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Bright Futures

Bright Futures is a project that involves year 5 and 6 students in primary school and has been designed to help the move up to secondary school and to give students the confidence to try new things and achieve their potential.

Activities in this project include :

An Introduction to the Bright Futures project
Parent Launch Evening
Walls and Wishes
MATCH
Passport to University Day
Family Day


An Introduction to the Bright Futures Project

Recommended Year Group: Year 5

Recommended Group Size: Up to 25

Duration: 1 Hour 15 Minutes

Aims

  • To introduce students to the ‘Bright Futures’ project, what it involves and what the aims of the project are.
  • To establish a set of ground rules that students will follow throughout the project.
  • To introduce students to what Further Education (FE) and Higher Education (HE) are and get them to start exploring their won preconception surrounding these.

Learning Outcomes

Students will :

  • Be familiar with the name ‘Bright Futures’ and what the aims of this program are.
  • Be aware of what further (FE) and higher education (HE) are & will have begun to explore their own perceptions.
  • Have worked together as a group to establish a set of ground rules for behaviour during this project.

Resources

  • Lesson plan
  • PowerPoint (for HE quiz)
  • Mini whiteboards (WOWO boards)
  • Whiteboard pens
  • Stickers
  • Coloured pens
  • Laminated words (for warm up activity)
  • Bright Futures packs (1 per student – a folder containing the programme, human bingo sheet,)
  • Prize (for human bingo activity)
  • Flipchart
  • Pens and paper
  • Laminated faces (1 smiley, 1 sad & 1 neutral per student)
  • List of questions for evaluation purposes

Location: Classroom big enough for students to move around comfortably during practical activities.

Notes

Each student receives a folder with sections for each of the events they will participate in as part of the Bright Futures project. During each session they will receive paperwork and complete activities which will be added to this folder so that, at the end of the project, they have a completed folder containing examples of all their work. During this session they will receive the folder and the Bright Futures programme; following the quiz in this session they will also receive the quiz questions with answers to add to their pack. The group rules which they decide upon will need to be typed up by a member of staff and given to them at the beginning of the next session for them to add to the front of the Introduction section of their folder.


Bright Futures Project Parent Launch

Recommended Year Group: Parents of year 5 students involved in the Bright Futures project as well as the students themselves and teachers from their schools.

Recommended Group Size: Only limited by capacity of available location and people able to attend

Duration: 1 Hour

Aims

To give parents information about the Bright Futures project in which their son/daughter is invited to participate and to answer any questions that they may have about this project.

Learning Outcomes

Attendees will :

  • Be aware of the huge number of choices which may become available to young people when they leave school/college.
  • Be aware of the difference between FE and HE
  • Understand the aims of the Bright Futures project and how it could benefit these students.
  • Be familiar with the programme of events planned for the students as part of the Bright Futures project.
  • Have had their questions about the project answered.

Resources

  • PowerPoint presentation with explanatory notes.
  • A selection of the student Ambassadors who will be working with the students during the project should be present at this event to introduce themselves to the parents and to help answer any questions they may have.

Location: HEI

Notes

This is an evening event so as to allow parents/carers to attend after work.

Attendance can also be encouraged by providing transport to and from schools and welcoming younger siblings, who can be entertained in a separate room or provided with colouring books, puzzles etc…

This presentation includes notes about Aimhigher which can be removed but would serve to explain the origin of the project and its success so far.


Bright Futures Walls and Wishes

Recommended Year Group: Year 5

Recommended Group Size: Max 25

Duration: 1 Hour 15 Minutes

Aims

  • To introduce students to goals, what they are and why they are important.
  • Encourage each student to identify their own goals, barriers to these goals and ways in which these barriers may be overcome.

Learning Outcomes

Students will :

  • Have been reminded of the work covered in the previous session.
  • Understand what a goal is and why it is important to set goals.
  • Have selected a goal of their own and identified barriers (real or perceived) that might stand in the way of their achieving this goal.
  • Have explored how barriers may be overcome and in particular how they might overcome a barrier that they identified as standing in the way of their goal.
  • Understand the difference between real and perceived barriers and the importance of not letting these get in the way of achieving goals.
  • Know where to go for help in overcoming barriers.

Resources

  • Lesson plan
  • Stickers and coloured pens
  • Quiz sheets (1 per student)
  • Bright Futures packs (updated from previous session)
  • Flipchart
  • Marker pens for flipchart
  • Yellow ‘star’ (1 per student)
  • Red ‘brick’ (1 per student)
  • Pens
  • Green ‘grass’ (1 per student)
  • Display board
  • A4 card (1 sheet per student)
  • Glue
  • Stapler (for staff use)
  • Laminated faces (1 smiley, 1 sad & 1 neutral per student)
  • List of questions for evaluation purposes
  • 2/3 Student Ambassadors to facilitate student involvement in the activities.

Location: Classroom

Notes

Students should be given typed copies of the group rules which they agreed upon at the last session to add to their folders along with their completed stars, grass and bricks. Following the recall and recap quiz students should also be given a copy of the questions with answers to add to their folder. During the session student will be asked ‘What is a goal?’ and ‘Why are they important, why do we set them’ the answers they call out should be written on flipchart and then typed up by a member of staff to be given to the student to add to their folders during MATCH which is the next session in school.


Bright Futures MATCH

Recommended Year Group: Year 6

Recommended Group Size: Max 25

Duration: 2 Hours

Aims

  • To make students aware of the wide variety of career available and how these are linked with different skills and qualifications.
  • To get students thinking about their own skills and qualities.
  • To introduce students to the challenge of recognising, in the future, a job that they might like and identifying the skills, qualities and qualifications they might need to pursue this.

