There are a range of different education routes that young people can take from the age of 14. These are still changing and evolving.
The TDA is working with a range of key stakeholders and partners to ensure that the workforce delivering or assisting on these pathways are successfully recruited, trained and supported, and, thus, that outcomes for the young people are achieved. The work includes supporting the workforce in the development of approaches to both applied learning and the delivery of effective information, advice and guidance on progression choices.
A new UK Government took office on 11 May 2010. As a result, some of the information contained within this web page and the guides may not reflect current Government policy and is subject to change.
From year 10 onwards students will currently follow one of these four main pathways:
- Apprenticeships
- GCSEs and A-levels
- Foundation learning
- Vocational qualifications (including diplomas)
Young learners are more likely to do well if they are able to make informed choices about their future learning and career pathways. Schools also have a duty to deliver impartial information, advice and guidance (IAG) about learning options and careers, and secondary school teachers need to be aware of these options in order to support young learners.
The wide range of progression routes available to young people taking their options in year 9 can be very confusing for young people and those that teach and support them. Teachers are often the first point of contact for young people in schools and therefore valuable in informing young people's choices about learning and career pathways.
The TDA has produced guides (see below) which provide teachers and the wider workforce with an overview of the different routes available.
The TDA has additionally commissioned a range of online resources to assist teachers in providing career-related IAG. These materials will support teachers within formal lessons and outside the curriculum. As young people's decision-making does not occur at a single point in time, it is important that teachers feel confident in contributing to career-related IAG in a range of situations. It is also important that schools feel confident in directing young people to appropriate sources of specialist IAG such as Connexions.
The IAG agenda is going to develop over the next few months with the planned introduction of the all-age careers service and the implementation of the Careers Profession Taskforce recommendations. These pages will be regularly updated in line with developing government policy.