Inchicore College of Further Studies, Emmet Road, Dublin 8 Killester College, Collins Avenue East, Dublin 5 Kylemore College, Kylemore Road, Ballyfermot, Dublin 10 Liberties College, Bull Alley Street, Liberties, Dublin 8 Marino College, Marino Mart, Fairview, Dublin 3 Pearse College, Clogher Road, Crumlin, Dublin 12 Plunkett College, Swords Road, Whitehall, Dublin 9 Rathmines College of Further Education, Town Hall, Dublin 6 Ringsend Technical Institute, Cambridge Road, Dublin 4 St. Kevin's College, Clogher Road, Crumlin, Dublin 12 St. Mary's College of Deaf Education, Cabra, Dublin 7 Whitehall College of Further Education, Swords Road, Dublin 9 Dun Laoghaire College of Further Education, Cumberland Street, Dun Laoghaire Sallynoggin College of Further Education, Pearse Street, Sallynoggin Senior College, Eblana Avenue, Dun Laoghaire College of Further Education, Main Street, Dundrum, Dublin 14 Collinstown Park Community College, Rowlagh, Clondalkin, Dublin 22 Community School, Cabinteely, Dublin 18 Community School, The Donaghies, Streamville Road, Dublin 13 Deansrath Community College, New Nangor Road, Clondalkin, Dublin 22 Dundrum College, Sydenham Road, Dundrum, Dublin 14 Grange Community College, Grange Rd, Donaghmede, Dublin 13 Greenhills College, Limekiln Avenue, Greenhills, Dublin 12 St. Aidan's Community School, Brookfield, Tallaght, Dublin 24 St. Mark's Community School, Fortunestown Lane, Tallaght, Dublin 20 St. Tiernan's Community School, Parkvale, Sandyford, Dublin 16 Stillorgan College of Further Education, Old Dublin Road, Stillorgan, Co. Dublin INSTITUTES OF TECHNOLOGY Dublin Institute of Technology (DIT) Institute of Art, Design & Technology, Dun Laoghaire (IADT) IT Blanchardstown IT Tallaght THIRD LEVEL COLLEGES National College of Ireland (NCI) National College of Art & Design (NCAD) Royal College of Surgeons in Ireland Royal College of Physicians in Ireland UNIVERSITIES Dublin City University (DCU) NUI Maynooth Trinity College (TCD) University College Dublin (UCD) 27

29 PROFILES OF PLC COLLEGES BALLYFERMOT COLLEGE Ballyfermot Road, Dublin 10. Tel: Website: Buses from Tallaght: 76 (From Fettercairn), 76A (from The Square), 76B (from Balrothery), 210 (from The Square) Courses: Art & Design; Computer Animation; Business; I.T.; Digital Media & Games; Film & Television; Music Technology & Performance; Travel, Tourism & Reception; Childcare; Social Care; Media; Engineering. Qualifications: NFQ Levels 5/6 Supports and Facilities: Career Guidance; Counselling; Learning Support; Student Council; TAP Summer Programme; Preparation for Language; Study Skills; Take-5 Summer Programme; VTOS/BTEA; BTEI; Adult Leaving Certificate; ESOL; Adult Basic Education (reading & writing); Higher Education Links Scheme. Notes: 28

30 PROFILES OF PLC COLLEGES CRUMLIN COLLEGE Crumlin Road, Dublin 12. Tel: Website: Transport from Tallaght: Buses: 56A (The Square), 27 (Jobstown, Tallaght Hospital, Village), 77A (City West, Killinarden, The Square). LUAS: Red Line from Tallaght to Suir Road stop Courses: Beauty; Hair & Fashion; Fitness & Sports Therapy; Tourism & Catering; I.T. & Computers; Business & Office Technology. Qualifications: NFQ Levels 5/6 Supports and Facilities: Guidance & Counselling; Open Learning Centre (ECDL); Adult Basic Education ABE (reading and writing). Notes: 29

31 PROFILES OF PLC COLLEGES DUN LAOGHAIRE COLLEGE Cumberland Street, Dun Laoghaire, Co. Dublin. Tel: Website: Transport from Tallaght: Buses: 75 (The Square, Tallaght Village). Courses: Design & Construction; Business & Administration; Computing & Technology; Media & Sound; Health & Sports; Animal Health Care; Arts & Humanities. Qualifications: NFQ Levels 4/5/6 Supports and Facilities: Guidance & Counselling; Special Needs Support; Student Council; Library; Computer Facilities; Photocopying; Canteen; VTOS/BTEA; Student Activities Officer; Access to Creche facilities for BTEA applicants. Notes: 30

