Improving the Learner Journey

Post-16 Education:

Improving
the Learner
Journey
Produced by Snook for the Scottish
Government

full report
designforgov.co.uk

Post-16 Education: Improving the learner journey

“the aim was to build a
better understanding 3 - 5 // introduction
of the experience of 6 - 7 // process overview
learners on their journey 6 - 9 // outcomes and principles
from school and on to
the next stages of their 10 - 16 // Navigating the system
learning or life” 17 - 57 // mission layers
58 - 86 // ideas
// documentation
87 - 88 // research process
89 - 107 // Learner Journeys
108 - 115 // expert day
116 - 119 // Learner Journey visuals

contents 2


Project Overview Moving forward, the ideas and journeys set
out in this report provide a clear indication
of user’s needs and potential visions that will
This project was enable learners, practitioners, delivery agencies
and others to work together to generate ideas,
commissioned to inform prioritise actions and establish co-design

wider work by the Scottish projects to deliver real improvements for
learners.

“the next steps Government on enhancing
are about taking the Learner Journey
this report The intention is to gain better insights
and concepts into learners’ experience of their
into working education and then to work with them,
practitioners, delivery agencies and
prototypes” others to generate ideas as to how the
learner journey could be improved.
Sarah Drummond, Snook

The ideas generated by this project are being
considered alongside other available evidence
to identify the issues affecting learners and to
gain better insights into learners’ experience of
their education. It will align with other work that
has focused on improving specific stages in the
Learner Journey and the insights gathered will
provide context for future policy changes.

3

Learner Journey

where did this project What did we set out to do?
come from? The central task is to understand the experience
Between February and April 2012, our of a learner – developing new insights into
aim was to build a better understanding Scotland’s education system by understanding
the human stories of those within it. The
of the experience of learners on their initial stages focused on the development of

“it is nice to be journey from school and on to the next
stages of their learning or life.
these stories. We then dove further into the
backgrounds and experiences of individuals

asked for our We set out to depict and understand how people
see the Learner Journey, make decisions based
(with their permission) using design led research
tools to visually map individual’s journeys and
dig deeper on the reasons why people make

opinions on what on the information, products, services and
guidance around them and dig deeper on the
reasons for this. In developing our work our
decisions, progress and don’t progress in the
Learner Journey into positive destinations.

it’s like on the design team took both a macro and micro view to
understanding the Post 16 Learner Journey. We
With visual and written material, we have
developed a rich picture of the system,

frontline” set out to offer learners – and others, with first-
hand experience – the chance to help design an
improved system, looking at the current Post 16
illustrated with personal insights and fresh
perspectives on the issues. We have mapped
every insight and concept back to the blueprint of
Headteacher, Highschool Learner Journey with a micro and macro lens. the Learner Journey.
The challenge was to look at how to reduce drop Throughout this report, we have used a range
out rates and smooth the transition points for of quotes from learners to illustrate particular
learners from school to a whole range of futures. views or opinions on their learning experience.
The project was commissioned by the Scottish We have not made any judgements on their
Government, and made use of techniques not accuracy or validity as we want policy makers to
traditionally employed by Government. At its see individual views as they were represented
heart is an approach borrowed from designers: to us. As such, these quotes do not reflect the
using tools and techniques that are well tested in views of Snook or of Government policy, but
other fields, but used more rarely in the redesign should be used in the context they were provided,
of public services. to add a wider understanding on how learners
currently view their experience of the system

