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Session 4

This session will help your pupil:

  • Reflect on their Sector Role Model's answer

  • Learn about the Aspire process

  • Create your Options Plan so that they know what next steps they can take

Tips

Activity 1: Your Sector Role Mode Conversation and Reflections

  • Please remember: this conversation must be supervised by a coach

  • Before the session, click onto the virtual classroom you have been using in Vedamo. You should see a classroom link (URL), which you can then send to the sector role model, so they can join your virtual classroom with your pupil. You will only need them to join for 15 minutes, ideally at the beginning, but some sector role models may need more flexibility.

  • Your pupil may be nervous about the sector role model joining your virtual classroom - reassure them that it will be no different than speaking with you and help them to revise their questions.

  • Try and encourage your pupil to take the front seat in the conversation but you may have to lead at the beginning.

  • Afterwards, reflect with your pupil on how it went and use the reflection questions to guide your discussion. 

  • Encourage your pupil to think of other people who they can talk to about their experiences, outside of the programme.

Activity 2: Understanding the Aspire Process

 

  • This is a fairly short activity for you and your pupil. Read through the Aspire timeline, which shows what the pupil can be doing between now and the end of year 11 to prepare for their next steps after GCSE. Make sure you read over the boxes that have a brief explanation as to how applications work.

  • Throughout, you can ask your pupil the questions in the speech bubbles and talk more generally about the process- are they surprised by any of it? Which bits might they find challenging? What can they do now to put them in a good position for year 11?

  • This activity is mainly to provide information to pupils and put the programme into context in terms of what they need to do in year 11.

 

Activity 3: Your Options Plan

  • The priority for this activity is that students leave with clear, actionable steps that they can take after the programme. 

  • See the link in the activity description for the options plan (which is separate to the handbook). Your pupil will then share their screen with you as they fill this in.

  • Firstly, reflect on what you have covered throughout the programme to complete the "about me" section.

  • Then, encourage your student to come up with an "A Plan" (for if they get the grades they want- their ideal scenario) and then "B Plan" (for if they don't get the grades or something doesn't go to plan). The idea behind this is to show them that if they work hard, they could achieve their goals, but that their B plan is exciting too and can still get them to the same goal.

  • All of this information should be taken from previous conversations and especially session 3 where they would have picked an A and B option for their next steps. Try and be really positive and encouraging about the B plan too.

Activity 4: Your Goals

  • If you go back to the handbook once the above is completed, you will see a blank space for you and your pupil to reflect on how your pupil can achieve the goals in their A and B plan. Try and come up with 2 or 3 goals for the next 6 months to a year that will get them on track to achieving their aims.

  • Remember to save the activity handbook after the session and you can send this to your programme manager along with the other session pages after this final meeting.

Debrief

  • Go through the checklist noting what you have achieved over the whole programme. Give your pupil lots of positive reinforcement and encouragement for what you have successfully completed. It's also good to end the final session with some encouraging words and reinforcements of their next steps, so that the programme is ended on a really positive note.

  • Remember the debrief framework in training:

    • Ask what you have done in that session

    • Ask what they have enjoyed

    • Ask what the implications of this are