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dc.contributor.authorMorgan, Sandra
dc.contributor.authorHutchinson, Jo
dc.contributor.authorCrompton, Nicole
dc.date.accessioned2015-04-20T13:33:50Zen
dc.date.available2015-04-20T13:33:50Zen
dc.date.issued2007en
dc.identifier.citationMorgan, S., Hutchinson, J. and Crompton, N. (2008) 'Effective transitions for Year 8 students', University of Derby.en
dc.identifier.isbn9780901437352en
dc.identifier.urihttp://hdl.handle.net/10545/550331en
dc.description.abstractWith increased choice and flexibility in the curriculum at Key Stage (KS) 4, Year 9 students will be required to make decisions that could have implications for their future progression and career choices. The provision of good quality information, advice and guidance (IAG) from Year 7 onwards is, therefore, crucial. This project aimed to establish the extent to which current careers education and guidance (CEG) provision in Years 7 and 8 is effectively equipping students with the key skills they need to make realistic choices and successful transitions in Year 9. The research indicated concerns around the decision making skills gaps, variable quality of experiences, the role of mediation of key information, and the potential for personalised support.
dc.language.isoenen
dc.publisherUniversity of Derbyen
dc.subjectCareer decision makingen
dc.subjectYoung peopleen
dc.subjectConnexionsen
dc.subject14-19en
dc.titleEffective transitions for Year 8 studentsen
dc.typeResearch Reporten
dc.contributor.departmentUniversity of Derbyen
refterms.dateFOA2019-02-28T13:42:16Z
html.description.abstractWith increased choice and flexibility in the curriculum at Key Stage (KS) 4, Year 9 students will be required to make decisions that could have implications for their future progression and career choices. The provision of good quality information, advice and guidance (IAG) from Year 7 onwards is, therefore, crucial. This project aimed to establish the extent to which current careers education and guidance (CEG) provision in Years 7 and 8 is effectively equipping students with the key skills they need to make realistic choices and successful transitions in Year 9. The research indicated concerns around the decision making skills gaps, variable quality of experiences, the role of mediation of key information, and the potential for personalised support.


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