4

Learner Journey

Armed with these stories, the project sought Who was involved?
new insights into the Learner Journey and the
environment for learning after school. It delved Designforgov: Designing the Post 16 Learner
deeper into surface issues, and generated Journey is a collaboration between The Scottish
achievable solutions. However, the solutions are Government, Institutions in the West of Scotland
not the ‘end solution’, they are mini visions which and Snook, a service re-design agency in
have been housed under ‘Mission Statements’ Glasgow. We have involved colleges, schools,
that seek to challenge collaborative and multi- and other learning and training providers. Others
sector partnerships to problem solve issues will also have a deep interest, but the project
around the Post 16 Leaner Journey. has been designed to operate at a small scale
initially and to scratch the surface of possibilities
The final phase of the project placed the around the Post 16 Learner Journey that will be
design of solutions in the hands of those taken into phase two of the project.
who understand the problems best: learners
themselves and others at the front line in the
post-16 system. The ideas and solutions that
How did we involve people?
emerged have been rapidly prototyped and
redesigned to work at small scale as they are Our work has been completed over a short
taken into phase two of this project. period of time and accepts that certain areas we
would like to have investigated have not been
fully explored.
Why do it like this? The Learner Journey project was as open and
The traditional approaches to Government transparent as we could make it – not least
policymaking are well tested, but they tread because of our commitment to help others see
a familiar path. This project makes use of first-hand some of the creative approaches
‘design-thinking’ – an approach to complex and it employs. At each stage, the project invited
ill-defined issues that has recently been gaining comment and participation.
ground in public services. These techniques
complement, but do not replace, the traditional
approach of Government. This project is a part
of the Scottish Government’s commitment to
become a more creative organisation, delivering
fresh insights into important issues facing
Scotland, through creative approaches.

5


ses ourney co m
ces he LearneardJ simpler? outcomes of this work
What
mu
co
to be c mmun
ro t or m e nic
omm ic
unic ation
/P s exist cinanged
know atio ch
s e eh )
ledg
e d n in t nne
a
at
em rocessthese bplication i
taking a multilayered approach
eliv h l
ere is a s ex
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(i.e , w t?

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icy
to framing problems, depicting
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ide
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Firstly, we have produced a Macro depiction of the Post 16

What products and services
er

Learner Journey landscap re in e
fac
Infl es on an individual in the

Learner Journey that we are using as a blueprint to map the
e

products
be involved? (i.e
existing system provision and journey options. As a base
layer, we are using this to suggest changes to the current
system, the current eco-system of products and services
uence
ers)

on the fringe of the ‘user interface’ and where we frame
infl ? (i.e Pe

My W hav
e? O

& se
problems. Some framing takes into consideration the entire

a
c
uen

orld e pot in t
r
y

Learner Journey whilst others are more stage specific.
soc ourne

of W ent he

rvi
xist
ial
J

ork ial t
al

Secondly we have produced micro solutions that look

enc
t a er

c
)
ha arn

e

es
re
ci

at enhancing the current infrastructure of products and
/w Le
So

o

services on offer in and around the Post 16 Learner Journey.
ho
W

We understand that some of these ideas already exist in
some form or another. They are either currently being
produced by organisations as redesigns to their current
) ( i.e S tha
ney ompany Loans C tudent t
Wh make up our
rner J stag
service provision or are already being delivered by
at o t
rgan he blueprint of the Lea k
isations d bac
exist, both front an
organisations as part of the Post 16 Learner Journey.

outcomes
organisations
The other ‘concepts’ we are suggesting are larger scale
ideas that will need particular attention within areas of
policy. These larger concepts are contained within our
mission pages and have the potential to have a range of
user interfaces developed to execute them. (i.e Point based
curriculum)

6


The reason we have developed these solutions is to align This report hosts a variety of solutions in varying
them with framed problems/visions so that in phase two degrees;
of the Learner Journey Work stream there is direction for
each stage, and reason to work collaboratively amongst
organisations to build on existing solutions with their own (1) The first part of this report depicts the Learner Journey
assets. as a central framework to connecting information, products,
Secondly, not all solutions are in existence at scale. During services and guidance together into one concrete offering
feedback sessions which brought educational organisations, that can be used online by an individual and offline by people
local authorities and the Strategy Unit together, it was providing support to individuals in the Learner Journey.
common to find that an organisation’s service they currently
offered was unknown by most others in the session.
(2) In the second part of the report we have broken down the
In reflection of this observation our designs include platforms research into themes that we have called ‘Mission Layers’.
that could be scaled up to provide the solution to the rest of These are framed problems based on background reading
Scotland. Secondly, a variety of the designed solutions could and direct feedback from research participants. We have
be linked together during phase 2 of this project to engage produced a series of insights informed by observation and
service providers in joining forces to link their assets and qualitative research with learners that have then been
offer a joined up service that would enhance the Learner developed into ideas. For this reason, the research is largely
Journey and meet the principles we have outlined. about informing and inspiring the design team with the
knowledge to produce mission layers and ideas.