32 PROFILES OF PLC COLLEGES GREENHILLS COLLEGE Limekiln Avenue, Greenhills, Dublin 12. Tel: Website: Buses from Tallaght: 56A (The Square), 77A (CityWest, Killinarden, The Square), 27 (Jobstown, Tallaght Hospital, Village) Courses: Arts, Craft & Media; Business & Administration; Education, Health and Welfare, Computing, Science & Agriculture; Tourism, Hospitality & Sport; Construction and the Built Environment; Engineering & Manufacturing; Liberal Arts; Pre-university Arts; Repeat Leaving Certificate. Qualifications: NFQ Levels 3/4/5/6 Supports and Facilities: Careers Service; Learning Support; Canteen; Computer Facilities; Pre-University Arts courses (BTEI); VTOS/BTEA; Can arrange literacy support; Parking; Repeat Leaving Certificate (only if enough people interested). Notes: 31

33 PROFILES OF COLLEGES INCHICORE COLLEGE Emmet Road, Dublin 8. Tel: / Website: Transport from Tallaght: Buses: 69 (Saggart, Kingswood to Tyrconnell Road) LUAS: Red Line from Tallaght to Suir Road Courses: Sport, Leisure & Recreation; Travel & Tourism; Care Services & Social Studies; Theatre & Dance Studies; Art & Design; Creative Writing & Cultural Studies; Access to Creche facilities. Qualifications: NFQ Levels 4/5/6 Supports and Facilities: Career Guidance; Disability Support Officer; Education Supports; Counselling; Canteen; Accommodation List; VTOS/BTEA; Sports Hall; Access to Creche. Notes: 32

34 PROFILES OF PLC COLLEGES KYLEMORE COLLEGE Kylemore Road, Dublin 10. Tel: /2/3. Website: Buses from Tallaght: 76 (From Fettercairn), 76A (from The Square), 76B (from Glenview and Old Bawn) Courses: Motor Technology; Music Technology; Performance Qualifications: NFQ Levels 3/4/5/6 Supports and Facilities: English for Speakers of Other Languages (ESOL); Lunch room; Sports Hall; VTOS/BTEA; Repeat Leaving Certificate; Adult Leaving Certificate. Notes: 33

35 PROFILES OF PLC COLLEGES LIBERTIES COLLEGE Bull Alley Street, Patrick Street, Dublin 8. Tel: Website: Buses from Tallaght: 49 (from The Square); 77A, 77X, 54A (from Kiltipper/Killinarden) Courses: Childcare; Counselling; Creative Arts; General Education; Health Care; Montessori Education; Social Studies; Tourism & Information Technology. Qualifications: NFQ Levels 5/6 Supports and Facilities: Career Guidance; Counselling; Learning Support; Student Council; TAP Summer Programme; Preparation for Language; Study Skills; Take-5 Summer Programme; VTOS/BTEA; BTEI; Adult Leaving Certificate; ESOL; Adult Basic Education (reading & writing); Higher Education Links Scheme. Notes: 34

36 PROFILES OF PLC COLLEGES PEARSE COLLEGE Clogher Road, Crumlin, Dublin 12. Tel: Website: Buses from Tallaght: 54A (from Kiltipper/Killinarden); 56A (The Square); 77A (from Killinarden/The Square) Courses: Business, Media & Computers; Health & Science; Environment; Leaving Certificate; Repeat Leaving Certificate. Qualifications: NFQ Levels 3/4/5/6 Supports and Facilities: Guidance/Counselling; Disability Support Officer; Tutorial; Creche; English for Speakers of Other Languages (ESOL); Literacy Drop-in Centre; Student Council; Canteen; Parking; Sports Hall & Gym; Sport & Cultural Activities; Gardens; VTOS/BTEA; BTEI; Taster Courses; University Access Course; Reach Programme; New Directions Skills Development; Repeat Leaving Certificate; Adult Leaving Certificate. Notes: 35

37 PROFILES OF PLC COLLEGES ST. KEVIN S COLLEGE Clogher Road, Crumlin, Dublin 12. Tel: info@stkevinscollege.ie Website: Buses from Tallaght: 54A (from Kiltipper/Killinarden); 56A (The Square); 77A (from Killinarden/The Square) Courses: Outdoor Recreation; Science & Engineering; Media/Photography; Social & Workplace Qualifications: NFQ Levels 5/6 Supports and Facilities: Career Guidance; Special Needs Supports; Creche; Student Council; Common Room/Lunch Room; Resource Room/Library; Sports Hall. Notes: 36

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