Personal Statement

ABOUT US




The Essential Student Pathways resource



FLIGHT was born out of frustration as to how advanced technology has made it more complex, and not necessarily more successful, to help students plan a future career pathway. You take one of the most challenging decisions you'll ever make, throw a load of high-level technology at it, and what do you get? Just more complicated choices to make.

Flight Education

Is here to take all the complications away!


LET'S BE HONEST ABOUT THINGS


 CAREERS ADVISORS

Every adult you speak to will tell you an amusing story about a visit to their Careers advisor at school.

The advisor would enter your personal information into a computer about subjects you enjoyed in school; the computer would 'cough' out a career, one you had never considered before, and a career that you didn't approach in the future.

It's no surprise that careers advisors in schools are not 'regularly' employed anymore, but entrusted to the role of a subject teacher in disguise. Please note, that is not to say that said teacher, doesn't have perfect advice!

The truth is, there is no simple approach to building a career path. Expecting a computer to tell us the answers, is the making of a good 'comedy sketch', and sadly, the advice of 'any' adult won't be perfect either.



 MORE TRUTHS ABOUT CAREERS

If you can't fly, then run, if you can't run then walk, if you can't walk then crawl, but whatever you do, you have to keep moving forward.

(Martin Luther King, Jr.)

Martin Luther King summed up the reality of it. It's is down to you to make it work, and work you must. So, if 'work you must', let's make the most of it, and find a career that you will enjoy and aspire to achieve great things?

Did you know, on average you spend 90,000 hours throughout your lifetime working, and that doesn't include a UK average of 2 hours commuting to and from work a day... let's get this career thing right first time!!



...OUR MISSION


 SIMPLICITY

Our aims are quite simple!



  • Keep it as simple as possible:

  • Deciding on a career path is challenging enough without adding extra, overcomplicated information for you to digest. It is important to us that we use the language you understand.


    With over 35,000 lines of data covering various careers and courses within the UK, we have worked hard to deliver the information in a way that is simple to navigate through.



    ...just straight to the point information.


  • Have all the information available in one place:

  • FLIGHT aims to keep you focused on the 'job at hand' by having all the information needed to build a career plan, in one place!



    No need to jump from website to website, hunting the information you set out to gain.


  • Let your subjects & grades do 'some' of the talking:

  • Career sites can incorporate quizzes and suchlike, in an attempt to draw out your personality with an attempt to bridge that with a career.


    Here at Flight, we are aware that one size doesn't fit all, so no quizzes or games on here!


    We just use the pure facts do all the talking... knowing yourself, your grades and enjoyment of subjects!


  • Show how achieving more can open up more pathways:

  • Flight lounge builds a career plan by inputting your grades and enjoyment of subjects.



    Instant and responsive results show what you can achieve, but try pushing those grades up a notch or two... see how much further you could go?


  • Build a community, and make this work together!

  • Together we can achieve anything! Flight is 100% behind, and working with you.





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STUFF FOR ESTABLISHMENTS



 GATSBY TARGETS

The Gatsby Benchmarks of Good Career Guidance are grouped into a framework of 8 categories that define the best careers provision in secondary schools.




'A stable careers programme'

Gatsby 1







  • Every school and college should have a stable, structured careers programme that has the explicit backing of the senior management team.
  • There should be an identified and appropriately trained person responsible for it.
  • It should be published on the school’s website and accessible to pupils, parents, teachers and employers.
  • The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers.






'Learning from career and labour market information'

Gatsby 2








  • By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
  • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.
  • An informed adviser can help them make the best use of available information.






'Addressing the needs of each pupil'

Gatsby 3








  • Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
  • A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access to these records to support their career development.
  • Schools should collect and retain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.






'Linking curriculum learning to careers'

Gatsby 4








  • By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.






'Encounters with employers and employees'

Gatsby 5








  • Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace.
  • Every year, from the age of 11, pupils should participate in at least one meaningful encounter*with an employer. A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.
  • This can be achieved through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.






'Experiences of workplaces'

Gatsby 6








  • By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.






'Encounters with further and higher education'

Gatsby 7








  • By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
  • By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.
  • A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.






'Personal guidance'

Gatsby 8








  • Every pupil should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appro priate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.
  • Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.










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