(3) The third part of the report is a set of solutions that have
been directly informed by the themes generated from the
research.

(4) The fourth part of the report is documentation of the
process and the material we have gathered and developed.

7


user interface principles 1. See all options
it is important to All options must be within reach of a user
considering decisions on the Learner

communicate a basic Journey. Restricting information should not
be about removing information but about not
layer of User Interface overwhelming a user.

“Restricting Principles that should
information should always be adhered to 2. put people first
not be about whether it is delivering We talk about ‘user’ needs because people
need to move through stages in the Learner

removing information a product, service or set Journey in order to move towards a positive
destination. This means being successful at

but about not over of information within the understanding information, making informed
choices, being able to get through application

whelming a user..” Post 16 Landscape. processes. Always consider what the user
interface looks like, this is how policy is
- See all options interpreted by Learners.

The final layer are User Interface
Principles. A recurring theme during
the research was around branding and
language associated with the various
elements of the Learner Journey.

8


3. Aggregate don’t 5. Use Friendly Language
duplicate Language was a consistent issue brought up
by young people during the research. Using
Using the route map as a framework for housing language that is understandable, straight
data it is possible to aggregate existing online forward and clear is essential.
information to stages of the Learner Journey.
This is about making information accessible,

“We need to create
clear, timely and about linking to existing
services/information and guidance, not
6. Show the bigger picture
duplicating information. Showing the potential in decisions and routes
new vantage points to highlight the bigger picture of the Learner
Journey is important for individuals to have
to think again 4. Use Visual Language and context to their decisions and routes into
positive destinations.
about the Learner keep information bitesized
Journey” Content can be daunting when faced with large
7. Prototype and learn
amounts of copy and overwhelming amounts
- Aggregate don’t duplicate
of information. Think about how information
and directions can be distilled into visual
from data patterns
representations and broken down into bite sized Establish a culture of prototyping when
chunks. delivering new products and services. Work
with users to design and test ideas quickly and
cheaply. Release editions with limited features
to the public early and buid up on the concept
based on user feedback.

9


navigating the system
more than just a digital interface,
this is a new way to think about
the Post 16 landscape
“It would be The key outcome of this work is the visualization of the
Learner Journey. This can be used as a way to house

great if I had multiple types of data that is associated with the Learner
Journey to see options individuals hadn’t envisaged before,

something like
providing new vantage points.
It is a center point to executing our design principle, ‘Don’t

this” duplicate, aggregate’. Data can be compiled on top of the
Learner Journey to provide more stage specific information.
It also allows people engaging with the Learner Journey the
S6 high school student reflecting on
opportunity to see both a macro and micro view of it, as we
making decisions in his lower years often found that many individuals only had the next step in
mind, not the whole route/journey.
We recommend that work continues on this base level
visualization and link in with taxonomy work already being
carried out by organisations like SDS. It is important
however, to produce an early prototype to test this concept
and develop it’s potential by letting users interact with it and
use analytics to improve and build more informed functions.

10


The concept is to use this visualization
as a blueprint for housing other
content that already exists online,
whether that is text, video, audio or
more interactive features like forums
and application forms. There is huge
potential to attach widgets to see the
Learner Journey from multiple vantage
points and add new dimensions.
Similar to how widgets work on an
ipad or smart phone, the Learner
Journey could use these applications
to access data in different ways and
build visuals of the Learner Journey
specific to what a user is querying or
“This could really searching for.

help us to make Using initial draft versions of the
Learner Journey we floated this

students see the idea with frontline professionals
and students who have commented
bigger picture and positively on this map.

talk about various
route options, not
just one”
Headteacher, West of Scotland high
school