Learning Outcomes

Students will :

  • Understand the difference between skills and qualities.
  • Be aware of the wide variety of careers available and the skills and qualities that people in these roles may need.
  • Have begun to identify some of their own skills and qualities and be aware of the importance of be able to evaluate themselves in this way.
  • Have met a number of professionals from a range of career paths and will know the sorts of activities they are engaged in and the skills and qualities they may need in their role.
  • Have begun to consider how they may select a career path in the future and have details of websites which they can refer to for assistance.

Resources

  • Stickers
  • Coloured pens
  • Bright Futures packs (updated from previous session)
  • PowerPoint with explanatory notes
  • Flipchart
  • Handout ‘My skills and Qualities’ (1 per student)
  • MATCH cards (1 per student)
  • Handout ‘Meet the Professionals’ (1 per student)
  • Handout ‘Q&A with Professionals’ (1 per student)
  • Laminated faces (1 smiley, 1 sad & 1 neutral per student)
  • List of questions for evaluation purposes
  • 5 fully briefed professionals from a variety of career paths.

Location: Classroom large enough for the group to split into 5 groups of 5 with one professional per group.


Bright Futures Passport to University Day

Recommended Year Group: Year 6

Recommended Group Size: Max 45 (made up of the students from each school involved in the Bright Futures Project)

Duration: 5 Hours

Aims

  • To raise aspirations towards HE by giving students a real experience of a university campus.
  • To give students the opportunity to learn more about University life from interacting with current undergraduate students.
  • To support their transition to secondary school by facilitating interactions between groups of students who attend different primary schools. This is especially helpful if the primary schools engaged in this project feed the same secondary schools.
  • To introduce students to some of the wide range of courses available in HE.

Learning Outcomes

Students will :

  • Have met and interacted with previously unknown students from other schools.
  • Have spoken to current undergraduate students about their experiences at university and have had the opportunity to ask at least one question that is of particular interest to them.
  • Have considered what they think a ‘typical student’ is and created a poster to represent this.
  • Be familiar with a university campus following a tour with current undergraduate students.
  • Be aware of some of the differences between learning at schools and studying at university following their participation in 2 ‘taster sessions’ provided by university teaching staff.
  • Be more confident about the transition to secondary school following facilitated interactions and team building activities with students from other schools.

Resources

  • Stickers
  • Coloured pens
  • PowerPoint with explanatory notes
  • PowerPoint for Qwizdom
  • Qwizdom handsets (1 per 2 students)
  • Student life ‘snap’ cards
  • A4 paper (1 per 2 students)
  • Craft materials for creating poster (to include: Flipchart paper, scissors, glue, coloured pens, miscellaneous coloured fabric swatches, feathers and sequins)
  • Camera (to take pictures for inclusion in the students Bright Futures packs)
  • ‘Wacky Races’ packs (1 per group of 6 students, to contain: 1 sheet of card, scissors, sellotape, string, coloured pen, 4 wheels and 2 pieces of dowelling with a diameter to fit the centre of the wheels)
  • Prizes for the winning team in Whacky Races.
  • Laminated faces (1 smiley, 1 sad & 1 neutral per student)
  • List of questions for evaluation purposes
  • Undergraduate Student Ambassadors (1 per group of 6 students)
  • 2 University teaching staff (1 per subject taster session)

Location: University campus

Notes

Photos will need to be taken of the whole groups posters of their ‘Typical student’ which can then be printed out and presented to the students during the next session for inclusion in their Bright Futures folder.


Bright Futures Family Day

Recommended Year Group: Year 6

Recommended Group Size: All students involved in Bright Futures projects + Parents/Carers

Duration: 4.5 Hours

Aims

  • To conclude the Bright Futures project with a graduation which recognises the progress the students have made and their hard work during the project.
  • To improve the students’ confidence about making the transition into secondary school through drama and presentation.

Learning Outcomes

Students will :

  • Have recognised and addressed some of their concerns and fears about the transitions to secondary school through creating and performing a piece of drama created, by a professional drama group, with this aim in mind.
  • Have had their hard work and achievements recognised with an end of project graduation in front of their families.

Parents & Carers will :

  • Understand what the aims of the Bright Futures project are, why their child was selected to take part in it and what activities their children have been engaged in as part of this.
  • Have considered what Higher Education means to them and have received a basic introduction to FE and HE.
  • Be familiar with the National Qualifications Framework.
  • Understand some of the ways in which their children may benefit from entering HE.
  • Have heard current undergraduates talk about their experience of HE and what it’s really like to be a student at university.
  • Have addressed, with staff, some of the concerns they may have about university including those relating to finance.
  • Have had a tour of the university campus.
  • Be aware of the fears and concerns their children may have regarding the transition to secondary school.
  • Be aware of a number of things that they can do to help their children make a successful transition into secondary school and to support their future education.

Resources

  • Undergraduate Student Ambassadors to facilitate student work and talk to parents/carers about university and take them on a tour of the campus. Number dependant of people present but no less than 1 per group of 8 parents/carers and 2 to assist with the drama group.
  • Drama group – In this case Konflux Theatre were used and came with a ready prepared piece of drama regarding the transition from primary to secondary school which the students were able to adapt to reflect their fears and concerns.
  • Certificates to present to students when they graduate.

Location: HEI

Notes

This should be run on a Saturday to maximise attendance.

Attendance can also be encouraged by providing transport to and from schools and inviting younger siblings, who can be entertained in a separate room or provided with colouring books, puzzles etc.