Next Steps – Project Future Planning
Welcome to the next chapter in your education. Under the subject tabs you will find the first set of tasks for your introduction into your Post 16 courses. It is important that the tasks which you have been set are completed to the best of your ability as the step up in complexity, volume and expectations of work are significant. This is an excellent opportunity for you to get a head start on your chosen subjects.
The degree to which you devote time, thought and effort to the projects will be indicative of your work ethos and your commitment to your studies in Post 16. Working hard on these tasks will lead to a much better understanding of your subjects and should help you to maximise your potential and gain the best results possible.
In order to access your school email account, you will need to log onto office.com where you can access and download the office suite for free by using your school login details. This is also available on phones and tablets. If you have forgotten your details; the IT technicians will be able to reset these.
Week 1
To begin look through this website: My Learning My Future | CEC Resource Directory to navigate to through the subjects that you are studying or have an interest in. The slides will help you see how the subject fits into different job roles and how they can support other job roles. Once on the subject, click on the button to see slide deck.
Work through the Project Futures grid, completing the activities. These are not subject or destination specific but link to learning and how to use that in real life situation.
Week 2 Onwards
Complete the next step tasks for the subjects you are planning on studying. Completing these activities will give you an insight into the courses and mean that you will start in September with some knowledge and understanding of topics and subjects. This is important for Level 3 study so that you are ready for the complexity and rigour of the subject. Completing these will also bring out the enjoyment of learning.