11


Search terms;
Stage you are at How the Learner
Journey map could be
Subjects you like
Money you have
Gender
Location
Qualifications you have used
Using SCQF Level Framework
Subject headings
Open search
Online as an individual
Outcomes; (search engine, aggreagating
See other people’s journeys
Location of people
information)
Courses An interactive journey map could be
Institutions
What potential job can I achieve?
placed online for users to access
Salaries through the web. Key features would
What people studided include the widgets outlined in the
Costs following pages, search criteria and an
General Information
Forum information
interactive interface to pull up relevant
content from this center point.
Widgets for searching
5 things I like/don’t like app
See my tracking
The Learner Journey map could
Visualise your job options
The Cauldron Pot respond with information to key
Compare Learner Journey questions like, ‘What is the likelihood
of getting a job with this choice’ or
Services more general search terms could be
Buddy system
We used to go to your school app utilised.
Live lectures
Advice forum on journey map
This aligns with the ‘Aggregate don’t
Product
SCQF counter app
duplicate’ principle of providing
Contingency Planning App information from one central point
SAAS shopping list that responds to questions that users
would ask, not dictated by how
Information
organisations think information should
Film from uni perspective
be categorised.

12


Base to applications on the web
This interactive journey map would
need to have a taxonomy created
to house material and attach it
to the right stages and searches
on the Learner Journey. Part of
this taxonomy could be built by
researching user searches to find out
what they are searching for and how.
Secondly, a bookmarking tool similar
to the functionality of delicious could
be created to allow professionals and
individuals to assign content to the
Learner Journey.

Offline material and tools
Consideration would be given to
how the Interactive Learner Journey
could translate offline onto paper
touchpoints. Some of our ideas could
be merged with this map to offer
stimulation to individuals about their
choices and routes.

Smart tablet application to
be used by careers advisors/
teachers/support workers
An interactive Learner Journey could
be used as a facilitative tool for
more informed conversations about
options and the future. This could
be a resource for Careers advisors,
teachers, support workers to highlight
different information and journeys to
work interactively with users.

13


what data could be
represented?
From our research the most important
data to represent are authentic
Learner Journeys. Learners
discussed with us how they would like
to see and compare Learner Journeys,
the choices they made and routes
they took with a particular focus on
the outcome of these journeys.

Past and present journeys
- Data about people’s journeys into
positive destinations could be used
to highlight the variety of options and
routes to progressing from high school
(and back into the Learner Journey)
into positive destinations.

Products and services
Data that exists about courses,
careers centers, services on offer
to support people on the Learner
Journey could all be mapped to
the Learner Journey. This isn’t
solely about digitizing the Learner
Journey, this is about aggregating the
information and services that exist
in Scotland, using technology as the
enabler.

14


Widgets to gain new vantage
points
Our widgets (and user principles
discussed in the mission layers) are
there to rethink the way we see the
Learner Journey and offer a new
vantage point to how people can
move forward in the Learner Journey.
These widgets can work with the
infrastructure of information and
tagged data to aggregate information
and present information/options/
content in new ways. Further to the
tangible outputs of an interactive
Learner Journey this is about a mind
set shift to see the Learner Journey
differently. We believe the affordances
of seeing new options, alternative
routes and representing information
in a new way could have a significant
mindset shift on both learners and
frontline staff.

Search Results
Our vision for the Learner Journey is
allowing users the potential to search
using various constraints we have
outlined (informed by our research)
and present search results in a new
way.

15


How might a widget work?
idea 32: The Test Tube
The Test Tube is a widget that could
be used by anyone at different stages
in the Learner Journey to help them
look more widely at what they like
doing and are good at. It plays with
subject inputs to create a new title like
‘Biology Illustrator’. It then links to the
core skills behind these subjects and
courses/jobs to pursue.
A concept like the ‘Test Tube’ could
be used to link with the interactive
Learner Journey map to show routes
to plan for these choices.

16


Mission layers
These are pull out layers
which ask the reader to take
a different lens to the issues
and opportunities within the
Learner Journey.
This lens has been constructed from what
the user sees, and although some of the
missions may present simple ideas, this
is about rethinking the way we present
options, information and opportunities
within the Post 16 landscape.

Mission
LAYERS 17


idea 45: 5 things I love, 5 things I’m good at This mission is about
advice and guidance.
(supporting people towards a positive destination)

This theme originally focused on direct feedback
about Careers Advice. The principles articulated
by participants in the research highlighted a
need to provide general advice built up over time,
focusing less on ‘Career’ and more about what
people enjoy doing and the bigger picture of an
individual’s life.

