IntroductionIncreased funding for vocational qualifications (BIS, 2010) as well as vocational qualifications that are understood and valued by employers underpins one of the new coalition government's key aims of better vocational training for teenagers [Cabinet Office, 2010]. Whilst the future of the Diplomas may be in doubt, a commitment to vocational courses emphasises the overall recognition that the UK needs to both develop its vocationally trained workforce as well as provide alternative post-16 educational routes for young people, including those most at risk of becoming NEET [Not in Education, Employment or Training]. However, despite increasing success in both the quality and completion rates of the plethora of vocational courses now offered as well as significant rises in the numbers of students opting to undertake vocational training 1 [report to Parliament, 2010], diversity remains in the range and content of courses meaning that vocational education still largely have much lower status than more traditional and academic routes. A report by Civitas (2010) suggests that many vocational courses are rarely connected to the world of work, have little academic content and tend to be offered to low attaining, lower-income students. Also many of these do not lead to work or opportunities for study in higher education

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While learners' attitudes to Modern Foreign Languages (MFL) and to Physical Education (PE) in the UK have been widely investigated in previous research, an under-explored area is learners' feelings about being highly able in these subjects. The present study explored this issue, among 78 learners (aged 12-13) from two schools in England, a Specialist Language College, and a Specialist Sports College. Learners completed a questionnaire exploring their feelings about the prospect of being identified as gifted/talented in these subjects, and their perceptions of the characteristics of highly able learners in MFL and PE. Questionnaires were chosen as the data collection method to encourage more open responses from these young learners than might have been elicited in an interview. While learners were enthusiastic about the idea of being highly able in both subjects, this enthusiasm was more muted for MFL.School specialism was related to learners' enthusiasm only in the Sports College. Learners expressed fairly stereotypical views of the characteristics of the highly able in MFL and PE.The relevance of these findings for motivation and curriculum design within both subjects is discussed.

Good information and career guidance about which post-compulsory educational routes are available and where these routes lead is important for ensuring that young people make choices that are most appropriate to their needs and aspirations. Yet the Association of School and College Leaders (2011) expresses fears that future provision will be inadequate. This paper reports the findings of an on-line survey of 300 secondary school teachers, and follow-up telephone interviews with 18 of such teachers in the south-east of England which explored teachers' experiences of delivering post-compulsory educational and career guidance and their knowledge and confidence in doing so. The results suggest that teachers lack confidence in delivering information, advice and guidance outside their own area of specialism and experience. In particular, teachers knew little about alternative local provision of post-16 education and lacked knowledge of less traditional vocational routes. This paper will therefore raise important policy considerations with respect to supporting teachers' knowledge, ability and confidence in delivering information concerning future pathways and career guidance.