Advice &
Guidance
18


What can we do to move this mission forward?
idea 3: Advice forum mapped to interactive journey map
- Encourage different ways of communicating and sharing
information and different viewpoints on life and careers
- Rethinking the language and terminology of ‘Careers
Advice’ and providing trusted advice to learners can help
build towards positive destinations
- Building over time in supporting learners to make
transitions into work
- Advising early and often encourages friendly and realistic
discussion around learning options and the future,
prompting users to think about the bigger picture

Our challenge;
- This layer challenges how we can create situations for one
to one conversations, on new channels, more frequently and
without the label of ‘Careers Advice’.
- With resources already scarce, how can we build on
existing advice and guidance to encourage dialogue
and thought on options through one to one, friendly
conversations?

Advice & Guidance
19


“I went to open days even
if I knew they’d all be the
Principles
same. I just wanted to “4th and 5th year was One to one
see who’s delivering it in hard, more talking
the best way” would be good”
Start early
Student, High School Friendly language
Student, High School “Sometimes we were just
tracking for the sake of it, Encourage enjoyment
I’d like time to talk to my
students”
Realisation
Building over time
Teacher, High School

“Giving generic
information
“My mum helped doesn’t help you” Questions
me choose my Should ‘Careers Advice’
subjects” Student, High School happen earlier?
“It would be good to
talk more about life and When and where should
Student, High School
careers advice take place?
what’s going on than
directly about my Career, How can we inspire people to
it feels so forced” think outside just a career?
How can we alter the
Out of work, 24 perception of careers advice?
How can we change people’s
perceptions of what careers

Advice & Guidance will look like in future?

20


User Profile
Name: Kate and Fiona
Age: 17
Situation: S5 students in High School
What we learnt from this journey: Both girls were
motivated to study, but having to crash an extra subject
in S6 felt they could have been given more general
support to making decisions. They also felt their friends
that aren’t sure about what to do when leaving could
A user journey typical
have been given more frequent advice and check ups.
of this mission theme

21


idea 40: We used to go to your school database/site This mission is about
role models, networks and
influencers
(Expanding horizons)

This mission is about influential role models
and networks of influence. It questions how we
can seek out positive role models and reach
individual’s influential networks.
The research highlighted that participants in positive
destinations that had engaged with role models not directly
in their sphere of influence (friends, family, teachers) had
been more confident to make defined decisions on their
subject choices and career paths. The role models were
largely based out of the individual’s institution and had used
their journey to advise on how to follow in their footsteps.

role models,
Role models had encouraged individuals to see the potential
of their abilities and inspired them to see routes they had
not previously considered.
In addition engaging with a role model had positive effects

network,
on the individual’s close network (i.e their parents) by
showing that pathways not available in their parents era
were possible with good prospects of employment after
learning. If a role model was introduced to the family
through an informal channel this had positive effects on

influencers
gaining backing from parents and close peers.

22


What can we do to move this mission
idea 46: Network lesson during PSE - tool for class forward?
- Inspiring and setting aspirations in a realistic
and friendly way can help individuals make
clear choices about their pathways
- Creating opportunities for friendly and one
to one communication encourages personal
insights, but also balances viewpoints and
realistic perspectives
- Encouraging and informing potential role
models in learners’ existing networks - friends
and family, teachers, former students helps to
widen viewpoints on possible directions
- Individuals feel that role models who can
talk and inspire on a one to one basis are more
influential than being invited to showcase their
journey to success
- Family is the most influential factor in young
people’s lives. An individual’s viewpoint on
possible career paths is informed by their
parents and older siblings based on what they
did
- Facebook is used as a channel of testing
ideas about institutions and chosen routes into
education with an individual’s peer network

Our challenge;
- This layer challenges how we can look at the
opportunities out there for mentoring, role
models and networks and provide these as

role models, network and influence options to people making decisions about their
life and routes to positive destinations

23


“If people who are in
“I’m trying to make links in the or out of the Learner
community with local business Journey could meet Principles
but getting nowhere, it would people and just talk to One to One
be great to get support on this, them, that would help”
it makes a huge difference to Setting aspirations
Student Advisor, High
students” School Starting early
Guidance Teacher, High School Seeing your network differently
“Sometimes it would be
good to talk to someone Personalised
from a job you are Friendly
“I’m 28 and I’d interested in”
go back and tell
New conversations
students to work
College Student
talking about life
first, then study”

Working student, 28

Questions
“Home has a How can we encourage people to be role

“I emailed the head significant effect on models?
When do/should people meet role
of department at students at a young models?
Glasgow University”
age” How can we grow networks for young
people?
Proactive Student
Transitions Advisor, College How can we find young people role
models?
How can we access role models who are
not ‘typical journeys?
What does a role model careers advice
service look like?

role models, network and influence How do we access parents to educate
them about work and learning and
‘influence the influencers’?

24


User Profile
Name: Christopher
Age: 19
Situation: Studying a a BA Creative
Industries Practice with a major in Graphic Design
What we learnt from this journey:
We learned from Chris about how influential an outsider
can be in terms of role models making pathways clear.
Further, if trusted by the parents, this can set up a great
of this mission theme support system for the learner

25


idea 44: SCQF counter for points progress tools
(Tracking, support and banking)

This mission layer is about using existing data and
moments of reflection to bank learning and plan
for the future.
This is about motivating individuals to build their skills and
share their results with their peers or support workers
encouraging learners to value all aspects of their learning
as building blocks to be banked.
The improved Young Scot card has a point based banking
system for volunteering and other activities. This is a prime
example of a data set that could be integrated with other
data about learners to support the development of future
plans and take up of extra curriculur activities.

progress
tools
26


What can we do to move this mission
idea 49: Tracking data forward?
- Banking skills and experience over time
is seen as an opportunity to change the way
we learn and progress towards a positive
destination
- Encouraging learners to value all aspects of
their learning as building blocks to be banked
to build their profile
- Using the SCQF framework and making
this user friendly/hybrid with a point based
curriculum model could make the Learner
Journey more accessible to all
- Tracking that is conducted in High
Schools/Leaver destinations supplies great
opportunities to create a new interface between
individuals and teachers/careers advisors/
support workers

Our Challenge;
- This layer seeks to build on the concept of
banking, putting people in charge of their
profiles and assets.
- Looking at what data is out there and ‘check
in’ moments with learners by professionals to
make the most of these one to one discussions

progress tools
27


“Sometimes we track “It would be good to
for the sake of tracking” bank skills over time Principles
so I can see how I
Student Advisor, High School
am developing”
Shared responsibility
Positive tool
Reflection
Motivational
Useful
“It’s rubbish being Building Blocks
told I’m failing all
“I was told I was
amber – what the time”
does that mean?”
Out of work, 24
Questions
Student, High School How can we create platforms
to bank learning and skills
regularly?
How can we use check in
moments with learners
to quickly guage their
development and plan the
next steps?
What data is being collected
about learners and how can

progress tools
we innovate with this?

28


User Profile
Name: Lisa
Age: 18
Situation: Student studying Hairdressing at college
Lisa shows us that despite set backs in High School
she is intelligent and focused when supported and
doing something she enjoys. If students like Lisa
could be supported to bank skills over time, this could
A user journey typical aid students and improve confidence who don’t excel
‘academically’.
29


idea 22: Multimedia Personal Statement builder this mission is about building
profiles
(Holistic viewpoint to learning)

This mission is about building a profile that can be
shared and exported to maximize opportunities in
the Learner Journey.
It questions how we can consistently encourage
personal reflection at all stages of the Learner
Journey and grow awareness of soft skills.

Designing the banking of skills into an action that happens
everyday as opposed to responding to an application process
was favored by research participants.

building
This is about actively facilitating timely, meaningful and
ongoing personal reflection that enables learners to take
responsibility for identifying and confidently communicating
their experience and skills.

profiles
30


Key points;
idea 22: Multimedia Personal Statement builder
-Banking skills over time is preferred than writing
statements in response to an application process
-Aids are needed to reflect and identify soft skills as soft
skills are not understood
-Taking students step by step through building these profiles
removes the feeling of being overwhelmed with a blank page
-Profiles that can be shared easily enhance Learner
networks and their future opportunities

Our Challenge;
- How can we create useful tools, situations and platforms to
encourage reflection and the building of profiles that can be
exported for application processes at different stages of the
Learner Journey?
- Secondly how can this new way of seeing and presenting
progress/skills be introduced to the eco-system of education
and employment and become an accepted norm?
- How can we reimagine the way we present learners to
industry?

building profiles
31


“I can’t event think what
‘skills’ I have…I don’t know
“Personal statement what to say other than I’m
a High School student with Principles
means everything! bad grades”

Grades are only one Student, High School
Confidence
bit of it” Take responsibility
“It would be good if we
Ongoing
were all encouraged to
build a personal statement Soft Skills
or some kind. Whether
going to uni or not”
“We should be building Personal Reflection
Student, High School our Personal Statement
over time, not just in S6
and they’re like BOOM,
fill this in”

“Applying for Uni is a
S6 Student
Questions
How can we make personal statements more
nightmare, you have to interactive?
write a full story to get How can we build personal statements over time for
in” both Learners considering HE and not transitioning
into HE?
Transitioning student from
“It’s ok if you have How can we help learners develop more inter-active
college to university profiles of their experience
mum and dad to
How can we help people to identify their soft skills?
help you. I had no
one” How do we make personal statements more
personalised/relevant to them?
College Student
How can you save and share your journey?

building profiles
32


User Profile
Name: Jennifer
Age: 21
Situation: Studying BA in hospitality at GCC in
partnership with Napier University in Edinburgh, works as a PT
chef
Jennifer showed us that a lack of confidence can hinder
individuals from showing off their talents and skills.
Further to this, the time a statement is required often
comes as a surprise. We want to make reflection and
character/skill building an ongoing activity
33


idea 39: Visualise job options that relate to each column choice this mission is about displaying
all options
(never restricting a route)

This mission is about ensuring we display all
possible routes to a chosen destination and make
this visible. It is paramount that we maximize
resources on offer by making information easily
accessible and digestible for individuals.
We need to ensure that when making choices, whether it
is about choosing where to study, considering your career,
or choosing subjects at school that the information and
guidance on offer is not restricted but does also not overload
an individual.
Displaying options early on before a decision is made and
making sure individuals fully understand where they are in
relation to where they want to be in the future is important.
It was felt by some individuals that there was a stigma
around certain options, like leaving in S4 and that support in
making decisions about their future was not available.

displaying all
options
34


What can we do to move this mission forward?
idea 14: Column Choice on google map
- Providing multiple options to progression should be on
offer to allow maximum potential to progress into a positive
destination
- Ensure Individuals are advised on more than one route to
move towards their ideal destination
- Encourage secondary schools to support other local
resources and learning as viable options
- Empower individuals with the right amount of information
to make informed choices on their best route to a positive
destination
- Reduce stigma around options like leaving school in S4 and
taking a ‘gap year’

Our challenge;
- How can we communicate large amounts of information
about an individual’s options into digestible chunks and
ensure the steps and decisions needed to be made to
achieve this are obvious?
- How can we ensure that we provide an individual with
all options to progress forward and maximize support,
particularly local learning resources?
- How can we ensure we don’t restrict information about
choices and put forward option to enhance the exisiting
offer?

displaying all options
35


“By the time I got round
to picking subjects,
“You don’t see any everything was full”
routes from 4th
year…there seems to Student, High School
“I can sit a student down
and ask them what they like be no options if you Principles
are leaving”
doing, they’ll say sports, but
not have a clue about what
Options
it will lead them to”
4th Year leaver
Non-restrictive
Guidance Teacher Prepared for choices
“I didn’t know I
“We need to
extend the range
could study in other
of what is on institutes”
offer in the upper “Picking from
S5 student, High School
years, we need columns is
to allow students depressing. It feels
to dream of really restrictive”
their future
possibilities” Student, High School Questions
Student, High School Can we make decision making
easier?
“I picked H.E How can we make all options more

because it was all obvious but still deliver in a concise
way?
that was left” Can we redesign the ‘panic’ scenario
or stop it happening in the first
S5 student, High School place?
Where do we start thinking about
choices?

displaying all options
36


User Profile
Name: Paisley Grammar 5th Years
Age: 17
Situation: 5th year students
Both girls spoke about feeling limited in their subject
choices. Their general perception was that studying at
college and other institutions wasn’t easy but something
they had to do to achieve the right results to progress
A user journey typical into university.

37

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